Mdm Poh Hsia Li began her teaching career in Deyi Secondary School and was the Art Coordinator until 2006.

 

She is currently a Senior Teacher (Art) in Assumption English School where together with a group of young and dedicated art teachers started working on the school’s Art Framework tailored to the unique needs of its students. She had adopted Mural Painting as a mean for her students to contribute to the community in 2011 and subsequently it was incorporated as part of the upper secondary students’ art experience in the school.

 

She believes in using art as a platform for her students to contribute back to society which is in tune with Assumption English School’s vision of developing the students into “Men and Women of Character and Learning, in the Service of God and Community”. 

 

With the support of the school's leaders, the Art Department has ventured into new technologies such as acquiring a 3D printer to give selected students more platforms to realise their artistic intents. Hsia Li and her team of art teachers are also actively engaged in their personal art making to explore and fine-tune their own understanding of Art as a form of Functional Aesthetic Design and Art as a form of Communication and Personal Expression. It is hoped that such learning can be translated into authentic learning for her students in their application of Art as not only a possible career path both also as a way of life. 

 

 

 

 27 Feb 2015 National Design Center, Singapore

 

The trip to the National Design Center was an eye-opener for me. It is very exciting to know that there are dedicated people in our little red dot who are doing something to raise the standard and quality of our understanding for designing a better lifestyle for us in Singapore. We have been a very practical and industrial nation all this while, meeting and improving people's basic needs. And we have come a long way. We do have one of the best infrastructure and logistic systems for modern living. The challenage now is to raise the bar for the quality of life while maintaining the functional practicality of day to day living. 

 

The design center is a beautiful sight, sitauated at 111 Middle Road. I remember it better as the building of NAFA in the late 90s. The external facade is still there but the inside is totally gutted and modernised. The National Design Centre is now home to the Design Singapore Council, the national agency for design under the Ministry of Communications and Information. The Council's objective is to enable Singapore to use design for economic growth and to make lives better. They have helped local companies and designers to stand out among international competition. One example is Scanteak. I was surprised to visit one of it's retail store recently and found they have some pretty good designs compared to what they used to produce. Now I realised that the change in the design quality has probably been due to the company working with the council. There are also notable changes in the feel of new establishments such as cafes and spas. It seems more attention have been given to creating something special and aesthetically pleasing. 

 

What interest me most is the Prototying Lab@NDC. It is open to public for membership. Members are able to use the state of the art facilities there to create prototypes. There are staff at the lab to help members learn and use the machines such as 3D printers and laser cutters etc. I am sure this will encourage more Singaporeans to give designing and creating a try. In Singapore, most of us do not have a garage or space that we can house machineries to build or create things. With the lab, such creative production is possible. This might encourage more people to try producing things instead of being a mere consumer or couch-potato. A small step in getting people to start thinking about improving our lives through design.

 

I am glad we are finally trying to celebrate Singapore Design and offering opportunities and easier access to the world of design. I am bringing my C&T department down for a LJ soon. I strongly believe design is the key to a better quality of life and we should actively promote and support our local design that is unique to our region. Our students must be encouraged to start thinking about the quality of life instead of merely living it. They must be able to discern good quality design from blindly following brands. The way to do this might be to expose our people to the world of design and make it a simpler language for all to understand and appreciate. A lot like fine art, I think. 

 

 

2015 22nd March Vivian Loh’s Sharing on The Use of Collaborative Dialogue to Engage Students in the Learning of Art

 

Vivian Loh from SJI shared on her paper with regards to the use of Collaborative Dialogue in engaging students in the learning of art.

Usually we will hear about collaborative learning and the strategies used to enhance students’ learning.

