'Altered Perception': Reflection

There is much to be said about the work that goes into planning lessons and as well as the time teachers dedicate to create learning materials that are both knowledgeable and interesting for their students. Going through the process of planning a lesson within the confines of the national art standards was an enjoyable challenge. Until this point in my schooling, I did not plan lessons with standards in consideration. At first, I found myself looking through Pinterest without any luck because national and state standards do not often come into consideration. I found that the projects referred to me on Pinterest were quickly crossing into the ‘cutesy craft’ area, not recognizing the actual importance of teaching a skill set or history relating to the art project.

After looking through Pinterest, I shifted my search by looking though the 6thgrade national art standards, landing on Anchor Standard 2, which focuses on the organization and development of artistic ideas and development. I knew I wanted to create a lesson that focused on process because I found the process of art making and the routine within process to be the best part of creating as an undergraduate student. I thought about how Jackson Pollock would work in his studio, dripping and splashing paint onto his canvas or how Kiki Smith will take her fresh copper plates to the floor, in hopes of picking up some organic background to work with, removing the factory quality of the plates. I decided on a lesson plan that focused on the way Michelangelo painted the ceiling of the Sistine Chapel. I wanted my students to experience drawing on their backs with their canvas above them.

As I created my example for my students I began to notice how difficult it is to work on your back, arms teetering in the air with nothing to brace. My hope was that my students would notice this is as well. The day of the lesson, I came in early and set up their papers on the undersides of the tables in the classroom. Looking back, it would be nice to have my students something soft or foam-based to lie on as they work. Although a few of the students knew we were doing something unconventional, I do not think they were expecting something so removed from standard art curriculum.

As they drew on their backs, it became apparent to me that 25 minutes was far too long to work on individual items. It would be better if this lesson became a collaborative project that spanned at least two lessons where students could take turns drawing or painting on a shared canvas. It would also be beneficial to give the students more of a theme with some boundaries to focus on while working. The students gave me some helpful feedback, suggesting music to help them relax into their work and to incorporate other materials like paint to create an experience even more similar to Michelangelo.

The students did say they had a better appreciation of the work Michelangelo created now knowing the labor involved. My goal was achieved when I heard them say they could appreciate his work. I hope to keep this lesson plan and change it to become a collaborative lesson with more mixed materials. I want my students to know that having skill is important, but it is also equally important to have a process when making art.