My first day is obviously nerve-racking. I have never been in a similar situation so I have nothing to gauge it off. My first bit of school was nearly 20 years after my last. Now, I am put in front of a class in a position of authority. I am lucky I have such a competent co-operating teacher to support me. Her control of the class is unbelievable, from the get-go. She has 20 years of experience at this and it shows. She is also year head of first-year which helps but none the less it is quite impressive.
Meeting the class…… Students line up in 2’s, no talking and full uniform when arriving at the door. Gain control outside and you’ll have control inside. Don’t smile until after Christmas and all the other clichés. This is one that works alright though. Students stand for their role and no noise at all at this time as well. First move after is to sit down and take out their journals and take down their homework. After this take out their homework.
We start off with line drawing and memory is the theme that the teacher references. The exercise is to draw certain objects from memory dictated by the letters in your name.
Homework for this class is to bring in materials, A3 folder, A4 sketchpad, calligraphy pen, pencils HB, 2B, 4B
The second half of the class concentrates more on types of line used and how they are used. We concentrate on the pressure of the pencil and different types of line. Parallel lines versus criss-cross, concentric versus spiral. There are several different exercises for this. The sheet handed out is split into 8 boxes. In each box, the student must test different types of lines.
The second half of the class concentrates more on types of line used and how they are used. We concentrate on the pressure of the pencil and different types of line. Parallel lines versus criss-cross, concentric versus spiral. There are several different exercises for this. The sheet handed out is split into 8 boxes. In each box, the student must test different types of lines.
My teacher knows her class very well. Delegation is sorted out very quickly and without any fuss. She is very stern with talking out of turn. This sorts out any problems very quickly. If there is anyone causing any bit of hassle, no matter how small she's on top of it.
In this class, we separate pencils, from the h's to the b's. The teacher uses mechanical drawing as an example as they would have been already introduced to pencil grading here.
Make sure all students label everything with name, class and date
We also look at A sizing. for paper
The teacher gives a group exercise, think, pair, share. She asks 2-3 people to discuss what it is an artist needs. The students offer up some great responses for this exercise. Patience and time being some of the surprises along the way.
The teacher is great in talking to the students. She engages very well and naturally.
We also look at shapes in this class, mainly geometric.
The second class to take this lesson are much quicker than the first with the artist question. This class will be particularly good with the Think Pair Share exercise. They already show an excellent amount of communication for a class that know each other only one week. They have a highly informed vocabulary.
A student with high ASD was notably not enjoying the lesson. Neither myself or the teacher knew who the student was at first. We had both assumed it was a different student that the SNA was interacting with. As soon as the teacher realised and checked her notes she altered the lesson to suit him. This is another commendation of her experience. This was handled quickly and she trusted her instincts. This is something I must attune myself to as I had noticed the student was a little off but had not reacted in this manner.
Always check notes and know who you're dealing with.
Always ask names
Interact with as many students as possible during the lesson.
8/09/17
The teacher is gentler with the students this morning. This is a class with high SEN's and I think this dictates her approach to some extent. The content we are looking at is similar to the content on Monday
Lines
Parallel lines
Pressure
Value
Lighter and Darker
Graduation
Pressure Application
Concentric
Spiral
First the teacher showed these and explained each. Next showed examples of the use of line in patterns like Newgrange and line drawings by Matisse and a wire sculpture of a sea bass. This showed the importance of line through separate examples. She showed an image of converse shoes and starts to talk about depth and perspective.
Before we start any exercise she talks about the different ways of holding your pencil, over index and under little finger
We repeat the same exercises as Monday
11/09/17
Line lesson is changed this morning.
She shows three separate pictures and asks the class what do the three pictures have in common. This is called a data set. The answer being lines
Theory is a word she uses which is very effective. It is not an answer it is a theory.
She also talks about what the information is telling us. It is telling us about shoes. We also talk more about heavy lines versus light lines.
Afternoon class
The teacher uses the Think Pair Share instead of data sheet from this morning
Line quality and repetitive points
14/11/17
H/W Make an observed drawing of a group of small cylindrical objects. objects, e.g candles, yogurt cartons, simple shapes, use two examples
We revisit memory in this class
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