 

This is the first time I heard about “Collaborative Dialogue”. This sound in sync with the “Effective Communications” that my school’s English Language Department is embarking. The typical expectation of a Visual Arts programme is about producing and making the product, which is usually an artwork of sort. The focus Vivian shared is about learning through talking or communicating about art and how we can structure or scaffold meaningful conversations to build on the understanding of art in the students and in the process engage them. It is confidence building and a celebration of diverse knowledge construction. Time is given to talking and dialogue with regards to the art design from the start of her 6 week programme. Key to this is the idea that students can learn to build new understanding together even when they disagree. This, I feel is a powerful insight that will help the students to appreciate diversity and the construction of meanings. She tested out on her lower sec classes. Depending on their choice or comfort, the students are divided into groups with different levels of structured dialogue prompters. Students were able to explore and look at the artwork from different perspectives and forming own understanding through sharing of ideas and thoughts.

 

The sharing session also brought forth how meaningful conversations can generate better understanding and clarity. One of the things noticed was the “inability” of most students in engaging in purposeful conversations, if there were no structured questions. We agreed that our students somehow “lose their voices or sense of personal opinions” as they get older. The Primary school teachers highlighted that this usually started in primary 4 pupils. When art teachers tried to encourage a culture of talking about art, they were chided by some school leaders as not focusing on the core business of producing art(efact). This led to the question of what do people understand as “Art” and where is its place in our 21CC skillset learning.

 

It would be very exciting and apt tomorrow as we will be visiting a school that uses Art to “teach” all the other subjects. Unlike our Singapore schools in which art is second fiddle to the rest of the “core subjects”, here art is being used effectively to engage students in the learning curriculum. Is this much like our SOTA? Can we adopt its strategies back home to increase engagement of students’ learning in the academic subjects?

 

2015 23rd March - Visit to the Young Audiences Charter School at Kate Middleton.

We were welcomed warmly by the school leader, Mr Folwell Dunbar who also took the time to show us around the school and answered our questions with regards to the school. The school is situated in a rather industrial-looking estate but the old buildings are beautifully painted with vibrant colours and murals on the walls. It looks inviting and warm, just like its school leaders and teachers. 

 

2015 23rd March - Visit to the Young Audiences Charter School at Kate Middleton.

 

We were welcomed warmly by the school leader, Mr Folwell Dunbar who also took the time to show us around the school and answered our questions with regards to the school. The school is situated in a rather industrial-looking estate but the old buildings are beautifully painted with vibrant colours and murals on the walls. It looks inviting and warm, just like its school leaders and teachers. 

 

We were ushered into a classroom for our first lesson observation. It was a 2nd grade class by a teacher who is art trained. All classes start off the day with introduction to an artwork which the students will reflect upon. The class we observed was lively and engaged in a discussion of an artwork with the teacher asking leading questions. The students will need to respond to the worksheet based on “I See, I Wonder, I Think”. Art is everywhere and artists are the inspiration for the students. Visual art, music and performing arts are used to integrate the learning of the other subjects. Learning is not in isolation or compartmentalized.

 

The environment of the class is conducive and supportive of active participation and learning. The small class size allowed the teacher to call upon all students to response to different parts of the discussion. There were routines such as “quiet hand” set that facilitate the activity. The students need to keep quiet and raise their hands if they want to be called upon to speak. This method is consistent across all the classes we observed. We observed that in another lower grade Music class as well. It is effective in setting a common routine that carries on in all grades or levels so that the students will know what is expected of them.

 

In order to get the students’ attention while they were doing group work, the teachers would also have a similar way of attracting their attention such as by saying a certain phrase and students all need to response with another common phrase to acknowledge they heard the teacher. Students who were not tune in to the lesson were also given the option to sit out of the activity or given their own space to work alone until they are ready to join the rest.

 

We observed a lot of class discussions and the students were very comfortable in sharing their opinions and answers to the teacher’s questions. They were constantly reminded that they must respect one another, especially if someone is speaking. This, I think is basic good manners that we sometimes forget to remind our students. Teachers also thanked the students when they shared or answered, even if what they said was “out of point”. In short, the teachers care not just the academics learning but modelled and emphasized good values and manners that we sometimes take for granted that they should have learnt at home. The school leader himself is so infectious with his passion, energy and enthusiasm that I think he has a mini fan club of us 9 ladies. 

