In May we came together to intentionally "Practice What We Preach" at this seasons Marwen Teaching Artist Retreat. Thank you to all of you who created the time to reflect and learn together on this day.
With a 30-year-old mission to educate and inspire underserved young people through the visual arts, how does Marwen position itself to practice this work when young people are often unfamiliar with
No one was allowed to see my sketchbook in junior high. To be honest, no one is allowed to see my sketchbook now. It is a collection of halting starts, experiments, some hideous failures and a few hidden gems. Even though we are professional artists and educators we still make mistakes.
The problem is our students rarely see those mistakes. We show the work we
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
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
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
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 first met Max 2 years ago in my Haiku Animation class. This was Max’s first class at Marwen, but not his first choice. He was quick to let me know he wanted to be in the comics class more, and after taking a glance around the room, he sat down and stuck his nose in a book. I like to start each class with
Tuesday evening at the summer post term meeting our group of 8 teaching artists and assistant teaching artists discussed this question:
How do we adapt/adjust to the nature/idiosyncrasies of a class?
Overall, this became a question of student engagement. One solution was to use the first class meeting for students to find their own way to a class topic via discussion. The teacher then wraps technical instruction
From a Pre-Term Professional Development Activity
Assistant teaching artists and teaching artists divided into 6 groups according to the session they were teaching. Each was presented with several topics to discuss and share strategies, solutions and cool ideas. Each group was asked to take notes. The topics they addressed were:
Icebreakers/getting to know each other
Showing artwork examples
Fast summer pace- different