Reflections
Final Reflection: Spring 2014
“Even in literature and art, no man who bothers about originality will ever be original: whereas if you simply try to tell the truth (without caring two pence how often it has been told before) you will, nine times out of ten, become original without ever having noticed it.”
- C.S. Lewis, Mere Christianity
The arts have a major impact in creating a vital and complete educational experience because it gives students an outlet for their creativity. Through service-learning at Bahia Vista Elementary School, I was able to experience the importance of integrating art into the students’ lives. Especially students who are in a lower income area have an outlet for expression besides resorting to other outlets. In the classroom, one of the students was telling me about his life and what he does when school is over and it was either chores or watch television. Art allows for students to express themselves through appropriate outlets. For me, art has allowed me to create a different feeling towards creativity and the unknown. Every time I entered the classroom, one student, Adan, would tell me how he appreciated that we came to the school to teach art, “And yet, as we have hinted, there are many ways in which arts education is vital and thriving. New ideas and practices, new art forms and practitioners, innovative programs, and creative partnerships are emerging in response to the threats to arts education in our public schools” (Seidel 9).
Although allowing children to experience art in the classroom is a vital part in education and shaping that child’s creativity. One of the main challenges that art educational programs face is low funding. Communities like Bahia Vista are especially have problems gaining funding for art programs. Even the wealthiest of schools have cut the art programs because they feel that there are more important things that need funding, but with programs like LEAP (Learning Enrichment Afterschool Program) schools are offering their students opportunities to have access to arts education. By having programs like this in place in schools it allows students to gain the vital and complete educational experience by offering art.
With the problem of arts education being funding, there are specific steps that can be taken to help develop more arts programs to allow students the opportunity to have vital arts education. I think that people need to realize how vital arts education is on the influence of the younger generation. Programs like LEAP are allowing students to gain access to information about art and arts education.
“Even in literature and art, no man who bothers about originality will ever be original: whereas if you simply try to tell the truth (without caring two pence how often it has been told before) you will, nine times out of ten, become original without ever having noticed it.”
- C.S. Lewis, Mere Christianity
The arts have a major impact in creating a vital and complete educational experience because it gives students an outlet for their creativity. Through service-learning at Bahia Vista Elementary School, I was able to experience the importance of integrating art into the students’ lives. Especially students who are in a lower income area have an outlet for expression besides resorting to other outlets. In the classroom, one of the students was telling me about his life and what he does when school is over and it was either chores or watch television. Art allows for students to express themselves through appropriate outlets. For me, art has allowed me to create a different feeling towards creativity and the unknown. Every time I entered the classroom, one student, Adan, would tell me how he appreciated that we came to the school to teach art, “And yet, as we have hinted, there are many ways in which arts education is vital and thriving. New ideas and practices, new art forms and practitioners, innovative programs, and creative partnerships are emerging in response to the threats to arts education in our public schools” (Seidel 9).
Although allowing children to experience art in the classroom is a vital part in education and shaping that child’s creativity. One of the main challenges that art educational programs face is low funding. Communities like Bahia Vista are especially have problems gaining funding for art programs. Even the wealthiest of schools have cut the art programs because they feel that there are more important things that need funding, but with programs like LEAP (Learning Enrichment Afterschool Program) schools are offering their students opportunities to have access to arts education. By having programs like this in place in schools it allows students to gain the vital and complete educational experience by offering art.
With the problem of arts education being funding, there are specific steps that can be taken to help develop more arts programs to allow students the opportunity to have vital arts education. I think that people need to realize how vital arts education is on the influence of the younger generation. Programs like LEAP are allowing students to gain access to information about art and arts education.
Art Fundamentals: The Quality of Qualities
Service Learning Reflection 3-26-14
Provide a venue for students to express themselves:
In the most recent session with Bahia Vista’s fourth grade students, they got the opportunity to express themselves as they were gaining valid artist components. Once students completed their desired vase drawing they were able to express themselves creatively by being able to use their imagination and create an expression behind the vase. For example, one of the students in my group, Adan, drew his vase on top of a desk with books inside the desk. Providing the students with a venue to express themselves is really important because it allows them to use their creative minds to make something extraordinary.
