Beginning Ceramics: Week 11

Phew, we all survived last week.  Sadly, Ms. Wager was absent from school all week due to a close relative passing away.  The students and I chugged away and kept busy with the coil projects.

The students have been very productive and creative with their coil bowls.  I love it how they are pushing the limit in terms of originality (each student is trying to competitively out- do each other by creating new coil ideas). As a teacher, I LOVE THIS because the students continuously produce awesome work!

Below are some examples of student examples that are in their bisque phase. Next up: staining and glazing!

                

                 

Beginning Ceramics: Week 10

This past week the Beginning Ceramic students have been very busy with making coil bowls (my lesson plan!).  The students use bowls as their molds to create their coil projects.  Later, the students will be incorporating a color scheme into their projects with their selected glazes (I will be presenting an PowerPoint presentation about color schemes next week).The students have been creating a variety of coils (braids, twists, weaves, balls, etc.) and continue to inform me how much they enjoy the project!

The project's introduction went very well and I am pleased with how well the students understood my expectations. I demonstrated how to assemble their bowls correctly to prevent the clay from sticking to the plastic surface.  The students were great listeners and have been very self efficient and productive with this project.

Below are a few examples of intricate (new vocab word I taught the students) student examples that are in progress.

Sculpture: Week 9

Alright! This past week the students in my Sculpture class have been more than amazing! First of all, the students have been so creative with their cardboard sculptures (their sculptures put my teacher's example to shame!).  It has been a thrill to watch the students finely execute and create their original sculptures.  Ms. Wager and I have been enjoying watching the students' sculptures come to life.

Initially, the students needed a lot of attention and help with the beginning stages of their projects.  Once the students figured out how to create the skeletons and bases of their sculptures it was as if I no longer existed because they didn't need me help whatsoever! For the past couple of classes I have had to luxury of observing my students confidently create their cardboard sculptures from a distance.  I continuously walk around the room and assist the students by conversing ideas, feedback and personal assessment with them.

It is such a great feeling to watch the students run into the art room with bursting excitement  Many of the students have approached me outside of our class sessions to discuss their ideas and what they would like to work on next.  Due to the students excitement and motivation I've allowed the students to take home certain parts of their projects so they can continue to progress with their creations.

So, as you can see, no complaints here...just all smiles.  I'm loving the sculpture class and watching the sculptures evolve and depict the students' individual styles and personalities.  Below are student examples in progress (notice the variety of sculptures and different textures created by manipulating the masking tape).

Student Teaching: Week 7

My oh my, last week was such a busy week!

I had my first observation and surprise surprise, I was pretty nervous! The observation took place during Sculpture which I presented my new lesson plan.  The students will be creating a sculpture inspired by their doodles I assigned them to create over the long weekend.  Looking back I would have changed a few things but overall I believe the presentation/delivery went well.  I will definitely revise the rubric and explain to the students that they will be highly graded on Sculpture-in-the-Round.  Next time when I introduce this project to my future students I will visually show them the difference between 2D and Sculpture-in-the-Round by showing them different angles of cardboard.

The students seemed to respond really well to the lesson plan (thank goodness because my adviser was there observing the classroom)!  All of the students (but one) are excited to create their sculptures (the one student informed that he thinks it is too challenging---oh well deary, that is the whole point of school)! The students were a little "bummed out" that we didn't have class time to work on their sculptures on Friday.  On the flip side, we went to an awesome admission presentation given by MICA (Maryland Institute College of Art) which was PHENOMENAL and the students had a lot of fun with.

The day after my observation Ms. Wager was absent and I was in charge of the two Beginning Ceramic classes (compared to the day before I wasn't flustered at all, typical).  The students were angels and it seemed too good to be true in regards of how smooth everything was going....There were only 15 minutes left in the school day and there just so happened to be a major oops. A student knocked over a container of glaze which spilled all over the cabinet and the floor.  I understand accidents unintentionally happen but I was very upset because who ever knocked over the glaze left it there for me to clean.  I pulled up my big girl pants and gave it to the students.  I informed all of the students to stop what they were doing and to look at what someone did and left for me to clean.  I told the students they were not allowed to leave the class until the glaze was cleaned up.  I said a few other words about how Ms. Wager would be incredibly disappointed in them.  Four students got up from their seats and cleaned up the mess (which I took note of who).  I continued to lecture the students about having a conscience and doing the right thing (as in cleaning up something that you may have accidentally knocked over)! The students seemed a little shocked that I raised my voice but I most certainly earned more respect from them.

