July 20, 2008
Assessment / Course Structure / & Time Issues
Assessment
- All years feel that courses are too assessment driven.
- Yr 10 feel that there is too much assessment and everything was due at the same time, across subject areas.
- Yr 11 feel that they were rushed all the time, from one assessment task to another.
- Yr 12 feels that they are doubly assessed; they felt they were taking two parallel courses at the same time, that are not synced or connected to each other.
- “We did not realize we had to do so much theory, it is different from junior years. So many dropped art after a term in Yr 11 when they discovered how hard the subject was.”
- Yr 12 feel that in theory the specific content being tested is not clear. “We didn’t know what would be in our test on Australian Art. We studied from aboriginal to Modernity.”
Course Structure
- Both 11 & 12 find alternate weeks of artmaking and art theory frustrating.
- Yr 11 find these blocks hinder progress. You finally get immersed in prac to find you have to change to theory eg. The Renaissance, it kills inspiration.
- Yr 12 feel that – We really have two courses that feels like two assessments for each unit. When asked if the assessments should be alternated, the students replied:
“No we need to be on top of each.”
“The prac week goes so quickly the theory so slowly.”
Time Issues
- Yr 11 felt that the course was preset in content and left them feeling anxious and frustrated. They weren’t able to have input into the content covered, and their previous classes/experiences were not taken into account. (This links with Course structure.)
- In the printmaking and 3D Unit a number of students felt it was both tedious and time wasting to experiment with printmaking, when it was sculpture they really where interested in. Therefore they found themselves in the situation, after the printmaking experiments were complete, where they knew they would never have enough time to experiment in 3D, and complete a resolved artwork. They never really got to sculpture, this was doubly frustrating as they had covered most printmaking exercises in junior years, yet weren’t given an opportunity to bypass this section.
- Yr 12 feel continually rushed.
- All year levels would like to find time to visit galleries:
- Yr 11 commented that when they went to the Art Gallery it was cool, complained about limited access to local galleries. “Yet, when we spent 10 minutes walking, both there and back, the 10 minutes in the Wollongong Art Gallery was OK.”
– “We benefit more going to Sydney Galleries. Local (gallery) has say 2 drawers of artworks where in Sydney there are a million drawers.” (Year 11)
– “We don’t do that go to Sydney. Everything is scheduled the year before and you can’t change it. When is the Biennale? Do we get to go? That was the best excursion I have ever been on.” (Year 12)
- Year 12 would love to have regular contacts with art exhibitions, as they did in Yr 11. But they felt strongly about it being delegated to weekends where they miss access to practitioners in the field, to curators, educational officers and of course the artists themselves. “We can’t spare the time at weekends with all our other work.”
- Yr 10 commented on continual interruptions, whether it be planned, eg. across form exams or even during a lesson. “When I’m working in the classroom, I’m really an independent learner. Both students and teachers interrupt. There should be designated lessons, where teachers don’t talk till the end of the lesson. To inform us of directions for our next lesson.”
Filed by Margaret McMahon at July 20th, 2008 under 3. Organisation and Structure, Research Themes
No comments on this post yet
- Yr 10 identified some positive techniques. First, when they were in yr 9 their art teacher; “walks continuously around the classroom and demonstrates one to one, at our desks, she showed us techniques, worked with us to get things done.” They agreed that this is was very useful.
- Year 10 enjoyed the process of teacher demonstration, then they felt confidence in emulating practice.
- Yr 10 found that they were disengaged when a teacher writes on the board, and then directs students to copy the information down, or follow written instructions. “You aren’t actually taught to do anything.”
- Similarly, Yr 11 found theory notes written on the board boring and overwhelming. “We write so fast I don’t know what I’m writing about.”
- A number of Yr 11 students found that too much time was being taken by the teacher demonstrating skills which they felt prevented them from getting on with their own artmaking.
- Yr 11 students found little relationships between artmaking and artstudy – “It is like doing two parallel courses.”
Filed by Margaret McMahon at July 20th, 2008 under 2. Teaching Style, Research Themes
No comments on this post yet
July 19, 2008
Skill Acquisition / Learning Styles and Experiences / Validation & Recognition
Skill Acquisition
- Yr 12 students felt that the acquisition of skills was really important, and that the earlier this started the better (in years 7 & 8); “You’re young then but I think you should start small but add on to your skills, it seemed that painting and drawing were the only things to do then. But there so much other stuff and when you get older it is all thrown at you – you get a bit overwhelmed.”
- “I’m sort of thinking about technical skills. In our practical we are guided and we have advice given to us but it’s not like formal training – like this is how you paint something realistically. I don’t know, I’m not sure if that would be valuable.”
- “I’m doing photography – but I think if I had had more formal training with other media I might have gone into a different area. The quality of my work and the skill wasn’t there
- “They’ve (the art teaching staff) always given us option but not how to use the options – they’ve never actually said that you need to be competent in this. So you stick with what’s comfortable and don’t really grow – you don’t really get out of that zone. When I was younger I couldn’t really draw so I did a digital drawing. You find ways around it because you have never really been shown the proper skills. Like proportion we had one lesson, this is something you need to study for at least a term to really master because it’s so hard.”
