Tuesday, May 3, 2011
Monday, May 2, 2011
Professor Self Evaluation
Self Evaluation-J Hays Spring 2011 Drawing I 1210 90 T/TR 1:00-3:40
GOALS: My goals for teaching this class were to develop and maintain a cumulative learning process for fundamentals of drawing. I wanted to supplement in-class drawing with a good Drawing Workbook for student reference.
OBJECTIVES: The main focus of the class was to teach and draw from direct observation of the still life and reinforce these lessons by assigning major homework. I tried to change the still life each week, bringing in items that reinforced the techniques and skills we were learning for that week and reinforcing that we draw what we see, not what we think we see. I prepared to teach the class, supplemented with handouts and gave demonstrations on specific drawing techniques.
PROJECTS: The in-progress critiques were key, although students still waited until the last minute. I have no idea how to better address this (“you can lead a horse to water...”). We lost some momentum in class after Spring Break because we had several artist talks. These are important and I was glad we had them for class time. In a perfect world, these would be in the evening outside of class and mandatory, so as not to take up class time.
The Artist Essay was a really good assessment of student thinking. The next Major assignment was the Mid Term Bag still life. Most worked reasonably hard on this assignment, but some did not even considering the amount of time given to complete it.
The grid homework assignment was an effective way to address how one grids off a photograph to reduce or enlarge its size. This was so student would be familiar with this technique for the Jefferson Street and Final Self Portrait project (although, unfortunately students did not necessarily use it when using photo reference).
In general, there was a lot of momentum gained after Spring Break and students could sustain their drawings for longer amounts of time. At this time most of the class figured out that projects takes time and effort, and that late projects can hurt one’s final grade.
At the end of the semester we lost a bit of time for exploring color, but what we did explore was convincing (ink, watercolor and colored pencils).
The Jefferson Street books were, on the whole, very good. They were well constructed, well drawn and were a good way to talk about perspective in a real world sense. The Old Master Self Portrait was less than great. Many students did not put in the time necessary to complete a major Final assignment. I was really disappointed by the lack of ambition and follow through.
TIME/EFFORT: A frustration was that students are not drawing enough outside of class- but I always think this. Students who have seen the most success are the ones that have drawn the most, been to each class (on time) and worked on their own. More sketchbook homework assignments and ideas coupled with still life work partially addressed this. The other half must come form the student’s desire to learn. I took up the sketchbook once before the end of the semester, giving pointers and suggestions. I also supplied an “ideas” sheet when students asked.
The Drawing Workbook was a good thing- instead of endless handouts. The students could read ahead for ideas, etc. I included a calendar for students this year in the workbook- so they had all the due dates visually in front of them. They changed a bit, but students need to manage time better.
VISITING ARTISTS or FIELD TRIPS: We hosted Aimee Miller, Kaleena Tucker’s talk on GD and my talk on Professional Development. We will go to the NPL Barry Moser show as a class. We also watched th “Made Here” series, very good, as supplement.
I feel that most students gained insight on how to see, how to train your hand to draw what you see, not what you think you see. Many students have suffered from not attending class or attending late, thus missing intros to class. Others have suffered from a) missing class and b) not trying at all to make up anything they missed in their absence.
I intended to bring in artists books each Tuesday (Old Master) and Thursday (contemporary)-will schedule these out better next time. I also gave quizzes to cover course work and informative conversations.
I began a blog just for sketch booking and visual journals.
GOALS: My goals for teaching this class were to develop and maintain a cumulative learning process for fundamentals of drawing. I wanted to supplement in-class drawing with a good Drawing Workbook for student reference.
OBJECTIVES: The main focus of the class was to teach and draw from direct observation of the still life and reinforce these lessons by assigning major homework. I tried to change the still life each week, bringing in items that reinforced the techniques and skills we were learning for that week and reinforcing that we draw what we see, not what we think we see. I prepared to teach the class, supplemented with handouts and gave demonstrations on specific drawing techniques.