On a more positive note, most of the students in Beginning Ceramics finished their coil vessel projects.  The students had to create a vessel using different thicknesses and shapes of coils.  Students were allowed to roll thick or thin coils and form balls, spirals or even braids.  The requirements of the project were simple, the vessel had to be created by coils (or shapes/forms), at least 10 inches tall and the inside of the vessel had to be smooth.

The purpose of smoothing/blending the interior is to add strength to the vessel. One student "forgot" (more like was too lazy) to blend her coils together in the inside and after she completed her vessel she picked it up and the vessel broke in front of everyone's eyes. (Visual proof in regards of WHY you must blend the interior of the vessel.) Sadly, the student had to start over but on the brighter side she won't "forget" to blend the coils.

The students first hated this project (that's what they told me) but when I asked them again after the project they said they really loved it and thought the project was a lot of fun. The coil vessels came out BEAUTIFUL! This project really allowed me to see the students' individual creativity and imagination.  Some students incorporated braids or twists in their vessels.  Some of the vessels were closed while others were open (as if they were lanterns). Above is an image depicting the different executions of the coil project.  I am so so so so proud of the students and their creations...and not to mention it is wonderful to see the students are happy and proud of their own work!

Advance Ceramics: Day 30

YAY! I taught this specific class by myself! I am very happy to say that the class session went extremely well and the students responded great to my project/instructions.

The students in this class were introduced to their current project last week; Portrait Vessel.  However, Ms. Wager and I both have been witnessing that the students have been slacking off on this project and haven't really dived deep into it just yet... Hoping to motivate the students Ms. Wager asked me if I could boast their creative juices and kick the students into gear. Challenge accepted.

As the students walked in I played this song: http://www.youtube.com/watch?v=_CI-0E_jses. (Glenn Muller- In the Mood). The students really loved this music as they entered class.  The students seemed excited and it was wonderful to see the students smile as they walked into class.  Some of the students added a little pep into their step and even Ms. Wager started dancing a little.

When the music came to a halt I revealed an image on the projector. The students immediately knew what was in store for the class. I informed the students that many seem intimidated by the new project and they are unsure where to start.  I explained to the students that they need some sort of inspiration and I used myself as an example.  I told the students I took this picture of myself and from the picture I could really vision how I would like to create my self-portrait vessel. I explained to the students that everyone needed to have a sketch of their vessel before they could work with clay.

The students did exceptionally well with my instructions.  They immediately went to work on their sketches.  I individually met with the students and we discussed their visions.  Some students took longer than the others but every student established what they wanted to create.

The students were all great and it was wonderful to see the students gain more confidence in themselves.  The students seemed less intimidated because they knew what they wanted to actually create!  I have a feeling we will all face a few bumps here and there but I'm very excited to see the students' final products!

Day 22: Sculpture

This class has been working on a fascinating and whimsical project.  With the random materials of wood, metal wired hangers, panty hoses, power drills, staple gun and acrylic paint the students have been creating beautiful sculptures.  By drilling holes into the block of wood, students were able to secure the metal wire into the wood and then create the 'skeleton' of the sculpture.  The students were instructed to make two sculptures that depicted a dance or a story. The first stage of this project took one whole class (roughly 80 minutes)! I thought it was great that the students had to work with power tools--good for hands on experiences!

The next class the students had to tightly cover their two sculptures with panty hoses.  This step was very important because it showed the true shape of the sculptures. I would walk around to each student and ask them to show me the dance or the story of their sculptures.  Most sculptures were very compatible meanwhile other students had to re-construct the form of their wiring to make the two sculptures more cohesive with each other. After approved, the students then coated their sculptures with a thick acrylic/glue medium. This process was pretty messed and took an entire class session as well.