 

Another awesome strategy that the school has adopted is pair or co-teaching. Each class has two teachers, and one of them is usually a practicing artist. Both teachers bring with them their expertise to enhance the teaching and learning. It is wonderful to see the synergy of two different talented individuals coming together in carrying out the planned lesson. They complement one another and expand the students’ learning and engagement if the pairing is matched properly. Sometimes for a particular project, there might be more than two teachers collaborating with one another to bring about exciting ideas to carry out with the class that makes learning more authentic and structured. The collaboration extends to the community in which a lot of volunteers helped to enhance the facilities of the school. We understand the school does not have a lot of budget to work with, but they are creative and resourceful in getting the community to help out in whatever areas that are needed.

 

It takes real passion to sustain the school and push for the unorthodox art integration programme. Even SOTA is not that radical in its approach and mission. It would be very interesting to track how the school will continue to effect change and maybe one day, we will have more schools that will take up the challenge to make learning more engaging and fun through art. This school really reminded me of the school in the storybook Toto-Chan, in which learning can be real, deep and fun at the same time. The ones who benefitted are the kids who have the chance to be part of it and I am not referring to just students. 

 

2015 24th March – Visit to Isadore Newman

Isidore Newman School is a private, nondenominational, co-educational college preparatory school located on an 11-acre campus in the Uptown section of New Orleans, Louisiana.

 

On the way to the school, we were able to see the well-kept beautiful houses. The estate the school is situated is pleasant and felt safe. The building is a big contrast to that of YACS. It is very imposing and has a “traditional” façade, well gated and tight security. Once inside, the feel is very well organized and some might say “Harry Potter”-liked. The walls are lined with wooden plaques and awards celebrating the success of students. There is no doubt that this school is well funded and has a longer history. We arrived at the high school section and were soon ushered to the middle school compound which is in a separate building. Here, the environment is brighten and decorated with lots of colourful artworks. Much like YACS, there is clearly a love for the arts and a celebration of the students’ achievement but maybe a bit more organized and less spontaneous than YACS. I know it is unfair to keep comparing the two, but one cannot help it as they are similar and yet different. Both have good practices and issues that concerned them, much like our schools in Singapore.

We were ushered into Ms Victoria’s class. It had started and the students were sitting on the carpet at a corner of the art room with Ms Victoria going through the task for the day. They were doing a project on copper tooling based on Islamic art of geometrical shapes and patterns. She collaborated with the students’ Maths teacher in this particular project. Here, collaboration is not a must and is usually based on the teachers’ own initiatives to work with one another. 

The students were well-behaved and on task. They have procedures with regards to the collection of materials based on group or table.  Instructions were written on the white boards. The class has about 20 odd students and there are plenty of tables and space in the room. The whole environment was relax and friendly. The room itself was full of materials but there was proper storage for the sketchbooks and such. The students know where to get their materials. When they are done with their task, they are free to collect their sketchbooks and do their own drawings. Students’ sketchbooks varied in sizes based on the age of the students. They are a resource as well as a recording of students’ ideas or experiments. Another important feature was the sink area. It was circular foot pedal control. It looked more like a fountain. It allowed for easy access for more students. The lesson was similar with our art lessons back home in Singapore - students doing their work with the teacher going around to guide and comment on the quality of work. There was good rapport between the teacher and her students. The pace of the lesson was comfortable and relaxing and there was no sign that the teacher has to rush to cover syllabus or complete the task in a hurry. To me, this was important because art should be about slowing the pace of our lives down so we can really see and reflect upon what’s crucial in our lives. Taking the time to do things at a comfortable pace instead of forever rushing to meet deadlines help us to appreciate every single moment and be in tune with what we are doing or heading. The little breather to do their own things after the task was completed allowed the students to have a little “me-time” that provided incentives to focus and complete the task. I feel this would encourage students to be more mature in their attitude towards “work” and their responsibility. There is trust and respect in their decision and action from a young age.

