Fall term starts next week! YEAY! It is also Sara's last week! BOO!
We are heartbroken that she will no longer be at Marwen. Congratulations and best of luck dearest SG!
Each of us has gone to Sara for guidance and advice... Below You will find important reminders, guidelines and best practices written by Sara- that all teachers at Marwen and beyond should hold close
The Exhibition Opening for the 1st Annual Marwen Teaching Artist Residency - showcasing work from our first two Residents, Gwen Terry and Danny Sanchez- is Friday, September 23rd from 5-7pm! Please join us in celebrating their work along side the Summer 2016 Student Exhibition.
Read about Gwen's experience:
My work is known for being large-scale and mostly site-specific. For me, the creation of an
So you’re afraid of watercolors…
People assume watercolors are difficult to control. They are. But no more so than any other art material. Here are some awesome things about watercolor: they combine amazingly with other materials, the paper is also good for things like pencil and pen, they are less messy than acrylic and oil, clean up faster and easier, and won’t stain your clothes.
We know how important it is to be flexible in the classroom, to respond and react to the students’ needs and abilities, and be prepared to change our course of action. But this flexibility can work in direct opposition to our own goals as teachers. When we create our classes we structure them around the ideal. What we hope to accomplish, what we hope the
We now have mid-term professional development meetings! The primary goal of the mid-term meeting is to provide timely professional development that can be utilized within the current term; the focus of this PD is to directly improve student experience and learning. TAs are given the opportunity to reflect, share questions and challenges in the weeks prior to the mid termmeeting in order to inform the content. At the mid-term meeting we work
Teaching Artists have good ideas for implementing and setting up critiques. Appropriate them from these lists brainstormed at the most recent Marwen Retreat.
Topics for discussion were:
Creating a safe space for critique
Critique related to individual student goals
Critiquing with a quiet group
Critiquing with a chaotic class
Critiques with a particular focus
Mid term critiques
At last weekend's Teaching Artist Retreat we spent time discussing the importance of providing our students with opportunities to discuss their artwork. After a conversation amongst teaching artists, we shared some student comments from the 2015 Fall Term Student Voice Survey to deepen the conversation around the value of critique and to hear first hand what students believe they gain from the experience of talking about
Liz Lerman’s Critical Response Process- a brief overview used at the Marwen Winter 2015 Teaching Artist Retreat
Liz Lerman’s Critical Response Process is a widely-recognized method that nurtures the development of artistic works-in-progress through a four-step, facilitated dialogue between artists, peers, and audiences. In use for over 20 years, the Process has been embraced by art-makers, educators, and administrators at theater companies, dance departments, orchestras,
What was the most interesting thing you learned in this course?
How to develop pictures the hard way.
I learn how to use the light so i can try at home or anywhere else
I really liked working with plaster, especially since you could do a lot with it. It was very dynamic.
that statues and statuettes are 2 completely different things i thought that
Expectations- Recognizing How Our Beliefs Shape Our Behavior
ex•pec•ta•tions |ˌekspekˈtāSHəns| noun: A set of strong beliefs surrounding future outcomes and anticipated results. As a culture shaper, expectations operate as “belief sets” or ‘action theories’ that influence our own efforts in relation to the achievement of desired goals and outcomes with respect to our teaching. In this way, expectations not only set our course, but also act