The next class the students were instructed to choose an acrylic base color to paint their sculptures.  The students were directed that they had to paint the pieces in a gradient technique.  The darkest shade of their chosen color would be at the bottom and the lightest tint would be at the very top of the sculptures.  The base color (red, blue, green, purple, etc.) would be painted on the middle of the pieces.  The students seemed to have a hard time with this because the paint would dry before the could blend the colors or they would have too much paint on their brushes.  I went around to the students and instructed that it is easier to start with the true base color and then slowly add in white for the tint blending and to solely focus on the white before even thinking about shading with black.  After a while the students got the hang out of it and surprisingly the painting portion of this project is taking the longest.  Students have been painting for the past two class sessions and they are still in the process of painting the sculptures.

I spoke with the students about this project regarding if they liked it or not.  I was very happy to hear that the students were really enjoying the project and were eager to start it.  The students are learning through trial and error that blending is a difficult technique to execute especially while painting an abstract and warped sculpture.  I over heard the students and they think it would be "really cool" if we could display the sculptures as a unit by attaching the weird-looking projects onto a wall. (I think we may just have to do that!)

Day 16: Advance Ceramics

This specific course is my favorite out of all of my classes! I am always so impressed by the students' creativity, worth ethic, positive attitude and execution. I have to say, there is one particular Advance Ceramic class that I have a preference for.  The students within this class seem to be more passionate and into their artwork than the other Advance Ceramic class.  With this said, I am applaud by the work the students vision and create. Honestly, when I discussed with the students about their ambitious ideas I was a little hesitant and unsure that they could properly execute their ideas--they proved me wrong.  I learned from my students to be oblivious to intimidation and mental limitations and to simply create your visions. 

Though I already spoke about the cattle skull in the last post I just had to retouch about it again.  I absolutely love this piece because I'm so amazed that anybody could mold clay into an exact replica of a true cattle skull.  I love the fact that this student could create an astonishing 3D piece from observing a simple 2D picture she printed from the internet. Not to mention, this student went above and beyond Ms. Wagers expectations and this piece consist of three lids while she was only required to incorporate just one. 

This swirl is aesthetically pleasing and its texture is incredible smooth.  The creative student who made this piece started with a block of clay and with her fingers smoothed out the ridges and formed the twist top.  She then cut the twist in half, hollowed out the pieces, added an interior coil to secure the lid and was "donezo".  I was flabbergasted that the student created this in one class session (approximately 80 minutes). This student always inspires me and I truly am astonished with her creative ceramic art work. I know this student will be very successful in life because of how finely she executes her visions.

Above and below are examples of another student's work that is outrageous! The student really loves anything that involves giraffes.  This student created a container in a form of a tree (the lid is actually the leaves/tree top). The student wrapped the giraffe around the tree which makes the piece stronger because how ever the container is displayed the viewer will turn the piece or walk around it to see the story of the giraffe. It was fascinating to watch this student make her leaves because she used scissors to cut into the clay and create the texture. The student had to hollow both the leaves section and the trunk section so the piece wouldn't explode during its firing.  I really admire her concept of wrapping the giraffe around the tree because it adds more character to the piece and encourages the viewer to look around the entire piece.   

I am so proud of these students and how well they create their visions. I really do enjoy my time teaching and learning from these students.  As a student teacher I individually speak with the students about their pieces and discuss anything from how they can make their pieces stronger, if they are happy with it, how they are going to glaze it, etc. I believe all of the students are doing exceptionally well and they are creating amazing pieces of work. This week was a great week!

Day 12: Advance and Beginning Ceramics

My ,oh my, how time flies...I just completed my third week of student teaching.

Both the Advance Ceramics and Beginning Ceramic classes are working on similar projects.  The classes have to make a clay box that is an original and abstract concept  The purpose of this project is to encourage students to think "out of the box" while creating a box.  The students are actually making some sort of container rather than a normal square or rectangular box. 

At first the students had a difficult time thinking of a creative (non-cliche) piece.  I noticed that both advance and beginning  students were frustrated and needed some motivation to help inspire their creative juices. Individually, I went around to the students and asked them what their interests were and from there the students seemed to instantly come up with creative ideas. 