Ms Victoria’s timetable is just as packed as teachers’ in Singapore, except that due to her giving birth recently, the lessons were not as packed back to back to allow her to visit her baby in the school’s childcare center. The school has recently started a childcare facility within its compound and will be expanding this economically viable section.

We were impressed with the state-of-the-art facilities in this school. The main focus of the school seemed to be on sports with its well-lawn field though it has specialized art and design studios and auditorium. It has its own art gallery with full-timed curator. Clearly, the arts are celebrated and encouraged.

It is interesting to note that they are adopting some elements of Singapore’s Maths syllabus. The school is open to learn from others and they welcomed exchanges. I think it is important that we constantly seek new ideas and collaborate with others to advance our understandings and improve our systems. As a faculty, we need to have some common visions as to where we would want to be in the long run. Still, we must balance the need to be better and the quality of life we seek. As the saying goes, “the grass is always greener on the other side”. From what we have seen of the facilities and the freedom to design own curriculum, it would seems the teachers have it all here. But, we realized that when there is no “central control”, the development of the teaching professionals is dependent on the teachers themselves. There is no PD fund or an agency to coordinate teachers’ professional development and teachers have to pay or source for funding to attend courses and conferences. We are so well taken care of in Singapore.

 

2015 25th  March – Preconference @New Orleans Museum of Art (NOMA) and Learning Journey to New Orleans Center of Creative Arts (NOCCA)

 

NOMA Session: Museum Educators – Leading Together

 

It was an exciting morning to be in the New Orleans Museum of Art (NOMA), New Orleans’ oldest fine arts institution which was opened in 1911. The museum hosts an impressive permanent collection of almost 40,000 objects and artworks from all over the globe. With such extensive collection, it is considered as one of the top art museums in the south.

 

The pre-conference had us divided into group discussion based on our areas of interest and concerns. It was meant for museum workers and we were the only non-museum but art –related teachers. My group had some strong personalities and they were very passionate about what they do. The main concern about the discussion seemed to be centered on how to attract museum goers through meaningful and educational activities. The target group they were after were the young adults. Some of the museums have a lot of interesting and successful programmes to attract large numbers while other museums struggled to keep the attendance up. There were a lot of creative and engaging activities that were initiated that allowed more people to get up close to the rich resources of artworks. There was one museum that had themed nights in which alternate and often controversial themes saw large support from their community. I am sure they are eager to strike off their image of that stuffy old unapproachable and “proper” place of interest where only serious art stuffs take place. This is after-all the 21st century and we have come a long way in our thinking and acceptance of differences. There are new constructs of meanings and values and I feel that the museums need to reflect on their image in the eyes of the general public and change the perception that it is a place for the learned few. The passions of these professionals are clearly impressive but they seem to be rather close-minded in working out solutions to increase interest. In a way, they should be investing in the children and get them to see Museums as learning and enriching resources and even  when they grow into adults, they will still return to museums as places of education and growth. My thoughts are the heavy investment of time, resources and effort should always be from young. Then there must be follow-up to sustain the interest as they grow up but strategies need to change with time and context. This I feel is the same for us in the school education system. We cannot turn the children off from learning. They must see and understand the values but the environment and circumstances must be able to sustain that appetite for learning. When a child is hungry and cold, the last thing on his mind would be algebra or chemistry etc. In a way, it all starts at home.

The five-acre Sydney and Walda Besthoff Sculpture Garden at NOMA is one of the most important sculpture installations in the United States, with over 60 sculptures situated on a beautifully landscaped site amongst meandering footpaths, reflecting lagoons, Spanish moss-laden 200-year-old live oaks, mature pines, magnolias, camellias, and pedestrian bridges. Some of us were lucky to have the rest of the afternoon after lunch to venture around the gardens. It was picture time!

