GOALS
Goals for the 2015-16 School Year
Goals for the 2016-17 School Year
- To find ways to encourage students to transition from focusing on grades to focusing on producing quality work, ie to develop an intrinsic motivation for creating where the reward is their learning/improvement/product, rather than an abstract external reward given by me, the teacher. How can I incorporate this idea into the my daily conversations with students?
- To create a studio atmosphere that enables students to relax, explore and develop a love for creating, while not letting it become a space that is too casual where work is not taken seriously. I am discovering that with the overall high energy of the guys, this will be a fine balance.
- To continue to find ways to integrate metacognitive thinking into each course. How can we make blogging an even more effective learning tool?
- To bring my own studio practice into the classroom and find ways to use my art as a learning tool for students-- a peek into my creative process (dealing with challenges, setbacks, evolution of a painting), technical demonstrations, etc.
- Successfully manage (along with help from Tim Lengel, the English Department, Communications, etc.) the production of the yearbook.
- To begin to find my niche in the Haverford community. With so many opportunities for participation, where would my involvement be most beneficial to students and the school?
Goals for the 2016-17 School Year
- Explore more effective ways to begin class each day so as to encourage a sense of presence in the art studio.
- Include a daily wrap up that encourages students to reflect on their work that day, or set goals for the next class.
- Encourage more student buy-in with blogging. I strongly feel that if students put the time and thought into this, it is an extremely effective teaching tool. Other than using grades, how else can I encourage students to put their best thinking into their writing? How can I show them early on that it is a worthwhile experience?
- Create more regular and participatory demonstrations, where it’s not just about the “wow” factor. How can I get more student participation in demonstrations? Converting from primarily individual demos, to class-wide demos.
- Turning critical feedback into questions. I would like to be extra mindful of re-phrasing critique so that students can identify (ideally both) the major problem and a solution on their own.
- Amp up my own artistic practice as a teaching tool through demonstrations and class discussions.
- Create high expectations for the senior honors course that students accept from the very beginning. Create a “secretly” structured studio atmosphere where seniors feel like they have ownership and total freedom...a space where they choose to spend their free time.
- Effectively communicate with students and parents in my advisory, keeping track of students academic progress and overall well-being.
- With Chris and the rest of the art department, examine our visual arts course offerings and determine if we offer what we should, best scheduling, proper enrollment, etc.
- Continue to find my niche in the Haverford community. Strive to take on more community leadership roles, including boards (honors courses, interdisciplinary learning), and global studies opportunities.