First Class Reflection

For our first class the lesson had to be about drawing from observation and introducing the theme of “Creating Imaginary Worlds.” Smith’s chapter on fifth and sixth grade observational drawing states that students of this age are “…beginning to struggle with the inner conflict of establishing their own identities and becoming individuals…”(Smith 86). For that reason I was a little unsure about introducing a strict self-portrait assignment on the very first day of class. I feel our group was on the right track with making the assignment an altered, embellished, or imaginative self-portrait, but our method of communicating the lesson idea was too complex and we were encouraged at the last minute to substitute it with an alternative plan. In hindsight, I think our original lesson plan could have been the more successful of the two had we just made it simple. I’ll be wary to change lesson plans at the last minute again.

Our class consists of eleven fifth and sixth graders, one boy and ten girls. Our boy shows evidence of talent and/or prior instruction; our girls are of varying artistic skill. Three girls know each other from school and immediately closed in together at the same table.  All students actively participated in the sketchbook prompt of drawing things that describe who they are. They seemed to enjoy introductions and expressed many things about themselves using their sketchbooks as a “show and tell.” I think this portion of our class time was the most successful part of our day.  

Instructional resources were not our friend on Saturday. Our projector did not work for us, which made use of the prepared Power Point ineffective. We attempted to share it by turning the computer screen around, but it was paid little attention. It would have also been nice to have working speakers on our computer. There were times we would have liked to play music to ease the atmosphere while the kids were drawing and while we were walking around helping them.  

I think we were also hindered this first lesson, obviously, by lack of knowledge about our individual students; mainly the pace at which they work and their skill levels. We ran out of time and many students did not finish the lesson. Most were on track until we introduced the second activity. That is when many fell behind, or lost interest. I think we will definitely keep that in mind when preparing future lessons. We did run out of time quickly and were not able to have sharing/critique time as a result.

Actions I think we should consider next week include: continuing to provide sketchbook prompts that correspond with the lesson, alternative table/seating arrangements, more instruction on media, quick and simple instruction on lesson expectation, not passing out the media until after the lesson has been communicated, and allowing more work time on projects.