PROJECTS: The in-progress critiques were key, although students still waited until the last minute. I have no idea how to better address this (“you can lead a horse to water...”). We lost some momentum in class after Spring Break because we had several artist talks. These are important and I was glad we had them for class time. In a perfect world, these would be in the evening outside of class and mandatory, so as not to take up class time.
The Artist Essay was a really good assessment of student thinking. The next Major assignment was the Mid Term Bag still life. Most worked reasonably hard on this assignment, but some did not even considering the amount of time given to complete it.
The grid homework assignment was an effective way to address how one grids off a photograph to reduce or enlarge its size. This was so student would be familiar with this technique for the Jefferson Street and Final Self Portrait project (although, unfortunately students did not necessarily use it when using photo reference).
In general, there was a lot of momentum gained after Spring Break and students could sustain their drawings for longer amounts of time. At this time most of the class figured out that projects takes time and effort, and that late projects can hurt one’s final grade.
At the end of the semester we lost a bit of time for exploring color, but what we did explore was convincing (ink, watercolor and colored pencils).
The Jefferson Street books were, on the whole, very good. They were well constructed, well drawn and were a good way to talk about perspective in a real world sense. The Old Master Self Portrait was less than great. Many students did not put in the time necessary to complete a major Final assignment. I was really disappointed by the lack of ambition and follow through.
TIME/EFFORT: A frustration was that students are not drawing enough outside of class- but I always think this. Students who have seen the most success are the ones that have drawn the most, been to each class (on time) and worked on their own. More sketchbook homework assignments and ideas coupled with still life work partially addressed this. The other half must come form the student’s desire to learn. I took up the sketchbook once before the end of the semester, giving pointers and suggestions. I also supplied an “ideas” sheet when students asked.
The Drawing Workbook was a good thing- instead of endless handouts. The students could read ahead for ideas, etc. I included a calendar for students this year in the workbook- so they had all the due dates visually in front of them. They changed a bit, but students need to manage time better.
VISITING ARTISTS or FIELD TRIPS: We hosted Aimee Miller, Kaleena Tucker’s talk on GD and my talk on Professional Development. We will go to the NPL Barry Moser show as a class. We also watched th “Made Here” series, very good, as supplement.
I feel that most students gained insight on how to see, how to train your hand to draw what you see, not what you think you see. Many students have suffered from not attending class or attending late, thus missing intros to class. Others have suffered from a) missing class and b) not trying at all to make up anything they missed in their absence.
I intended to bring in artists books each Tuesday (Old Master) and Thursday (contemporary)-will schedule these out better next time. I also gave quizzes to cover course work and informative conversations.
I began a blog just for sketch booking and visual journals.
Sunday, May 1, 2011
Thursday, April 28, 2011
Friday, April 22, 2011
Monday, April 18, 2011
Tuesday May 4, NPL exhibition and studio visit
We will be meeting at the Nashville Public Library to view an exhibition of work by Barry Moser, then going to an artist's studio.
A Sort of a Thing in a Dream: Barry Moser’s Alice Illustrations
January 14 – May 8, 2011
Conference Center Art Gallery, first floor
“And what is the use of a book,” thought Alice, “without pictures or conversations?”
The adventures of Alice in Wonderland and Through the Looking-glass have inspired many artistic visions. Come explore the illustrations of Barry Moser, one of America’s most renowned woodblock artists, and see these stories from a new perspective.
A Sort of a Thing in a Dream: Barry Moser’s Alice Illustrations
January 14 – May 8, 2011
Conference Center Art Gallery, first floor
“And what is the use of a book,” thought Alice, “without pictures or conversations?”
The adventures of Alice in Wonderland and Through the Looking-glass have inspired many artistic visions. Come explore the illustrations of Barry Moser, one of America’s most renowned woodblock artists, and see these stories from a new perspective.
