(7) Learning Observation: Beattie Elementary School (12/9/22)

This documentation serves a different purpose than the rest, as during this class period, I assumed the role of teacher instead of researcher (although I would argue that both can be assumed simultaneously). Since Ms. Noel took absence last Friday, Molly and I led the classroom. We started the students off with a greeting, an explanation for their regular teacher's absence, and an exploration of happy places.

First, I facilitated a discussion around the idea of happy places. I asked students, "What is a happy place?" The students told me that a happy place was an imaginary place that you go to in your head when you're having a bad time. They also mentioned that happy places are places that make you feel good inside.

Then, we explored the happy places of students' favorite characters, some which included Spiderman, Pokémon, and Antonio from Encanto. I asked students why these happy places made sense for these characters and they were able to easily explain. For example, when discussing Spiderman, a student explained that Spiderman's happy place is "in the city because that's where he can save people." I responded by asking, "And does saving people make Spiderman feel happy?" The student responded with an enthusiastic, "YES!!"

This photo was utilized in the happy places presentation.

In this moment, I realized why Ms. Noel had chosen, "I can create a happy place for myself or someone that I love," as a learning target because it's a very transferrable concept that students understand. I didn't have to push, pull, or ask more questions for understanding, the students just got it.

Next, we explored/inferred what the happy places of other characters might look like. This involved thinking about the happy places of Bluey, Sonic, Ash, and Chase. I was surprised how easily students were able to describe the happy places of these characters. Not only were their explanations detailed, but they also explained why they had these thoughts without being prompted. I have to admit that I was fascinated by their responses and passion for the topic.

After this, the students and I discussed how an artist might go about recreating their happy place in the form of a diorama. I showed students various examples of dioramas that I found on Pinterest/the internet. And this one in particular stood out to them:

Students articulated that this artwork reminded them of various movies, video games, and books that they had read prior. They said that they could imagine themselves walking around in this environment.

I think oftentimes, we see fantastical imagery and we categorize it as a genre or entertainment. But, these students made reminded me that the people who create the imaginary worlds that we love are in fact artists. When we create imaginary worlds, characters, and stories, we do lots of things that education values. This includes developing narratives, designing environments, and considering what impact the art may have on its audience. The other aspect of imaginary worlds that appeals to students is the endless opportunities. There is no right or wrong in these spaces and that is exactly what inspired some of the students last Friday.

One of the students was actually already creating his own imaginary world in the Construction Zone. The following video is the student guiding me through the world that he has created:

After the lesson concluded and students were offered ideation worksheets, they went to their studios to work. To my disappointment, not a single student was inspired to create a happy place. More-so, students were continuing to work on their other projects that they had started in previous class periods.

Side-note: As I am thinking about how I will teach in Ms. Noel's classroom during student teaching, I am considering my role as a TAB facilitator. Through this teaching experience, I realized that if I am to teach students how to be artists, I cannot expect them to be inspired by the content that I present to them. Artists pick and choose their inspirations and I need to consider that when I am presenting new concepts to the students, it's more than okay that they reject my ideas.

To continue, there was one student who was inspired by the fantastical book diorama and was attempting to create his own:

Here, the student is recreating trees out of cardboard tubes in order to frame his diorama piece.

After speaking with the student, I realized that the image had inspired him to create his own imaginary world and it reminded me of something Ms. Noel had mentioned to me prior. She said that in the TAB classroom, it is the teacher/facilitators job to offer the artists inspiration and oftentimes this involves looking at contemporary artists. Of all the concepts I showed students in that lesson, the one thing that struck them was another artist's art. I am going to keep that in mind as I go forth with my career in art education.