The sculptures are amazing. No sooner had we finished snapping one, another immediately caught our eyes. It is a visual feast that I am truly thankful for. Many are thought-provoking while others are just whimsical, fun and playful. I can imagine how much conversation can be generated if the students are here. What do you think the artist had in mind when he created this? What’s so special about the material, placing or even way of construction? To me, this is the highlight of the morning. Then, we went into the museum galleries. The amount of artworks is mind-blogging. One truly needs to spend days here. I was delighted to see a Picasso up so close and one which I have never come across in books before. It isn’t very big but it is still impressive because the colours are vivid as if it was painted just the day before. With such fine collection, I am surprise museums here have problems getting people to come. Then again, there is so much to do and see on the street. And we do have limited time. So it is important for us to reflect what do we value or need most and that will determine what we spend our time on. Some of us are lucky enough to have time on hand to pursue the finer things in life while most of us are struggling just to make ends meet. Still, there are among us that had placed ourselves in positions where we are spending time chasing after things blindly, leaving little time to tend to our souls. Question is do we have the courage to do otherwise.

 

NOCCA

In the afternoon, we visited New Orleans Center for Creative Arts. This institution is very much like our SOTA. It is still evolving even though it is a well-established and highly regarded institution. That is the thing about USA, things are forever changing even when they are doing well. The attitude here is to change and do things differently, with the intention to do them better if possible but not necessary the intention always. Sometimes, it could be just to discover new ways of doing the same thing for the heck of it. There is a willingness to grow and upset the status quo in the name of discovery and change. Curious minds are celebrated as much as effort. The spirit of tenacity and never give up is valued and set the foundation of character building. The successful outcome is an end goal though in some cases, it is more like a bonus. The actual goal is the process in which one learns to be inquisitive about the state of things and forming your own individual voice.

This is very different from things back in Singapore in which we were more or less taught from young not to upset the good system that is in place or we would destroy all the good life that we are enjoying. Don’t ask too many questions or stand out from the crowd unless you are courting trouble. Do the things as you are told or laid out in the instruction given to you. Failure is not an option and it is a reflection of who you and your family are.  Success is measured in terms of material wealth and societal standing. Productivity and industrious contribution are valued above individual happiness and fulfilment.

I understand the context in which our small nation needs a harsh collective accountability but it is indeed a very exciting feeling to see the other spectrum in which there is no boundary to the individual expression and no penalty if one chose divergence from the collective good. Individuals push themselves to achieve their dreams and systems are flexible to accommodate anomalies. Initiatives spring from the ground, not the top-down approach. There are enough like-minded people who care and willing to make the difference.

NOCCA initially catered just to the learning of creative art forms such as theatre, dance, music, visual arts and new media etc. There is even culinary art. But based on the needs of the students and the community, it has evolved into a full day school, taking in students for academic studies in the morning while the creative art forms continue in the afternoon. The system is flexible and fluid. There are expectations and standards to meet, but it is done in such a way that is not high-handed. There is a lot of mutual trust and allowance for differences. There is leeway for case-by-case decisions and personnel involved are willing to make that call.

What I liked most is that the students will be told to leave if they are not ready to live up to the high demand of the school, or alternately, they themselves feel they are not ready at that juncture, the students can take a break to pursue something else. This helps to cut down on discipline issues. The students that remained are focused and driven. Occasionally there might be engagement issue and other problem, the center has full-time counsellors to work with the students. But there is real consequence if the students do not check themselves. In this regard, Singapore system is too “soft”, to the point that it is not benefitting the students. We have this policy to keep the students in school until a certain age. Onus is on the school to “work with the students” but if there is no extreme dire consequence, students who are not ready will drag the other students’ pace of learning down. This is especially so in those schools that took in a lot of disruptive students among others who might be “slower” but interested in furthering their academic studies. I am sure a lot of schools in the States are also having this same problem when there is no provision to “kick” the students out. The fear is that they will end up in the street creating more problems for society.  Maybe it is time we consider a “military-like” or other specialized school in which students with extreme behavioral or engagement issues can be put there to learn more about themselves and the rules of engagement. We do not need one only when the youth get into trouble, aka Boys’ Home. It’s a pity we can’t visit one of these famous tough love schools in which strict discipline is enforced. Not even sure if there is one in New Orleans.

