Assessment

Assessment in the art educators classroom is very important in order to evaluate student success.  I think a good way to assess learning in the art classroom is to begin with a basic assignment in a specific area, that way there a basis with which to judge how much a student already knows about that area as well as something to compare later work with. While growth in techniques is important I think growth in a content shows a higher level of success.  After all it always seems that beginning level art courses begin teaching students about techniques, and the latter deal more in creating a conceptual cohesive body of work.  However, I feel it would be infinitely beneficial for students to create conceptual art work while learning techniques.  I feel that if it had been instilled in me from the beginning that my work need be cohesive I would have been putting a lot more thought into my art making.  Last year when I was taking a portfolio painting class, my grade depended upon my success creating a content cohesive body of work.  We were able to do the content of our choice, and I struggled because I felt the project was just too open ended and I wasn't ready to pick one area to deal in.  This year I'm taking a more assignment oriented painting class, but directed around a content area chosen for us.  I've never agreed with the saying "You don't know what you have until it's gone" so much.  My grade, or my success, this semester is based upon how far I can advance the content I was given and I've come to believe that it's not really a fair way to judge success.  I believe success in the art classroom comes from surprises and discovery.  It's important to not rule anything out in the art classroom, it's important for students to know that in art there aren't mistakes but rather opportunities.  It's okay for a student to start out making projects about one thing and later decide through their experiences that they'd rather work in a different area.  It's okay to try out different media and techniques and see how far you can get.  I think success is not based on how well a student can render something, but rather the discoveries they make while attempting to render something.  Like I said last week (and i genuinely believe), without surprise there can be no discoveries and without discovery there can be no progress.  And progress is success in my future classroom.

Why Teach Art?

Art has always been an important aspect in my life and for as long as I can remember I wanted to be an art teacher.  However, when I came to college my plans changed slightly.  I took a year off from the education department and pursued a bachelors in Fine Arts.  A large part of succeess when dealing with the arts is having a "big idea" or concept to build a body of work from.  In search for my big idea I began looking into the dealings of my classmates.  I came to the realization that most of the arts students began their schooling pursuing other areas like English or Biology, but found the arts as a better way of dealing with their subject matter. I must admit it was a bit discouraging, since I came into school with a strong interest in art and a lack of attraction to most other areas.  Yet, it was at that point that I realized all there is to learn from the arts.  When students look at art history there is so much to learn from artist's conceptual big idea's. No matter what the subject matter, you can literally find an artist's work who pertains to it.  Any subject matter can be displayed visually and sometimes understood more as a result.  I know from personal experience that there is much to be learned through the arts.  I've learned a lot about different subjects from looking at art, and a lot about myself from making art.  At first I felt I had a disadvantage from having no prior content interests, but now I feel as though the opportunities are endless as I research and find out more about the subjects art deals in.  I also find Eisner's fourth point to be rather insightful when learning from as well as about the arts.  Surprise is not to be seen as an intruder in the process of inquiry, but as a part of the rewards one reaps when working artistically. Without surprise there is no discovery, and without discovery there is no progress.  Just as one discovers new points when learning about other school subjects, one can learn identical points when viewing art and discover so much more when making their own art.  Why teach art?  Because through teaching art I am teaching my students to look further into things and discover all there is to know about subjects taught in a school setting and in cognition.

My Journey

For my journey map I decided to create a map box with cards symbolizing important events in my life.

My journey actually began here at Mizzou.  While I was in the womb, my mom was taking art classes here at the university.  I was born a month before my mom graduated from Mizzou with a degree in early childhood education.  Less than a year later, my dad had the opportunity to work for the conservation department in Cape Girardeau, so my journey quickly moved to the boot heel.  

I was always fond of the arts but my enthusiasm really became apparent when I began attending school.

 I remember being in first grade and having the opportunity to work with clay to make small bowls in my art class.  I stayed in during my recess to work in the art classroom making my bowl heart shaped.  After that, I spent most of my recesses in the art classroom.  My teacher, Ms. Sharon Williams had a huge impact on me.   I became very acquainted with her after spending years in her classroom during recess and after school.  I often went home with her in the afternoons until my mom could pick me up.  

My mom said she thought I just liked Ms. Williams a lot, but when I got to high school it became apparent that it was not just Ms. Williams but the art that I enjoyed and I quickly formed the same kind of relationship with my high school art teacher.

Ms. Westerich not only inspired me to create, but she was also my inspiration to teach.  I learned so many techniques in her class and was constantly encouraged.  When I was a senior she actually created a class specifically for me to take during my study hall because I had already taken all of the art classes in the course schedule.  I had the opportunity to work in her personal studio space downtown and put some work in a show.   After I graduated high school, I knew exactly what I wanted to pursue in college.  I wanted to get my degree in Art Education so I could inspire others the way Ms. Westerich and Ms. Williams inspired me.

Since coming to Mizzou I have had many art opportunities.  I decided to dual major in both Art Education and Fine Arts and I hope to graduate with my BFA and teaching degree hopefully within the next year or so.  I also lived in Italy for a month this past summer, studying painting with the Art department.  I have also had many teaching opportunities because I am currently employed at the Craft Studio on campus.  I've taught classes in the past and am currently teaching the free crafternoons on Fridays.  I'm sure the next few years will provide me with many more teaching and art opportunities.  I left a few blank cards in my map box for such occasions.