Service Learning Reflection 3-26-14
Provide a venue for students to express themselves:
In the most recent session with Bahia Vista’s fourth grade students, they got the opportunity to express themselves as they were gaining valid artist components. Once students completed their desired vase drawing they were able to express themselves creatively by being able to use their imagination and create an expression behind the vase. For example, one of the students in my group, Adan, drew his vase on top of a desk with books inside the desk. Providing the students with a venue to express themselves is really important because it allows them to use their creative minds to make something extraordinary.
Art Fundamentals: Concept to
Creation
Service-Learning Reflection 2-12-2014
1. Describe two studio habits of mind that you observed in the students. In your description, please include any actions, expressions, or comments made by the student(s) that evidenced this. Also include if this situation was supported/encouraged by you or your classmates.
- Two of the studio habits of mind that I observed the students achieve were reflect and develop craft. I think that they reflected on their work because when you asked for volunteers one of our students raised his hand excited to reflect on his work with the class. I believe that they also developed craft because they used tools that they did not use before and they asked questions about how to use them properly which showed that they were developing their craft.
2. How did you guide students throughout the process of the project? (ei what personal skills, phrases, insight did you use).
- One of the most important things that I did to ensure that the students were understanding the process of the project was show them examples and explain how we did it in class. By showing the students what to do on their scratch piece of paper it allowed them to have a template to follow along with. Once they got the hang of it they really got into creating an interesting and cool scratch art project.
3. Describe ways in which students contributed something new and unplanned to the project.
- When allowing them to create their own scratch art I was able to see their creative minds at work because some of the things that they came up with were really beautifully done. For example, one of the students in my group used his name and create an illusion within his name which was really cool to see him just take off creatively.
4. What ways are your relationship (as a teacher and mentor) with the students is newly informed?
- My relationship with the students did change from the first visit because they trusted me more as a teacher/mentor. When introducing the craft they were more attentive to listen to what we had to say. They were more open to ask questions and were more inclined to show their passion for art.
Service-Learning Reflection 2-12-2014
1. Describe two studio habits of mind that you observed in the students. In your description, please include any actions, expressions, or comments made by the student(s) that evidenced this. Also include if this situation was supported/encouraged by you or your classmates.
- Two of the studio habits of mind that I observed the students achieve were reflect and develop craft. I think that they reflected on their work because when you asked for volunteers one of our students raised his hand excited to reflect on his work with the class. I believe that they also developed craft because they used tools that they did not use before and they asked questions about how to use them properly which showed that they were developing their craft.
2. How did you guide students throughout the process of the project? (ei what personal skills, phrases, insight did you use).
- One of the most important things that I did to ensure that the students were understanding the process of the project was show them examples and explain how we did it in class. By showing the students what to do on their scratch piece of paper it allowed them to have a template to follow along with. Once they got the hang of it they really got into creating an interesting and cool scratch art project.
3. Describe ways in which students contributed something new and unplanned to the project.
- When allowing them to create their own scratch art I was able to see their creative minds at work because some of the things that they came up with were really beautifully done. For example, one of the students in my group used his name and create an illusion within his name which was really cool to see him just take off creatively.
4. What ways are your relationship (as a teacher and mentor) with the students is newly informed?
- My relationship with the students did change from the first visit because they trusted me more as a teacher/mentor. When introducing the craft they were more attentive to listen to what we had to say. They were more open to ask questions and were more inclined to show their passion for art.
Art Fundamentals Service-Learning Experience 1-29-14
Describe your first impression of the students, teachers/staff, and location. (5 – 7 sentences)
My first impression of the location was that it was much bigger and nicer than I first intended it to be. The staff was so helpful and nice with allowing us to be in one of their classrooms and they helped a lot when we did not have enough chairs. The students were so adorable when they first walked in. You could see the looks on their faces filled with excitement and nervousness at the same time, which was so cute. Something that I noticed right off the back was that they were really attentive to whoever was talking always squaring up and looking at them.