But I feel NOCCA is in the right direction to demand high commitment from their students or “out they go”. Those who stayed or make an effort to stay will be the gems that teachers can work with. In a way, the faculty themselves must be of high accountability and be in tip top form as less than that, the students can call your bluff. Here, both students and teachers work hard together. And I feel that this is the ideal environment for learning and advancement.

Like SOTA, course fee in NOCCA is not cheap but the community knows a good deal when it sees one. And NOCCA is doing a great job and it has a lot of support from the community in terms of funding and sponsorship. That’s the other issue most Singapore schools do not have to worry about.

The facilities in NOCCA are of course impressive. A lot of thought has been put in during the design of the school. Of course, as the school grows, more land is needed and in Singapore, it is unthinkable to have a busy road running through the two compounds of the school. But it worked here! The students are trusted not to get themselves knocked down by the cars. Students are given authentic situations to learn and take care of themselves in terms of road safety. They are not mothered to death. They are given the autonomy and trust to make good decisions that will keep themselves safe. There is no locked gate, if there is, it might be more to keep crazy strangers out.

The students here appeared very vocal, cheery and above all, matured. Of course, they have their own “kiddish” stuff and behavior but generally, the behavior is self-regulated and not at all rowdy. There is no uniform but the general dressing is acceptable and none too sexy or outrageous. I think I might have watched too many bad teen movies. There is confidence and pride in the way they carried themselves. And I could see genuine happiness in them. That is how I want my own students to look and feel. There is a sense of purpose in their being there. The students have a sense of individual identity and not just part of some institution.

We went from rooms to rooms, witnessing some of the finest facilities any school can offer. There are so many different types of studios and specialized rooms and workshops, all well-equipped. I can image the amount of work for the administrative and logistic teams. The faculty need only concerned themselves with the curriculum and pedagogy. I feel it is run more like a company than an educational institution. Maybe that is the key. The question is how to balance the structural efficiency with the human elements and outcome. I am sure someone must have to stay behind way after 7pm for others to go off early.

NOCCA made me realized that there are good alternatives to stretch the potential of our talented youths. It is not meant for all as not all can meet the demand and expectation of the high standard. But there are those who can and they should be given the opportunities to reach for the stars. It is not the failure of the institution to let students go. And it is not the failure of the students should they decided to leave. It is not a culture of blame but mature co-decision. It is definitely not elitist. Anyway, I am glad our government has the foresight to start SOTA as an alternative to our mainstream schools. Still, it can learn from NOCCA in accepting more diverse talented individuals. Presently, SOTA still required a minimum academic entrance PSLE results whereas entry into NOCCA is based on interviews and audition. They will level up the students in terms of academic – a very brave mission and commitment.

The visit made me realized that the community has a lot of say over what we want for our future generation but there must be people who are willing to diverse from the norm in order for new understanding and knowledge to emerge. Parents must be willing to take the risk for their children by putting and supporting them in choosing the path less travelled. We must change our mindset with regards to the definition of “success” and “failure”. Voices from the ground are the tools of change. We must teach or give our students that courage to own that voice. But first of all, we, the teachers, must find our voice too. The mute cannot teach others to talk. We see and experience a lot of wonderful things but these will not touch others if they are not communicated. I question myself… what have I done? What will I do?

 

2015 26th March - Annual NAEA:

First General Session – Tim Gunn

This was a wonderful opening to the next few days. Tim Gunn, in his impeccable suit, was witty and has loads to share. I could listen to him for hours. Or, I could buy his book and understand him a bit more. Luckily my good buddy for the trip managed to secure a copy for me. God bless her!