Wednesday, April 13, 2011
Self Eval uation-due with Portfolio AP 26
Student Self Evaluation Spring 2011 Drawing I 1210 92 T/TR 1:00-3:40
Please answer the following questions based on your output and involvement in the class. Use your syllabus and course hand-outs for reference. Two pages, doubles spaced in paragraph form.
What were your goals for taking the Drawing Fundamentals course?
What have you done to contribute to your success in this class?
What changes would you make in improving your learning for this class?
Do you feel your Drawing skills and knowledge were enhanced because of the class? Have you met the course objectives?
From Course Syllabus:
To learn to visualize and interpret what one sees within a spatial environment.
To achieve coordination between hand, eye, and mind.
To become familiar with basic drawing vocabulary, media, and visual elements (line, shape, value, texture, scale, space, etc.) and to gain understanding of how you’re drawing choices affect content and expression.
To expand critical thinking and observational skills.
To develop an attitude of creative exploration.
To become familiar with historical and contemporary figurative traditions in art.
To build a basic understanding of contemporary drawing as an independent art form as well as a process to support other media.
To successfully complete all work in and out of class.
Did you commit to coming to class and if so, were you punctual? How has attendance helped or hindered your involvement in the class?
Did you use the opportunity to get class materials from mytsu, did you commit to checking the class page at least once a week?
Were your present for/did you participate in group critiques and discussions?
Did you sustain good work habits, giving your best effort with each drawing experience and coming to class prepared and on time with finished work and supplies needed for each session?
Did you spend at least as much, if not more, time drawing and reading outside of class as you do in class (6 hours a week)?
Did you complete assignments thoroughly and turn them in on time? If not, why?
Did you continue your drawing inquiry by keeping a sketchbook (“visual diary” or “research workbook”) to further interact with the concepts and skills we are learning (at least 50 pages)? If not, why?
Were you present for beginning of class lectures and artist presentations? How did they affect your knowledge of drawing?
When you were confused or had questions on the work or your absences, did you seek to speak with your professor promptly?
In what ways could the class improve?
What grade, overall, do you think you deserve in this class? Please be specific in your response, carefully including reasoning behind your thesis.
Please answer the following questions based on your output and involvement in the class. Use your syllabus and course hand-outs for reference. Two pages, doubles spaced in paragraph form.
What were your goals for taking the Drawing Fundamentals course?
What have you done to contribute to your success in this class?
What changes would you make in improving your learning for this class?
Do you feel your Drawing skills and knowledge were enhanced because of the class? Have you met the course objectives?
From Course Syllabus:
To learn to visualize and interpret what one sees within a spatial environment.
To achieve coordination between hand, eye, and mind.
To become familiar with basic drawing vocabulary, media, and visual elements (line, shape, value, texture, scale, space, etc.) and to gain understanding of how you’re drawing choices affect content and expression.
To expand critical thinking and observational skills.
To develop an attitude of creative exploration.
To become familiar with historical and contemporary figurative traditions in art.
To build a basic understanding of contemporary drawing as an independent art form as well as a process to support other media.
To successfully complete all work in and out of class.
Did you commit to coming to class and if so, were you punctual? How has attendance helped or hindered your involvement in the class?
Did you use the opportunity to get class materials from mytsu, did you commit to checking the class page at least once a week?
Were your present for/did you participate in group critiques and discussions?
Did you sustain good work habits, giving your best effort with each drawing experience and coming to class prepared and on time with finished work and supplies needed for each session?
Did you spend at least as much, if not more, time drawing and reading outside of class as you do in class (6 hours a week)?
Did you complete assignments thoroughly and turn them in on time? If not, why?
Did you continue your drawing inquiry by keeping a sketchbook (“visual diary” or “research workbook”) to further interact with the concepts and skills we are learning (at least 50 pages)? If not, why?
Were you present for beginning of class lectures and artist presentations? How did they affect your knowledge of drawing?
When you were confused or had questions on the work or your absences, did you seek to speak with your professor promptly?
In what ways could the class improve?
What grade, overall, do you think you deserve in this class? Please be specific in your response, carefully including reasoning behind your thesis.
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