Middle School Placement

I began my placement this semester at Heritage Middle School in New Windsor with Mrs. DeLaigle. For the first few weeks of placement I was observing Mrs. DeLaigle’s classes, her style of teaching, and assisting her and the students throughout the lesson. Due to some student’s schedule complications, Mrs. DeLaigle was not able to begin the first art project during that first and second week of school. Instead, she created folders for all of her students in the sixth through eighth grade levels, mainstream and self-contained. Each grade level was to design their folder with their name according to the object of the lesson; sixth grade being more simplistic and eighth grade more complex. For example, the sixth graders were to write their name in bubble letters. For each letter in their name, they were to draw in three to five symbols that represented them that also began with the letters in his/her name. The seventh graders designed their name using one point perspective and the eighth graders were to abstractly design their name using repetition or pattern. All three of these projects derived from one lesson in which she modified for each grade level and/or the type of class she was teaching. Mrs. DeLaigle advised me that each lesson needs to be personal other wise they are not going to care about it or put in as much effort. “Having them draw a still life is not something I do in this art room. I’ve tried it and all they do is just a quick sketch of what they want to include in it, not the entire still life. They won’t sit there and draw in every detail and shading the way you and I would. It needs to be personal to them and it’s a great way to learn about your students and their interests” she told me. Using this advice, it made observations a lot easier and more comfortable. I now knew why they were drawing these particular symbols and was able to begin a conversation with a lot of the students about that particular object and its significance to them. I felt it allowed for them to feel more comfortable with me and my being there inside their classroom.

            I had told Mrs. DeLaigle about what we were learning in Theory and Practice; about the importance of game play, the use of imagination and creativity, and how we connected this with Surrealism and the post-modern principles. I had also told her that I had to write a lesson plan using one of these Surrealist games of play, in which I chose to base mine off the Rorschach Ink blots. She asked if I could send her a copy of this lesson along with a few other ideas to do with her classes. After much consideration and discussion, we decided it would be best if I taught the Rorschach Ink Blot lesson and use this as a possible motivational project for introduction to a larger, more complex surrealist project. Mrs. DeLaigle also advised me that she found that it is easier for her students to have the projects broken down in steps for them so they do not miss or forget any of the criteria. For a better understanding of what the students were to do, I created a sign to hang from the chalkboard that listed each step. I went over each step with them one by one after my introduction and show them a few teacher examples of what the end result might look like. I explained to them that each composition will look different from one another and that this is an abstract, non-representational project. After the introduction and discussion of the steps, I than demonstrated how I made my teacher examples so they could see exactly how it was done to help clear up any other questions the students might have. When the students returned to their seats, I had everyone write their names on one side of the paper, fold it in half and when they were ready to begin, I had them open their paper to its original size again. Students moved around the room to each color station and used their knowledge in color theory to apply and mix the drawing inks appropriately. To both mine and Mrs. DeLaigle’s surprise, each student created two ink blot creations using three different colors in each composition quicker than we had anticipated. Usually the students are hard to motivate and begin working on their project. During this lesson, they all did what they were asked the first time and as a result we had an extra fifteen minutes to spare. As all teachers must do, I had to react quickly to settle the students down and have them regain their attention. I asked them, “What do you think our next step will be once the ink dries?” Some students responded with collage and others responded with drawing. From this I asked them to tell me what they saw in the ink blot examples. I had them come up to the board where the two teacher examples were displayed. When there were not as many volunteers to come up, I gave each station other examples I had made and had them share among their group the different things they saw just like what we had done. “If you have a writing utensil and feel comfortable, you can draw what you see right on top of the ink blot” I said. At the end, I showed them one last example, a work in progress, of what I was drawing in my ink blot. This was another short introduction to what the next step would be for the next time we met. Even though I was not planning on getting this far on the first day of the lesson, I feel I was quick on my toes to accommodate what had to be done next that would still keep the students on task.

This particular experience had its positive and its more negative aspects which I found as great learning tools. I realized how important it is to have more than one teacher example, guide the students to where it is you want them to go, time management, organization skills, and modifications especially. Something will either go wrong or not go the way you planned for it. A successful teacher must know how to fix this or have backup plans at all time which I feel was the most important lesson from this. I couldn’t react the way I felt, which was like a deer in headlights. I had to continue to take control and feel comfortable with this issue I was facing without the students realizing that this was not planned. Although I feel this situation will be nerve racking every time it happens, I also feel these are the hurdles teachers refer back to when they are creating or introducing new lessons in order to become successful.