- “And also the darkroom & photography it’s always been an option to use it but we haven’t been taught photography different cameras, we’ve really only been taught to use photograms in the darkroom – we have no idea how to do it properly.”
- “Practical skills are self taught in the course, we are provided with everything.”
Learning Styles and Experiences
- Yr 11 students felt they needed to experience art, not be taught it. They were concerned about a range of issues from over direction and not being left alone to do their own thing…….. “to learn by our own mistakes.”
- Year 11 students advocated the regular visiting of galleries, artist’s studio’s and locations that inspire artmaking. Yr 10 student’s agreed; “In photography, in our double period we could go to the rock pool to be inspired- not just the artroom – expose students to the environment.”
- “I remember Bundanon, it was inspirational, a new environment, all great landscapes, a lot to look at.”
- Yr 12 students agreed – “Art is visual.”
- Year 12′s were also overwhelmingly supportive of the experiences they gained as being partners in the Wollongong Y Curate programme, in 2007 when they were in Yr 11, where they co-curated an exhibition at the gallery. “Y Curate was so good, not only seeing the curatorial process but visiting an artist’s studio. It was so cool.
- “I’ve always really loved art express – it’s inspirational.
- “Not just art express but a normal gallery exhibition – once or twice a term we would be well underway. Seeing works of Australian artists – not just textbook pictures but the actual works. We can’t spare the time at weekends with all our other work.”
- “If, I think of the art exhibitions I have been on I can’t think of how I could give them up they have been so important to my artworks. – Integral”
- “What about the Biennale that’s coming up? I love it, were going around to all galleries. It’s very soon.”
Validation & Recognition
- Yr 12 felt that at least one skill should be mastered over a year. Once proficiency is gained then they could expand their horizons. They felt an award could be earned; a certificate of competence for example.
“With my BOW it’s a lot on colour that’s the main thing because it’s expressing emotions. I’m using oils, the other day I used pastels but I didn’t know how to do it at all. I’ve never used them before and as everyone said we need to be taught”
“Yeah skills build up skills”
“We’ve had a taste…workshops…But that is more a taste of this, then a taste of that.”
- “I remember in year 7 when they tried to teach us skills, like proper drawing. But I don’t think we touched on it enough we only did it in yr 7 and we didn’t really carry it out.”
- “I think it would be good if we had a unit for a certain media and gave a bit of time on it, at least a week.”
- Yr 10 felt that the new artrooms don’t provide enough display space. Either their work can’t fit on the display boards because it is needed for seniors or that when it is displayed time is limited. They don’t think their work is valued; “…works that are on display are other people’s work not ours. When our work is displayed it’s only there a week, but it’s now down…it’s so discouraging.”
Filed by Margaret McMahon at July 19th, 2008 under 1. Me as a Learner, Research Themes
No comments on this post yet
July 18, 2008
Over the last three months I have carried out 7 interviews and student forums in total. Students from years 10, 11 and 12 were involved in forums while two art staff members were interviewed.
A total 192.50 mins of material was recorded and analysed. This material has been organized into five themes which will be covered in future posts, and will form the basis of workshops with art staff.
The themes are as follows (preliminary category titles)
1. Learning (Skill Aquisition / Learning Styles and Experiences / Validation & Recognition)
2. Teaching (styles, approaches)
3. Structure (Course Structure / Assessment/Time Issues)
4. Content
5. Physical Environment
Original recorded material is available to staff at the Learning Resource Centre from the 25th July 2008 until the end of the year.
Filed by Margaret McMahon at July 18th, 2008 under Student Forums
No comments on this post yet
May 24, 2008
“At the front end of a project, you can hold focus groups to help refine your educational objectives. You can discover what participants already know about a topic, what material they already have and what they think they need, and how they envision using different types of information and related materials”. Enhancing Education
The following is the basic structure used for all the student forums:
Location: Studio F117
Equipment & Material: an ipod for recording and 50 stimulus images were laid out on the table in front of the students
1. Introduction
2. Elicitations questions and directions.
- How are you feeling about your skills as an artist?
- Choose an image that relates to how you are feeling about yourself / your skills as an artist
- What do I like or admire in art? What engages, triggers a response or inspires you?
- In an art studio context what type of experience do you find the most satisfying?
- What conditions in a classroom maximise your learning experiences?
- What ‘blocks’ your learning?
The drawings and the follow-up exercise were omitted from the forum structure after the first trial forum as they complicated the research process and added little to the outcomes.
Filed by Margaret McMahon at May 24th, 2008 under Student Forums
No comments on this post yet
May 15, 2008
This research project with visual arts students is being undertaken as part of a series of Action Learning projects across eight KLA’s lead by Greg Elliott, our Dean of Curriculum.