With the Beginning Ceramic class the students have to use the technique of "controlled dropping" which is simply repetitively dropping a large chunk of clay on the table.  Using the "controlled dropping" technique automatically shapes the clay into an organic form somewhat like a stone.  The students then had to use the wire tool to horizontally cut up and down the clay to make the lid.  The students had the most difficulty with this step because their craftsmanship needed improvement with handling the wire tool.  After a while the students "got the hang of it" and once they properly sliced the lid they then had to hollow out their clay boxes. 

As for the Advance Ceramic class the students had a more creative flair to this project than the Beginning class.  Based on the same concept as the Beginner's class these students literally thought "out of the box".  The students are making containers that look like fish, cattle skulls, bee-hives, abstract circular objects, twist-like,depicting melting objects etc.  To the left is an image of a student's box.  The flower/eye is a lid and the two horns are the lids to the inside of the skull (so creative and I'm in love with this piece).  I asked the student about this piece and she told me she was inspired by one of her favorite artists, Georgia O'Keefe (this student is exceptional and so in-tune with the arts--I hope she pursues art in college because she has a natural gift).

As for me, I am also creating my own creative box (examples are below).  I used my box as a teacher's example and encouraged the students to disguise the lids of their pieces. I also motivated the students to incorporate something inside of their boxes to add some spice to it. While I molded and hollowed out my box I walked around the room and visited each table.  I noticed the students are coming to me a lot more for advice on their pieces. I believe that because they see me making the same projects while assisting them creates a deeper trust.  I believe this because I too am faced with the same artistic challenges as they are. On a side note, I am happy to say that I have learned all of the students names!  

I am impressed with the students' creativity and it is amazing how much they inspire me.  I truly love working with the students and Ms. Wager.  Ms. Wager and I have been successfully brainstorming ideas for upcoming lesson plans.  I have been learning so much from Ms. Wager and I strongly believe we are a great team together.  I am looking forward to week 4 as I take on more responsibilities and officially teach a class!

Advance Ceramics: Day 9

Today I finished the first stage of the creation process of my teacher sample.  I was first inspired by antlers and I attempted to construct antler-like forms however the antlers evolved into twigs (a happy accident).  I used a plaster mold in shape of a large bowl which I turned up-side-down.  I then placed a plastic bag over the mold to help eliminate the chances of the clay drying out.  I laid out rolled coils and flattened them throughout the mold interweaving them together.  Once the clay was leather hard (type of stage which the clay is very hard and durable) I flipped over the bowl so it was right-side-up.  I then used a carving tool to help add texture to the outside of the bowl hoping to resemble twig/stick texture. I smoothed out the inside of the bowl to add contrast from the rough texture on the exterior. This piece is currently in the kiln room drying out waiting for it's first firing.  I'm still contemplating if I would like to glaze it entirely white or if I should incorporate the stain technique that I love so much! Any suggestions would be very helpful...

The purpose of this piece is to demonstrate to Advance Ceramic students that art can be a beautiful functional piece of work.  Students will be expected to turn an every day object, like a bowl, into a beautiful piece of art.  I am curious to see what the students will come up with (I hope to see some funky plates, mugs, bowls, containers or maybe even small tables!)

Beginning Ceramics: Day 8

Today the students were anxiously  waiting to see their freshly fired glazed pinch pot projects.  Before handing out the projects Ms. Wager explained to the class the importance of fully glazing their entire projects.  Ms.Wager held up student work of both successful and unsuccessful glazing techniques.  The class held a discussion about which pieces were more successful and why.  Typically, the pieces that had 3 solid coats of glaze were the most successful.  It was common that students did not fully coat their pieces and wherever there wasn't any glaze white showed through (the true color of fired clay).

During this class the students and I finished glazing our rattle head projects.  The students took their time with glazing their pieces after reflecting upon their glazed pinch-pot project.  The students had a better understanding of the media and were more cautious while coating their pieces.

