Both classes this week were structured similarly. I led warmups--2-5 minute drawings of the model, and Mary Ann coached me on what processes to emphasize at what times, when students should be focusing on which parts of their drawings. She and I both had to, in different ways, almost demand students to 1) move around, look off their peers' drawings, take ideas from each other especially when stuck, and 2) map out the interior of a figure before the outline. It took so much repetition, in so many different forms (a few times Mary Ann literally told everyone to get up and walk around), but I'm starting to see real improvements (see one student drawing below):
Of note:
- Assignment 1 (draw 25 of some icon or image) was critiqued VERY briefly and efficiently. (Q: Which set stands out to you and why? Elicited an answer of two sets of drawings with very different processes and results--both equally valid.)
- Assignment 2 (designing a hole for a Montana-history-themed mini-golf course) inttro'ed Thursday. Students were invited to help name the project. Seems like some chance these things could actually be built and be part of an event. Way cool, super motivating.
- Repetition, repetition, repetition. Mary Ann told me to think of what my art teachers taught me, have confidence in my knowledge, and find ways to paraphrase it enough times in enough ways that it sticks for students.
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