With fall break and homecoming, time has gotten away from me, and I have not posted for a bit. We are charging on in class.
Honors English 10 (1st & 2nd Hours):
Students finished the Shakespeare Authorship essays, and I am impressed. Most students did a fine job developing a cohesive argument and supporting it. We will need to work more with sentence variety and style, but they are on the way.
We began reading Night by Eli Wiesel and worked with two new strategies for literary analysis. I need to work more explicitly with these strategies next time we use them. I think they will work with more practice.
We wrapped up week 9 with a bit of Poe in honor of Halloween.
College Bound English 3:
Students finished argumentative essays, and we will hit those again after a review of sentence structure, organization, and paragraphing. English 3 has also been reading Poe and Irving. We will continue on with selections from Dickinson, Thoreau, and Emerson. Students are responding well to this period in literature. We'll finish this unit with an expository essay.
Art 2:
We have been working with Renaissance artists, and students have spent two weeks studying various artists and innovations of the period. On Monday they will be able to choose from a large number of project options to demonstrate their understanding.
Art 3:
Landscapes are underway, and next week students will learn to paint using a pallet knife technique. This one should be interesting because it forces students to loosen up and work primarily with texture and color.
Art 4:
Portfolios are in process, and my AP students are seeing how much work it takes to produce 24 self-directed pieces. This is not an easy endeavor.
Friday, October 30, 2015
Monday, October 5, 2015
Reflections on Week 6
Honors ELA 10:
Shakespeare Authorship Question! Students are researching who really wrote the works attributed to Shakespeare and then writing an argumentative essay defending an author. It should provide some interesting results. Students will post their findings on a web page dedicated to the project.
CBELA 11:
Students are creating argumentative presentations or essays. Because I did not supply the topic, some students are struggling to get going, and I am struggling to help them find their way. Students who have a strong area of interest are doing well thus far. We are working with the writing process, especially thesis statements, for this essay.
Art 2:
Medieval art--students learned about the history and art of the Medieval period and compared it to the artworks produced during the ancient/classical periods. Students are eagerly awaiting the project that goes with this unit.
Art 3:
Figure drawing--this is a struggle for most students, so we are working closely on the proportions of the human figure, how to exaggerate features to reveal character, and how to create a sense of movement in the form.
Art 4:
Portfolios are coming along, and the kiln designs are ready. It's time to start the build soon!
Friday, September 25, 2015
Reflections on Week 5
Frustration, thy name is interruption! This week has been one of those weeks for high school--safety drills, class rings, graduation announcements, guest speakers, career tech meetings, and a big game on Friday--distractions abound. Nevertheless, we managed to get a bit of work done.
HELA10:
Monday was Moonshot Monday and just about everybody has an idea going. I can't wait to see what they come up with at our festival in December. Students are also busy working on their analysis of Hamlet. Several students are working together to tweet the play's events as characters from Hamlet. I love this approach to the project. It is immensely entertaining to read them! You should check them out: @Horatio1738, @ElPolonius, @HamletDude, @laertesdane, @OpheliaOfficials, @trapqueenGer, @Rosencratz1738, @trapkingclaud, @senior_hamlet.
CBELA11:
The last meetings of our lit circles for book one are happening this week, and we've had some issues. For our next novels, I will need to be clearer about the expectations for those meetings, how students should work with the roles, and how they can better work together. We may need to swap out some group members so that teams function better.
Art 2:
Students began working on Ancient/Classical art projects. Several are building small-scale architectural models using classical building features, many are making mosaics, and a few have begun frescoes. It has been exciting to see students jumping in together on the models and the variety of approaches to the mosaics and frescoes.
Art 3:
Almost everyone is on the image transfer project. After a few initial stumbles, it seems that the technique is catching on. I brought in several examples on Tuesday, and that helped a great deal. I am working alongside students on this one when I can. It is one of my favorite techniques to teach during painting or drawing instruction.
Art 4:
Portfolios are coming along, and I think that students are beginning to see where their concentration areas can lead. Students have been working on what interests them, and that's been powerful.
HELA10:
Monday was Moonshot Monday and just about everybody has an idea going. I can't wait to see what they come up with at our festival in December. Students are also busy working on their analysis of Hamlet. Several students are working together to tweet the play's events as characters from Hamlet. I love this approach to the project. It is immensely entertaining to read them! You should check them out: @Horatio1738, @ElPolonius, @HamletDude, @laertesdane, @OpheliaOfficials, @trapqueenGer, @Rosencratz1738, @trapkingclaud, @senior_hamlet.
CBELA11:
The last meetings of our lit circles for book one are happening this week, and we've had some issues. For our next novels, I will need to be clearer about the expectations for those meetings, how students should work with the roles, and how they can better work together. We may need to swap out some group members so that teams function better.
Art 2:
Students began working on Ancient/Classical art projects. Several are building small-scale architectural models using classical building features, many are making mosaics, and a few have begun frescoes. It has been exciting to see students jumping in together on the models and the variety of approaches to the mosaics and frescoes.
