Peer Interview Comic
CENTRAL FOCUS: Using sequential images with text, you will create a “how-to” story comic in order to analyze a task based on a classmate’s verbal descriptions.
RATIONALE: As teachers we need to find out and understand more about the learning process, both our own and that of others. Task analysis in order to produce step-by-step instructions is essential to teaching. Practicing mindful, reflective listening is also a key skill for a good teacher. Specifically, in visual arts education, sequential drawing (Comics) is a useful way to show processes, time and change.
LEARNING OBJECTIVES: (Professional Skills and Disposition) Apply understanding of effective learning environments, differentiating instruction and communication strategies for instruction and classroom management as you:
- Investigate your own and another’s learning styles through interview, reflection and writing and drawing processes.
- Further develop listening and visual thinking skills to summarize and clearly represent another’s experience.
- Learn something new about a class peer and about yourself.
- Use sequential drawing for simple task analysis, developing communication as well as drawing skills.
ACTIVITY:
Consider a recent experience where you learned something new. Think of a fairly simple, discreet task or skill. It does not need to be art-related. For example: This summer you learned to cook a new dish or you drove a stick shift truck for the first time, or you had your first surfing lesson, or someone showed you how to plant bulbs, or fix a flat tire on a bike, or how to find and prepare edible wild plants, or learned a new game, etc. What else can you think of?
Pair off with someone in the class and take turns interviewing each other and actively listening to her/his story.• Organize the information you received from your partner into 5 parts.
Everything you need (tools and ingredients) |
Beginning the process |
Close up (detail view) |
Finishing the process |
End result. |
Share with your partner to confirm that you have understood the process and depicted it correctly.
Revision: Use your notes and comic from class to create a more detailed, full explanation of the process. You may use any media you choose, including digital. You may need to add extra frames or call-outs for clarity.
ON YOUR BLOG: Post a good photo (check lighting, positioning) and… a brief reflection on the process:
- Was it challenging to figure out how to depict the process clearly in five steps?
- How many steps do you need to fully teach someone to do this task?
- Did your partner find your depiction accurate?
- What corrections did you have to make?
- What other information must you include to make a clear explanation?
SUBMIT THE URL for your blogpost on Brightspace, in the peer interview comic assignment.
Questions to ask
Goal: Individual students share, expand and clarify their own thinking
- Time to Think:
- Partner Talk Writing as Think Time
- Wait Time
- Say More:
-
- “Can you say more about that?”
- “What do you mean by that?”
- “Can you give an example?”
3. So, Are You Saying…?:
“So, let me see if I’ve got what you’re saying. Are you saying…?” (always leaving space for the original student to agree or disagree and say more)
Goal: Students listen carefully to one another
- Who Can Rephrase or Repeat?
“Who can repeat what Javon just said or put it into their own words?” (After a partner talk) “What did your partner say?”
Goal: Students deepen their reasoning
- Asking for Evidence or Reasoning:
“Why do you think that?” “What’s your evidence?” “How did you arrive at that conclusion?” “Is there anything in the text that made you think that?”
- Challenge or Counterexample:
“Does it always work that way?” “How does that idea square with Sonia’s example?” “What if it had been a copper cube instead?”
Goal: Students think with others
- Agree/Disagree and Why?:
“Do you agree/disagree? (And why?)” “Are you saying the same thing as Jelya or something different, and if it’s different, how is it different?” “What do people think about what Vannia said?” “Does anyone want to respond to that idea?”
- Add On:
“Who can add onto the idea that Jamal is building?”
“Can anyone take that suggestion and push it a little further?”
- Explaining What Someone Else Means:
“Who can explain what Aisha means when she says that?” “Who thinks they could explain in their words why Simon came up with that answer?” “Why do you think he said that?”
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Material Research Examples
Sketchbook Doodles
For this lesson, I did a small scale version of what I would plan on students doing. Over the course of 25 days, they would complete one full page/day of sketchbook doodles while listening to music. note how they’re feeling in that moment, what time of day it is. The goal of each sketchbook page is to reflect their feelings/emotions over the course of about a month. Once all 25 pages are completed, we’ll grid them together as one, looking at all 25 squares at once. This will give students the opportunity to reflect on their days of sketching – maybe they’ll look at a specific square or section and it will remind them of how they felt that day, and how they illustrated that feeling. A cluster of squares may look particularly similar, which could reflect a rough week, great weekend, or exhausting school days.
The first two I did myself, and the last one was done by my friend, Brian. I wanted an outside perspective for this lesson, and Brian has no true experience/strong interest in making art himself. He said he struggled a bit with the abstract thinking/mindless doodling part, and that he couldn’t not draw a figure or form of some kind. So that was an informative mindset.
Lonely Optimistic Anxious
Abstract-Self Portraits
Using acrylic paint, this lesson would involve students portraying their own emotions/feelings within a self-portrait. The goal of this project is for students to use the material to their advantage and in ways that will best articulate whatever feeling – whether that be paint splattering, thick application of paint, brush strokes, heavy drips, use of color, and for the two darker pieces I used my fingers a lot for smudging.
The first one might be as metaphysical as you can get with a self-portrait, since the basis of the assignment is to illustrate yourself. But with proper proposal/explanation, a student’s perspective of themselves is entirely their own.
Cultivating Safe Spaces for Creativity: Alana Vest’s resources
A link to the recorded discussion
From Alana:
I am happy to connect with anyone and my best email is alanavest@icloud.com if they have questions about the slides or there are other questions I can answer.
Cultivating Safe Spaces for Creativity: https://docs.google.com/presentation/d/1aOMlpohjTjeAMYhl12orMqZOziRXogyLgJoHTLzZJkc/copy
Adaptive Arts Strategies: https://docs.google.com/presentation/d/1KqiL2I5SL3dtBkIFG5g8KNIEJ_zssyGy/copy
(This was a hands on workshop where the presentation paired with some art making and if you have any questions about the slides/ideas for art materials please let me know.)
Supporting Students Facing ACE’S in the Art Room: https://docs.google.com/presentation/d/1FXoDK_bFADIzFPeVJvUzGrOy8whGyXF1/copy
Thank you all for sharing time with me today. I am excited for your students and happy to help as they begin working in this amazing and important field.
Learning Segment Assignment
Full assignment description here
Episode 70 – The Anti-Racist Art Teachers – Body Image in the Media & Art Room
K-12 art chat wth the Anti-Racist Art Teachers
The Creativity Department is joined by half of the Anti-Racist Art Teacher group for this episode! Body image is something we all struggle with, and it can be reassuring to know you’re not the only one with those feelings, especially as children. The Anti-Racist Art Teachers discuss their struggles with body image when they were students and share ways they help students with body image in the art room today!