The skull images are pictures of the rattle head I created.  Influenced by the Mexican holiday Dia de los Muertos (Day of the Dead) I created a piece that depicted life and death.  The rattle head has a beautiful noise when you shake it (proof that I constructed the thickness of the walls successfully).  As for glazing--I didn't! I used a staining technique which is applied with a brush and then is rinsed off with a sponge.  The staining technique provides an aged look and helps add contrast to the piece by giving it depth.  Also, staining is great for showing off detailed work.  After the piece is stained it is then re-fired to preserve the stain.  The true color of the clay is white and as you can see it is a great natural contrast to the stain.  I am very happy with the outcome of my piece!

Beginning Ceramics: Day 6

Today I started this class session off with a short lecture about what is expected of the students in terms of their writing assessments.  During prep prior to this class I helped Ms. Wager grade the students self-assessments which composed of defining vocab, Q&A's that were in synced with a worksheet and a rubric. I became frustrated while reading the students' assessments because there were multiple grammar and spelling errors.  I was disheartened to see that freshmen and sophomores were commonly making middle school literacy mistakes.  The students also didn't write in complete sentences nor did they proof read.  I explained to the students that teachers want their students to show off their intelligence by writing anything and everything that pertains to the questions.  I also demonstrated to the students the importance of complete sentences by using examples of student work containing complete and incomplete sentences. The students were engaged in this discussion because I asked them numerous questions and reviewed the difference of "its vs. it's" and "their vs. there".

After the students finished their glazing they started their second self assessment and rubric.  I walked around the room and helped students with writing complete sentences.  I also noticed that the students took their time with filling out this assessment and referred to the art textbook for defining vocab.  I was very happy to see that the students responded well to my discussion.  I looked over some of the students writing and was impressed with their writing skills.  I guess the students needed a little reminder and encouragement in terms showing off their writing skills.   I'm glad I took the time to explain to the students the importance of good writing because it obviously made a difference in their writing!


After my discussion the students received their fired pinch pot projects.  Their projects were freshly fired and it was time to start glazing.   As a class we reviewed the basics about glazing prior to granting the students freedom to get busy glazing! The students spent the majority of the class time painting the glaze on their projects (afterwards they worked of their self assessments).

(The pictures above are images of the students' work prior to their final firing.  As you can see, the colors seem chalky and somewhat dull.  Just wait until you see the pieces after their firing....they will be anything but chalky and dull!)

I walked around the room and spoke to the students about their pieces.  I asked the students questions such as; What color scheme(s) are you using? Why did you pick those specific colors? How does the glaze color differ when wet/fired?  The students seemed to be really talkative and all wanted to share their thoughts and projects with me.  I feel as if the students are starting to look up to me as a "real-teacher" now (which is a great aspect--I'm already earning their trust!)

During the majority of the day Ms. Wager had the kiln on to help the clay objects in the kiln room dry out.  (Image depicted on the left.) This technique is calling "soaking" and in simple terms it speeds up the drying process and eliminates any extra moisture in the pieces.  Personally, I enjoyed going into the kiln room and checking on the pieces because it was nice and toasty in there!

Beginning Ceramics: Day 5

On Friday Ms. Wager explained...                           

                                               The Wonderful World of GLAZE 

                                         10 Facts One Needs to Know About Glazing: 

1. First under-glaze (inside the piece--if there is an inside. Ex: vessel)

2. Three (3) coats of glaze (under-glaze only needs one coat!)

3. Darker colors will dominant lighter colors

4. Can layer glazes to create authentic colors (use color wheel as a reference)

5. Use glaze chart reference (wet glaze color can be completely different after fired. Ex: Dark blue is light pink when wet)

6. Staining is great for in-lay designs (good for contrast)

7. Bottom of piece may be covered with one coat of glaze (more coats will result to piece sticking to kiln and breaking)

8. Always wash brushes before and after glazing

9. Place newspaper under piece while coating

10. If glaze is poured make sure to share leftover glaze with another classmate or scoop it back into bottle before it dries. 

Beginning Ceramics: Day 4

The students were in the transition stage of finishing an old and starting a new project... This class is ahead of the other beginning classes and all of the students finished their rattle heads. After the students worked on their artist reports Ms. Wager taught the students about the wonderful world of GLAZING!  She taught the students this because their pinch-pot projects were freshly fired in the kiln and they are ready to the final stage of glazing.