Art 3:
Almost everyone is on the image transfer project. After a few initial stumbles, it seems that the technique is catching on. I brought in several examples on Tuesday, and that helped a great deal. I am working alongside students on this one when I can. It is one of my favorite techniques to teach during painting or drawing instruction.
Art 4:
Portfolios are coming along, and I think that students are beginning to see where their concentration areas can lead. Students have been working on what interests them, and that's been powerful.
Thursday, September 17, 2015
Reflections on Week 4
Honors English 10:
We're wrapping up our reading of Hamlet. We'll be comparing cinematic and theatrical productions next week, and students have a project on Google Classroom to work with. The project has a ton of options, so every student should find an interesting way to analyze, evaluate, and synthesize Hamlet.
Next, we're using our study of Hamlet as the anchor for argumentative essays. Students will research the Shakespeare authorship controversy, develop a position, and defend it. I can't wait!
College Bound English 11:
Students finished a comparison of "Sinners" and "Liberty or Death" or the "Declaration." This will probably not be their favorite learning activity of the year, but I feel that students know and can do things that they did not previously know or could not previously do as a result of their hard work.
Based on our readings in and analysis of Puritanical and Enlightenment literature, students are going to create an argumentative presentation. They can give a speech, write an essay, give a TEDTalk, create a short film, etc. (They will likely think of an approach that I haven't listed. I hope they do!) Students will learn the kinds of arguments and rhetorical strategies present in effective argumentation prior to commencing the project.
Art 2:
Project time! After finishing up with classical architecture, students are headed to the studio. They are busy creating replica classical structures, original mosaics, or original frescoes. This is a favorite unit of mine because the art from this period has a direct impact on Western art for the next two millennia.
Art 3:
Altered Image Collage! I love this technique and couldn't wait to share it with students. Students will create transfers from glossy magazine images and use them in a collaged work. Students should have some finished next week for the display case. Prepare to be blown away.
Art 4:
AP Portfolio students are hard at work on their concentration series. Twelve images on a single theme is proving to be a challenge, but I am confident that it is a challenge to which they will rise. Several students are working in clay, and by the time the kiln is ready, they should have a significant quantity of work to fire. I would like to make the first firing an event for them, and we'll see how that unfolds in the coming weeks.
We're wrapping up our reading of Hamlet. We'll be comparing cinematic and theatrical productions next week, and students have a project on Google Classroom to work with. The project has a ton of options, so every student should find an interesting way to analyze, evaluate, and synthesize Hamlet.
Next, we're using our study of Hamlet as the anchor for argumentative essays. Students will research the Shakespeare authorship controversy, develop a position, and defend it. I can't wait!
College Bound English 11:
Students finished a comparison of "Sinners" and "Liberty or Death" or the "Declaration." This will probably not be their favorite learning activity of the year, but I feel that students know and can do things that they did not previously know or could not previously do as a result of their hard work.
Based on our readings in and analysis of Puritanical and Enlightenment literature, students are going to create an argumentative presentation. They can give a speech, write an essay, give a TEDTalk, create a short film, etc. (They will likely think of an approach that I haven't listed. I hope they do!) Students will learn the kinds of arguments and rhetorical strategies present in effective argumentation prior to commencing the project.
Art 2:
Project time! After finishing up with classical architecture, students are headed to the studio. They are busy creating replica classical structures, original mosaics, or original frescoes. This is a favorite unit of mine because the art from this period has a direct impact on Western art for the next two millennia.
Art 3:
Altered Image Collage! I love this technique and couldn't wait to share it with students. Students will create transfers from glossy magazine images and use them in a collaged work. Students should have some finished next week for the display case. Prepare to be blown away.
Art 4:
AP Portfolio students are hard at work on their concentration series. Twelve images on a single theme is proving to be a challenge, but I am confident that it is a challenge to which they will rise. Several students are working in clay, and by the time the kiln is ready, they should have a significant quantity of work to fire. I would like to make the first firing an event for them, and we'll see how that unfolds in the coming weeks.
Tuesday, September 15, 2015
Reflections on Week 3
Honors English 10:
Students are working with Hamlet, one of my favorite plays. Students are working with dramatic readings of the text, comparing it to contemporary English speech, and watching the PBS Great Performances version of Hamlet.
I think drama is best enjoyed as it is intended, so we are going to compare important scenes from several theatrical and stage versions of the play, too. We have discussed the lack of stage direction in Shakespeare's plays and how that can be both daunting and liberating for a director and performers.
College Bound English 3:
Students are working with Words and Ideas that Changed the World. This week the focus is on Colonial era nonfiction. Students are comparing the use of rhetorical strategies in Puritanical literature with those employed during the Enlightenment. Students are analyzing the difference in the author's purpose in Jonathan Edwards' "Sinners in the Hands of an Angry God" and Patrick Henry's "Address to the Virginia Convention." We also analyzed the structure of the Declaration of Independence.
Art II:
Students began studying Ancient and Classical art from Egypt, Greece, Rome, Minoa, and Mesopotamia. We'll finish the study next week with classical architecture.
Art III:
Students worked with pattern and repetition with zentangles. We looked at the work of designer Si Scott to see where the concept of a zentangle or zendoodle might have applications outside of the classroom. Several students are still working with their grid drawings and will join in the zentangle project shortly.