Tim Gunn’s T.E.A.C.H. philosophy is one of the biggest takeaways for me. It basically spelled out how to be, not just as a teacher or mentor, but simply put as a good being:

 T is for truth-telling. I am sure all of us are agreeable that telling the truth is important but in his truth-telling, we need to be aware what the truth we are telling is. He is a thoughtful person and like him, we should all think before we speak or talk or tell. There is always a context and circumstance that is at play when we are truth-telling. It is not just about honesty. Rather, the truth has to be something which the student can change and within his or her locus of control to make that change.

E is for empathy. Empathy is about “seeing where someone is coming from”. There is always a “back story” which leads to the present situation. Taking time to understand is crucial. Being interested and present of mind also helped in the process. To him, the context of every problem-solving is different across the disciplines. And if we fail to see this, we fail to address the real issue. This leads to the next letter “A” which stands for asking.

Asking questions seems simple enough but it is a common oversight on a lot of us. I am guilty of being in the habit of assuming based on circumstance evidence I think I know or see. Blame it on the Asian in me which has been put in my head that nice girl should be seen and not heard. And worse, if I do open my mouth, the teacher in me often start by telling others what to do instead of finding out what is going on. Tim Gunn hits the nail on the spot when he said we should always ask questions instead of jumping to conclusion. Questions should also be probing questions that can help to start thinking. It is through thinking and making connections that we are able to see clearly what has happen and what further action is needed. Often than not, it is the thinking process that helped the students to learn and own and apply that knowledge. Everyone benefit from asking as it clarifies doubts and solicit answers. I will make it a point to ask questions from now on as it also really shows I am interested in the person concerned. Asking questions also help to put everyone on the same plane or page. It is also important that there is a common understanding of the terminology used. This is a very simple concept yet the lack of a common terminology has created a lot of issues in learning. I am glad that my school is going on to “solve” this by embarking on the latest pedagogy of effective communication. But on my part, I can take the baby step of getting into the habit of asking probing questions one at a time.

C is for cheerleading. This is important when it comes to mentoring others. We cannot do the work for the students. A good teacher or mentor will take a step back and be critically objective from a different point of view. Like the designers on the show, students must make their own decision with the feedback given. And teachers need to let them go explore and make mistakes. Mistakes are opportunities to grow and craft new learning. This said it is important to understand the student profile and recognize what failed them. There are often more than one issues or concern. A good teacher would raise the bar for his students and expect nothing but the students giving of their best while maintaining support and confidence in them. Another important point raised is that a teacher must inspire or plant that passion for the students to push their own limits and try different things, especially out of their comfort zone. Only then, can the students be more than what they are.

H for hoping for the best does not mean doing nothing. It actually means letting go. Having confidence in the students to let them expand their wings and trying out what they have planned. This is actually one of the hardest things for a teacher to do. To let go the reins and enjoy the ride. Teachers are successful when they are teaching themselves out of their job! We have to be mindful that the empty nest syndrome often sabotages the learning and growth process. If not careful, we will mother our charges to death if we hadn’t crippled them with our reluctance to let go.

 

3D Printing for Under US$500: Preparing Your Young Designer by Ms. Courtney Bryant (Drew Charter School)

Ms Bryant actually built a 3D printer from the 3D kit through trial and error and from watching Youtube. From her sharing, I gathered we really need to like the technology and there must be real buy-in before we can successful embarked on this journey. The learning curve for the teachers is just as sharp if not worse. But we are at the start of this wonderful new technology and we can ride the wave if we get our courage up and put in the hard work. The new generation of printers is more user-friendly than what she had to go through. There are a few more companies that are coming up with better and better printers. There is also more technical support. There are even lesson plans on the websites which teachers can adopt and use.

Essentially, she came up with some simple unit lesson plans to make simple product such as coasters:

Students receive a design brief with the task to design something “fancy” for the table setting that the community might be interested to buy. It is a social enterprise approach to the task in which actual fund can be raised. Students will conduct research into the product design possibilities and price range and cost etc. Next will be sketching and designing on paper. Students will still need to draw using “traditional” medium. Here, students must work out the design in 3D form and deciding on the software to be used. In the actual production stage, students will be taught the theory and practical lessons on using the software and printer itself. Next will be the packaging design and other promotional accessories.