To the right is a picture of the students pinch pots! I'm in the midst of my own pinch pot project and it is a challenging activity.  Molding clay as you desire is already difficult as it is.  In addition to molding clay you are also in a battle against gravity.  While attaching my pinch pots to each other they kept on falling off and squishing together.  During this project I truly learned the importance of having patience in terms of waiting for the clay to harden in order for it to keep its shape.  This project is great because it teaches students how to work the material while also respecting a scientific concept (gravity) with their project.

Advance Sculpture: Day 3

Today we continued to work on sculpting busts with red clay.  The students seemed more energetic in this class and their busts seemed to gain flair and personality.  Students were adding mo-hawks, mustaches, large ears and long noses to their busts.

Ms. Wager would walk around the room and help students who....truly needed assistance with facial proportions   She also made the class get up from their seats and walk around the room to look at each other's busts to observe the variety of expressions and executions. Ms. Wager also explained to the class that we are going to hollow out the busts and fire them in the kiln during the next class or the following. 

In this class I went back and forth from sculpting my own bust and I walked around the room giving students my feedback about their sculptures.  I fell in love with one of the student's sculpture because it reminded me of Brad Garrett (the actor who plays the older brother in Everybody Loves Raymond).  Can you see the resemblance? 

Advance Ceramics: Day 3

Today students were very busy.  Their slab vessels were fired and the students had to focus on glazing or staining their projects.  At the beginning of class Ms. Wager reviewed what the students had to do in terms of glazing or staining: rinse off the piece under water (to remove access dust particles), rinse brushes before and after using, apply three coats of glaze or stain and apply coats after the prior one dries.  After the students glazed their pieces they proceeded to work on their clay boxes.  Many of the students are still working on sketches and thinking of ideas.

 To the left are a few of the students' vessel that are in the process of becoming Bone Dry (the stage when clay completely dries out and then is placed in the kiln for firing. The pieces are extremely fragile in this specific stage--don't touch them because they could snap and break!)

I walked around the room and asked the students about their sketches and ideas.  I was curious to know their thought and creation process with their projects.  The students seemed to really enjoy the personal one-on-one time that I shared with them.  I definitely enjoyed speaking with the students because I admired their diversity and outrageously crazy ideas.

To the right is a picture of a bird's eye view of the vessels in the kiln waiting for their firing. 

Beginning Ceramics: Day 2

Rat-a-TAT-tat!

Today in Beginning Ceramics (Block 3) we are working on completing our rattle-heads.  This specific group of students are ahead of the other Beginning Ceramics class and most of the students were finalizing their heads.

To the left are some student examples of rattle-heads.  Many of these rattles depict funny facial expressions and it seems as if these little creations took on their own personalities!

Today, I sat next to a student and as a form of assessment/review I asked him to explain to me how to make rattle-head while I tried to make my own.  This student at first was a little nervous but they instantly warmed up to me.  He did a great job teaching me all of the steps to creating a rattle-head.
(To the lower right is an example of pinch pots.)



I walked around the room and picked a few student brains.  I asked the students why they incorporated some of their facial features and their reflections about the project.  The students seemed very please with the outcome of their projects.  I also noticed that the students often helped each other in regards of explaining what they should do to improve their rattle-heads.

The other Beginning Ceramic group  (Block 4) is a good class or two behind the other class.  Today the students learned how to create a hollow clay sphere and how to make the actual "clinkers" so their rattle-head makes noises.

As I walked around the room to see how the students were doing I overhead them chatting about how the project positively reminded them of Mr. Potato Head from Toy Story.  I think it's great the students are responding well to this project and tying it in with their childhood!

As for my rattle-head I'm pretty impressed with my craftsmanship considering I haven't worked with clay since (oh my) 2009. I am having a blast working with on this project! I'm not showing any pictures of my head just yet ...but my only hint is that it is influenced by La Calavera Catrina which was illustrated by that "dude" on the right.

Drawing and Painting: Day 2

Another class with Ms. Valenti!  Drawing and Painting is the following class that students progress to after completing Studio art.  This class mostly consists of 10th graders who have a better feel and understanding in art.