Greg talks about the the importance of student voices in this project in his article “Student voice as the cornerstone for strategic planning” as a “system of recursive evaluation” which is “based on action research, as described in Groundwater-Smith‘s book, A Corporate Learning Portfolio (1999 & 2004)”.
Student Voices as Evidence of Teaching Efficacy:
He writes that in this process of review it is assumed “That students’ voices are critical in the review process, as they are the key stakeholders in school improvement, and are a powerful source of evidence for the efficacy of our teaching”
A Critical Friend:
“Professor Susan Groundwater-Smith, of the Division of Professional Learning, at the University of Sydney, has accepted the role of critical friend for the College’s review process. Her work in the area of practitioner enquiry and the development of organisational learning is seen as most valuable for the type of review being contemplated for the College. One of her penchants in research has been to ‘listen for the silences’, that is, to discern what it is that is not being said in an organization”
“The College’s original strategic plan suffered from a deafening silence when it came to the area of student voice in the reflection and planning cycle. The other silence that could not be ignored was the critical evaluation of objective evidence. These two areas became the natural starting points for our action research.”
Following this lead, listening to students voices is an integral part of the research project “Art & Growth” which focuses on visual art student outcomes; and is also structured as a ‘backward planning action research project’.
Filed by Margaret McMahon at May 15th, 2008 under Background Research Material
No comments on this post yet
May 12, 2008
This article appeared in ACER eNews (The Australian Centre for Education Research), and is an interesting reflection on what voters want from government. An excellent teacher for every child? It’s what every parent wants, and what every teacher wants too, probably. Just political idealism? Time will tell.
Filed by Margaret McMahon at May 12th, 2008 under Background Research Material
No comments on this post yet
May 10, 2008
A trial run for the student discussion forums was held on 4th April 2008, a forum was convened of Yr 11 Visual Art class; parental consent was obtained.
This forum was an opportunity to test the forum structure and recording technology. Following is an overview of the approach and methods used:
Introduction:
The project was introduced as they were seated around a large table on which was scattered about 50 images to be used as visual stimulus material. Students were asked if they minded if their conversation was recorded. There were no objections, they were happy to be involved in a school wide learning research project; an iPod was placed on the table.
Process:
Warm up exercise:
Direction: “Choose an image that relates to how you are feeling about yourself / your skills as an artist?”
After they all had chosen they were then asked to draw the image, and to record their reasons for doing so. The students were reassured that this was to concentrate their attention on details, or the focal point and to start the process of analysis of what initially attracted their attention. They were also told that there was no right or wrong reasons; that this was only a starting point to explore the focus question.
The iPod was moved around the group as each student responded.
Their responses initially were very descriptive of the image eg “its colourful”, “Heaps abstract”, “it’s emotional”, description of media “which I’m better at, like oil stick”, they had to be prompted to reference how they felt about themselves / their skills as artists. After prompting comments emerged that were more reflective such as “I never thought to make a painting like that” – “I would have drawn it differently”, “I could learn how to paint a portrait of a woman, I like drawing people. This is realistic, instead of abstract”, “This is different to my work- I like to complicate it, to not look real”, “its about the environment, this is how I like to paint”, “I find it hard to draw like this, mine is more cartoon like, I appreciate this, I like it – I can’t do it”, “the reflection on the water, draws me through the artwork, taking photographs is my favourite art” . After this ‘warm up’ session, we moved on to the key questions.
Forum Discussion: Elicitation Questions
Question: “What do you like or admire in art? What engages triggers a response or inspires you?”
One student was emotionally touched by her image of an aerial view of a surfing beach, “it reminds me of one of my friends, who is having a down time at the moment”, “my image is a photograph of three girls, and one may be a princess. Art can be in any form, it may be textiles, dresses”.
The discussion was stymied by my suggestion that we let everyone respond to the question, to move anti clockwise, around the group. I locked myself into a situation where they were politely listening to each other. Not engaging in an exchange of views. The situation loosened up after everyone had spoken and further questions were added:
Question: “In an art studio context what type of experience do you find the most satisfying?”
Question: “How would you like to be taught artmaking”
Students became very animated and wanted to give their opinions; Students complained about how they were rushed all the time, from one assessment task to another. One student said that they do the same thing every year, another believes that art outside of school is more fun; “I get more done in one class (2 hours) than I do for a week at school (4 lessons)”,”We get many interruptions”.
Follow Up Excercise
At the end of the session students were asked to take a photo of something that resonates with them as being an image that stimulates their creativity (within the next 24 hours). This could be a good starting point for the next Forum, where I will provide them with feedback for them to verify.
Verification
May 8th: Students verified feedback and were satisfied that the summary was valid and curious about how their imput would be used. They were pleased at being part of a process to improve teaching and learning and were looking forward to the next session.
Filed by Margaret McMahon at May 10th, 2008 under Student Forums
No comments on this post yet
