(2) Service Learning Observation: Beattie Elementary School (9/30/22)

On 9/30/22, I observed Ms. Noel's 1st grade section from 1:50-2:35PM.

On this occasion I decided to focus on a few different aspects of the experiences all which are recorded in a sketchbook. The following sketchbook page is an artifact from this experience. This blog will embellish the aspects of this page as well as analyze what it means for me as an art educator.

The different moments/observations on this page are noted as 1, 2, 3, and 4. I will discuss each experience as they relate to the narrative of the observation.

(1)

On this day, students were exploring concepts through various studios assigned by Ms. Noel as she had a substitute teacher that day. It is my perception that these studios were chosen to both align with the students interests and with the sub's experience levels with TAB-based classrooms. When I first began to observe in this space, I sat next to a child named Andrew who seemed to be creating a complex collage that involved multiple pieces and parts. Ironically enough, the complexity of Andrew's project did not align with his response when I asked, "What is your concept for this?" He responded with a simple, "I forgot what it was." I also thought it was interesting how this child was cutting the pieces of the collage. Observe the video below:

Not only was Andrew reversing your typical "cut then paste mantra," but I also found it fascinating how he was holding the paper up to his face to cut it. It makes me wonder...

Why do children cut paper out in front of their bodies?

What do collage techniques teach artists? What can the artist achieve with collage?

*there's a sketch in that first image that I drew of Andrew trying to capture how he was engaging with the materials

(2)

The second aspect of this observation is based in an interaction with a student who regularly struggles with exhibiting the behaviors expected of her in a school-setting. While I was sitting with Andrew, the student came up to me and exclaimed that she was determined to create a butterfly and that I was going to draw it for her. I responded by confirming her request to make sure that I understood: "You want ME to draw YOU a butterfly?" The student nodded her head in agreement. I quickly came up with a response: "Well babe, I'm hanging out in the collage studio right now and it seems to me that the best way to draw a butterfly would be to go over to the stencil studio. Why don't you head over that way?" The child immediately went to the stencil studio in hopes of securing a butterfly stencil. But, it wasn't long until she was taking stencil from other students which resulted in a conversation with the substitute about sharing. She later came back with her finished drawing that she gave to me:

After I have reflected some more on this interaction, I have wondered why it was my immediate reaction to deny doing art for a child.

What might the child have gained from watching me draw a butterfly?

pros:

- The student would have received a personalized "how to" demo.

- I would have been building a relationship with that student.

- She would have learned about how I draw things.

cons:

- She wouldn't have developed her own methodology for creating a butterfly.

- I might have set an expectation that I would create projects for all students in the class.

I'll be honest in that I'm still not quite sure what the right course of action was there, but I am confident that I'll rethink this next time a student requests that I make art with them.

(3)

The third aspect of this observation is that I was paying attention to how well a substitute teacher could navigate a TAB classroom. I was very impressed on how well this teacher followed Ms. Noel's procedures and routines and how he asked the children questions about their projects. I found it interesting how his questions, however, greatly differed from what people who study art education normally ask.

(I want to emphasize that I don't think the sub's questions were wrong or bad practice. I just think it's important to highlight how other teachers navigate a choice-based classroom).

the sub's questions/observations: (recorded dialogue from 9/30)

• "Isn't that a skull?"

• "Is that a cow, dinosaur, dude, etc.?"

• They often referred to the studios as "art stations."

I think it's very interesting how many people who don't have appear to have a background in the arts have a tendency to define and determine the physical entities they see in an artwork. In other words, it MUST be something that I understand and/or have seen before. It is my personal opinion that this is why so many people struggle with abstraction and fragmentation. The take-away from this experience is that when I leave sub-plans in a choice-based classroom, I should leave a friendly reminder to ask students what they are creating, instead of defining it for them.

(4)

For the 4th aspect of the observation, we return to the first as this is the moment when Andrew explained to me that he was actually creating birthday invitations. I can't help it wonder if Andrew decided during or after the creation of his project that it was a series of different invites. I wish that I would have asked him. I also thought it was interesting that Andrew told me when his birthday was so that I could write it down and remember the occasion. As a result, all of the other students began telling me their names and birthdays to write down. After participating in all of this commotion, a student named Tony actually gave me his project and I asked if I could glue it into my sketchbook. He was honored by this discussion and was even more giddy when I asked him to sign his work:

It was a great reminder that children love been noticed and having their art and thoughts documented. Therefore, next week, I want to create a blog entry that highlights students investment in my documentation.