She shared quite an extensive range of hardware and software but these might be obsolete or replaced by faster and better ones. So the learning is continuous and never ending for all.

Another point she raised was how to use this as a stepping stone to actually start real conversations with the students. Ethical issues can be addressed and discuss as the experience is real and live. Still, the comfort zone of the teacher is the limit to how far or deep the lesson can go.

 

Not Standardization: Curriculum and Core Values in Next Generation Standards by Olivia Gude

Olivia Gude went through the new American National (Core) Arts Standards. Interpretations of the new standards shape the discursive spaces within which art educators will create a renewed culture of curriculum for art, design and media education.

 

You Scored a 3D Printer! Now What? By Jenn Scheller and Meredith Steele

More tips on how to get the 3D printer to engage students in learning about art and design as well as society at large.

Latest buddy to the 3D printer is the 3D scanner that can be used on the iPad.

More lesson plans are shared, starting with simpler lessons on flat objects to more complicated and refine 3D objects. There is careful scaffolding to ensure successful printing at each stage to encourage students to try more difficult objects.

 

Design Delighting in Limits: Building Boxes to Think Outside of by Caro Appel

Caro Appel shared some carefully constructed limits enable students to think and design in new, divergent ways in a high school art classes. Focus is more on “problem finding” than “problem solving”. This I felt is a very novelty way of looking at design which is a process, not just the product.

 

21st Century Skills and Creative Problem Solving in the Classroom by Kimberly Black and Laura Berkeley.

Concept introduced include Mind-mapping, Brainstorming and Consultation and dialogue. Intention is for greater divergent thinking and then to consolidate solutions.

 

Artisans Gallery

- Lots of hand-made cutesy jewelry.

 

2015 27th March:

 

Design Your Art Program to Say Yes to the Mess by Phyllis Brown

She shared on ways to facilitate and managing a variety of messy materials in the art room and programme. There are very useful tips such as using a sponge to clean brushes.

 

Painting: Designing a 21st Century Framework by David Miller and John Howell White.

The sharing allows one to see painting as having conversations. They stressed on the idea that contemporary practice is built upon traditions which is then rebuilt through innovation.

 

Curriculum Slam!

Olivia Gude

Nick Hostert

Steve Clampaglia

Ann Gerondelis, Catherine Muller & Raja Schaar

 

Design and Invention in Realism Painting by Mandy Hallenius

Live Oil painting demonstration by Mandy Hallenius, an Atelier trained painter that combines observation with design.

 

Super Session: Art Education by Design – Its Everywhere! By Janis Norman and Robin Vande Zande

Design thinking is fundamental to art education.

 

Art Meets Design: Challenging the Outcome-based Learning Environment by Richard Jochum

 

He presented the benefits and risks of integrating art and design in an art programme in which the design is divided into Environment, Communication and Experiential. Again, the issue of social responsibilities is raised.

 

DIY Design: Creating Curriculum to Foster Design Thinking by Andrew McCormick

Sharing of art projects that foster design thinking and shift from a curriculum focused on training future artists to a more problem-based programme. He showcase some larger than live art projects using card boards.

 

2015 28th March:

 

3D Mania: Teen-Tested 3D Design Programs by Amy Homma and Dawn Quill

This is a sharing by the museum in the implementing 3D design programme for teens. Teens are drop in and there is no obligation to finish the programme if they chose to quit.

 

Not Your Granny’s Cross-Stitch: Digitally Printed Textiles by Beverly Mecum, Katherine Harris and Michelle Harrell

They shared on how digitally printed fabrics are weaved and constructed into works of art.

 

Designing Art Units Using the Understanding by Design (UbD) Framework by Daisy and Julia McTighe

- UbD in a nutshell! 

 

Discussion

 

Hot Wax 4: Design, Pattern, and Global Motifs in Encaustics by Kristin Heynen

She shared how she engaged students in using wax to create meaningful and aesthetically breath-taking artworks that are infused with personal thoughts.