Art IV:
Several students are working with clay and are looking forward to starting the kiln build in the coming weeks. AP students are hard at work developing concentrations for their AP portfolios. This is proving to be a difficult process as the concentration is totally up to the student to determine, and the possibility of producing literally anything the student is interested in is a bit overwhelming. The breadth section should be easier to put together in the spring.
Students are working with Hamlet, one of my favorite plays. Students are working with dramatic readings of the text, comparing it to contemporary English speech, and watching the PBS Great Performances version of Hamlet.
I think drama is best enjoyed as it is intended, so we are going to compare important scenes from several theatrical and stage versions of the play, too. We have discussed the lack of stage direction in Shakespeare's plays and how that can be both daunting and liberating for a director and performers.
College Bound English 3:
Students are working with Words and Ideas that Changed the World. This week the focus is on Colonial era nonfiction. Students are comparing the use of rhetorical strategies in Puritanical literature with those employed during the Enlightenment. Students are analyzing the difference in the author's purpose in Jonathan Edwards' "Sinners in the Hands of an Angry God" and Patrick Henry's "Address to the Virginia Convention." We also analyzed the structure of the Declaration of Independence.
Art II:
Students began studying Ancient and Classical art from Egypt, Greece, Rome, Minoa, and Mesopotamia. We'll finish the study next week with classical architecture.
Art III:
Students worked with pattern and repetition with zentangles. We looked at the work of designer Si Scott to see where the concept of a zentangle or zendoodle might have applications outside of the classroom. Several students are still working with their grid drawings and will join in the zentangle project shortly.
Art IV:
Several students are working with clay and are looking forward to starting the kiln build in the coming weeks. AP students are hard at work developing concentrations for their AP portfolios. This is proving to be a difficult process as the concentration is totally up to the student to determine, and the possibility of producing literally anything the student is interested in is a bit overwhelming. The breadth section should be easier to put together in the spring.
Thursday, September 10, 2015
Reflections on Week 2
This week all English classes took pretexts. Results are coming soon, and we'll adjust instruction and pacing as the data is analyzed.
Art 2 finished up a Paleolithic and Neolithic art unit. We built henges, and I was impressed by the variety of approaches and the way students helped each other solve design and construction problems.
Art 3 finished shading techniques and grid drawings...on to zen tangles to study rhythm and pattern.
Art 4/AP Studio is working hard on independent projects, including several on the 3D printer.
...More next week.
Art 2 finished up a Paleolithic and Neolithic art unit. We built henges, and I was impressed by the variety of approaches and the way students helped each other solve design and construction problems.
Art 3 finished shading techniques and grid drawings...on to zen tangles to study rhythm and pattern.
Art 4/AP Studio is working hard on independent projects, including several on the 3D printer.
...More next week.
Friday, August 28, 2015
Reflections on Week 1
Plans for the newly designed outdoor kiln are coming along and ArtIV is looking forward to the build. We should be ready to start within the next two weeks. Hopefully the weather cooperates and we find a good source for angle iron.
Honors ELA 10
On Monday, I introduced Moonshots for sophomores. They seem intrigued by the idea and have tossed about a number of interesting concepts to explore. We spent the rest of the week exploring The Hero's Journey through Hamlet and Star Wars Episode IV: A New Hope.
Collegebound ELA 11
This week we have worked with poetry. My favorite moment was using clips from Invictus and Dead Poets Society to spark a discussion about why we study poetry. We are focusing our literary studies on words and ideas that changed the world. I hope they begin to see the connections to their own writing and understand that what they think and have to say matters.
Art II
We worked with Paleolithic and Neolithic art in lecture. Students seemed interested in theories about Stonehenge and cave art. We are beginning with questions about why art is important to Man.
Art III
Students worked with shading techniques and are applying them to their first drawing. They're showing what they're made of so far. No one chose an easy, trite drawing to start the year.
Art IV
Students are working on their own paths and spent the week making decisions about what to study and how to accomplish individual goals in art making. AP Portfolio students are hard at work developing concentrations to use for the year.
Honors ELA 10
On Monday, I introduced Moonshots for sophomores. They seem intrigued by the idea and have tossed about a number of interesting concepts to explore. We spent the rest of the week exploring The Hero's Journey through Hamlet and Star Wars Episode IV: A New Hope.
Collegebound ELA 11
This week we have worked with poetry. My favorite moment was using clips from Invictus and Dead Poets Society to spark a discussion about why we study poetry. We are focusing our literary studies on words and ideas that changed the world. I hope they begin to see the connections to their own writing and understand that what they think and have to say matters.
Art II
We worked with Paleolithic and Neolithic art in lecture. Students seemed interested in theories about Stonehenge and cave art. We are beginning with questions about why art is important to Man.
Art III
Students worked with shading techniques and are applying them to their first drawing. They're showing what they're made of so far. No one chose an easy, trite drawing to start the year.
Art IV
Students are working on their own paths and spent the week making decisions about what to study and how to accomplish individual goals in art making. AP Portfolio students are hard at work developing concentrations to use for the year.
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