Today the students were learning about contrast, shadows, and light while working with graphite.  Students crumpled up a brown paper bag and then had to draw the different creases, shades and highlights.  Ms. Valenti also dimmed the lights to help the students observe the shadows and highlights of the bag.

As for me, I once again was assigned display duty! This time I had to display students' work from the prior project which was very interesting to observe.  Previously, the students were learning the basics about shadows and highlights.  In this project students had to paste their name or initials with ribbon-like paper onto drawing paper. The students then had to draw their name or initials in a 3D perspective. The students did an absolutely beautiful job with their drawings.  It is obvious that many of these students have the feel for graphite.

I admire how Ms. Valenti incorporates her students within their artwork.  I believe this is a great tactic to keep students engaged with their artwork.  While I hung the drawings I overheard the students pointing out their work to this classmates.  It was very warming to hear the students' excitement as they pointed out their drawings to each other.

After I hung the drawings I walked around the classroom and learned ALL of the students' names.  They were extremely outgoing and asked me lots of questions about my former studies in undergrad and what my teaching aspirations are.  It was refreshing to work with these students because they seem eager to learn anything about art and artistic career opportunities. 

Studio Art: Day 2

What a great way to start my day with Ms. Valenti!  Today in the Studio art class students were finishing their Cube projects.  The students have to incorporate their name and 20 collage images form a magazine onto a large folded cube (which they assemble themselves).  This was a great idea! Not only do the students get to produce artwork that reflects themselves but it is also a great project for the teacher to get to know her students through visual images.

 As for me, I first helped Ms. Valenti grade the cubes and then strung them together on the classroom's display board.  After hanging the Cubes and other student art projects they recently finished.

Most of the students really enjoyed the Cube project and were eager to bring theirs home.  This project touched base on various art concepts such as college, sculpture, advertising and composition.  I will definitely use a similar project in my future classes!

Farewell Day 1

While the students were cleaning up their areas Ms. Wager played this video in the background on the projector.  At first the students were oblivious to the video and then eventually the chattered silenced and the students were engaged in this video.

Personally, I believe this is a FABULOUS video and it sends a positive message to those who take the time to stop what they are doing and reflect upon the current world...

Enjoy kiddies --> watch this! Where The Hell is Matt?

Beginning Sculpture: Day 1

To Sculpt or Not to Sculpt

Ms. Wager informed me this is the class I will be creating lesson plans for! (How exciting!) I have to admit…I was a little a nervous to be thrown into the Ceramic/Sculpture department because I solely studied Drawing/Painting in my undergrad studies at the University of Tampa.  I only touched base with 3D art in Beg. Ceramics and Beg. Sculpture.  I am thrilled to enhance my knowledge and skills in these disciplines, and who knows, I may end up exclusively working with these medias after my experiences at Averill Park. 

Today’s sculpture class was educational and....interesting.  Ms. Wager threw me in the students and as a class we created clay busts together.  The purpose of this project was for students to learn that molding clay is the Sculptor’s form of sketching.  (After class Ms. Wager also informed me she wanted to do this project to observe students’ strengths and weaknesses in regards of their abilities in working with clay.)

Just like the students I also had a difficult time creating a bust!  Ms. Wager was extremely detailed and articulate with her instructions (thank goodness--need to remember that for future references).  This class really emphasized the importance of understanding facial proportions in a 3D aspect (and not to mention Ms. Wager gave me a out on Facial Proportions, phew!). Though it was difficult to create the proportions on a small model it was a great and fun learning experience. 

Ms. Wagner's bust looked like this: 

Meanwhile, mine and the students' busts looked like this:

The students were very occupied with making everything “perfect”.  I kept on trying to tell the students to have fun with their busts and throw in something crazy to the features.  The students thought I was nuts until I gave my bust a Mohawk hair-do.  The students loved this and started to be more creative with their busts.  After witnessing my fun-flared hair-do the students loosened up a bit with their sculptures and started adding fun characteristics to their models.

After class I spoke with Ms. Wager about the next sculpture project…I’m not going to inform you guys just yet but when she showed me an example I couldn't help myself think about Lady Gaga and Alexander McQueen…. What do you think the next project is going to be about?! (And no, students wont be making outrageous hats.)