Describe and event/person that stands out in your mind. (5 – 7 sentences)
One event from the first day that stands out to me is when a boy in my group connected his learning to what we were building. He had the idea of building a teepee type structure from the spaghetti noodles like the Native American Indians lived in. He was so excited when he saw the connection on the adjacent wall. When he saw the connection, he started telling us about what he was learning about and who and what the Indians were and are. He was able to help build the structure correctly and named it after the tribe that lived in these teepees.
Go back to the FACE Assessment, write down both what you wrote down in class on Monday and then add any new information that has come up for you after the first visit.
Facts: What do you know about the location, people and project you are working on
Before visit: Before the visit to Bahia Vista I knew that we were going there to teach them art and the location was in the Canal. Also, I knew that were going there to teach the 4th graders that were in an after school program.
After visit: After the visit I realized that we were not just going over there to teach them art but they were also going to teach us too.
Assumptions: What do you think you are getting into? (stereotypes, rumors, previous experiences, etc.)
Before visit: Before the visit I did have some information about it being a low income area, so I assumed that it would be a low income school as well. Some of my friends have told me that the kids are more standoffish toward new people entering their school.
After visit: After the visit I realized that all of my information had been wrongly given to me because nothing that they had told me was true. The area is a low income area but the school does not seem low income and the children accepted us with open arms.
Challenges: What you worry about encountering? (danger, confusion, interaction with the community, etc.)
Before visit: Before the visit I was worried about the location of the school and the danger that presented, but other than that I have no other fear.
After visit: After the visit I realized that it is a lower income area than where Dominican is but it does not present danger to me.
Expectations: What you hope to get from the experience? (people you will meet, type of service you will do, what you will learn or discover in the process)
Before visit: Before the visit I hoped to gain a better understanding of what children want to see in relation to art, and an overall better understanding of teaching art to students in the classroom.
After visit: After the visit I believe that I will be able to achieve my hope from this experience.
Describe your first impression of the students, teachers/staff, and location. (5 – 7 sentences)
My first impression of the location was that it was much bigger and nicer than I first intended it to be. The staff was so helpful and nice with allowing us to be in one of their classrooms and they helped a lot when we did not have enough chairs. The students were so adorable when they first walked in. You could see the looks on their faces filled with excitement and nervousness at the same time, which was so cute. Something that I noticed right off the back was that they were really attentive to whoever was talking always squaring up and looking at them.
Describe and event/person that stands out in your mind. (5 – 7 sentences)
One event from the first day that stands out to me is when a boy in my group connected his learning to what we were building. He had the idea of building a teepee type structure from the spaghetti noodles like the Native American Indians lived in. He was so excited when he saw the connection on the adjacent wall. When he saw the connection, he started telling us about what he was learning about and who and what the Indians were and are. He was able to help build the structure correctly and named it after the tribe that lived in these teepees.
Go back to the FACE Assessment, write down both what you wrote down in class on Monday and then add any new information that has come up for you after the first visit.
Facts: What do you know about the location, people and project you are working on
Before visit: Before the visit to Bahia Vista I knew that we were going there to teach them art and the location was in the Canal. Also, I knew that were going there to teach the 4th graders that were in an after school program.
After visit: After the visit I realized that we were not just going over there to teach them art but they were also going to teach us too.
Assumptions: What do you think you are getting into? (stereotypes, rumors, previous experiences, etc.)
Before visit: Before the visit I did have some information about it being a low income area, so I assumed that it would be a low income school as well. Some of my friends have told me that the kids are more standoffish toward new people entering their school.
After visit: After the visit I realized that all of my information had been wrongly given to me because nothing that they had told me was true. The area is a low income area but the school does not seem low income and the children accepted us with open arms.
Challenges: What you worry about encountering? (danger, confusion, interaction with the community, etc.)
Before visit: Before the visit I was worried about the location of the school and the danger that presented, but other than that I have no other fear.
After visit: After the visit I realized that it is a lower income area than where Dominican is but it does not present danger to me.
Expectations: What you hope to get from the experience? (people you will meet, type of service you will do, what you will learn or discover in the process)
Before visit: Before the visit I hoped to gain a better understanding of what children want to see in relation to art, and an overall better understanding of teaching art to students in the classroom.
After visit: After the visit I believe that I will be able to achieve my hope from this experience.