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 canadian pharmacy meds 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
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,
Tips To Encourage the Development of Trust
Make communication positive, clear, and specific.
Recognize that each individual sees things from a different point of view.
Be open and honest about your feelings and accept others feelings.
Ask questions for clarification on an issue.
Learn to listen. Allow time for the student to talk without interruptions.
Active Listening Skills
Active listening is an essential skill. One
Engaging With Youth As Active Participants and Accountable Community Allies
On June 11th, 2015, I had the pleasure of sharing my teaching practice with Marwen staff and teaching artists. I was able to discuss the people, resources, conferences, and approaches to teaching that have had the most impact on my own praxis. My biggest take away from that is that Marwen continues to be a
We recently held at our annual Summer Teaching Artist Retreat in our lovely summer term sculpture studios at UIC . Morning presentations on adolescent youth development were led by fantastic and engaging UIC Youth cialisgeneric-toped.com Development PhD candidates, Emilia Chico and Nicole Darcangelo.
Here is their very useful PowerPoint on Adolescent Development for MARWEN.
And please utilize these helpful resources they shared with us as
Three stages of adolescence - early, middle, and late, are experienced by most teens, but the age at which each stage is reached varies greatly from child to child. These different rates of maturation are connected to physical development and hormone balance, neither of which the child can control. Adolescents should be treated as individuals and any guidelines should be adapted to the particular child.
I was feeling first-day-of-school jittery. It had been about a month since my last workshop with Embarc. Embarc is a program that provides community-driven, experienced-based learning opportunities to low-income high school students to inspire and prepare them for college and career success. In fact, it had been a whole month since I’d led any workshop. I arrived at Spudnik Press plenty early to set up.
96 Acres is a series of community-engaged, site-responsive art projects that address the impact of the Cook County Jail on Chicago’s West Side. We aim to generate alternative narratives reflecting on power, and to present creative projects that reflect the community’s vision of transformation.
96 Acres is a series of community-engaged, site-responsive art projects that involve community stakeholders’ ideas about social and restorative justice
At last week's Winter Pre Term Meeting, teaching artists practiced a strategy called "think- pair- square" and shared techniques and ideas regarding time management in the studio. Here is a resource that was shared and discussed:
Helpful ideas for planning pace and progression of the day and the term:
Explain to the students the exact learning intentions (outcomes) of the day, demo, exercise, activity