All artwork in this post is created by former Give Up Kids
Art Teacher: “Why are you off
task? Please get to work on your assignment.”
Student: “Why am I even in Art?
I don’t know how to draw! I’m not good at Art; I shouldn’t be here!”
Art Teacher: “Drawing is a
skill, and just like any skill you have to learn
how to do it. You had to learn skills to become good at basketball, right?
Drawing is like that. Here. Let me show you.”
The above is a conversation Art teachers have all had (some of us
frequently) with students. Typically,
because of schemas, it is middle school and high school aged students whom seem
to have the most anxiety about being in Art class, but it drawing drama impacts
elementary classrooms too. It says something about the nature of our education
systems that students understand core subjects (Mathematics, Language Arts,
Science, and Social Studies) are studies wherein they must continually build
skill sets to advance. Yet, students in
arts classes (Drama, Music, and Visual Arts) firmly believe they must have some
inherent talent in order to not only succeed, but even competently participate.
Even Physical Education, which is often
afforded the same backhanded respect as the Arts, is understood as subject
wherein everyone can at least participate if not compete.
As Arts educators we can continue to lament this unfortunate
misunderstanding that devalues our classrooms, subjects, and careers. . . Or,
we can stand up, empower ourselves, and be a part of the change needed to not
only encourage our students but to also protect Arts education.
Okay. I know. That statement sounds like a dramatic rally cry doesn’t
it? But, truthfully? Art is rapidly
disappearing and some of it is due to devaluation. At the same time, craft supply stores seem
almost recession-proof, and music is shared and heard in manner un-paralleled
in human existence.
Arts education is disappearing
in a world whose inhabitants refuse to live without Art. And, that is a
problem. . . Our problem to solve.
Part of this solution is empowering the “Give Up Kid.”
So, what do you do when get the Give Up Kid? You know, the student who is overwhelmed by
the task of required learning Art? Whose parents aren’t invested in Arts
education? Who doesn’t believe s/he
really needs art?
We teach them. We teach them Art is a series of skills enhanced by
inherent talent, but for which no special gift is required to enjoy. We teach
them to appreciate and recognize Art in the world. We teach them how to use the
most powerful muscle they have, their brain, through creative exercises designed
to help them in all facets of life.
And, THAT, paragraph sounds really good, doesn’t it? At our core, it is what we do. . . But, as teachers, we all know the reality is much
more challenging, frustrating, and gritty.
It isn’t easy to help the Give Up Kid; they have years of prior
experience underscoring their false statements.
Here are a few of my tips for empowering the Give Up Kid:
1.
Get to
know the student. Getting to know
the student doesn’t have to difficult or timely. Simply, ask a few questions
about his/her likes and dislikes. Identify what his/her interests are. This will help you build a bridge of
communication.
2.
Sit with
the student. . .All students really. I make it a practice during studio
time in my classroom (independent working time) to pick a different table every
day and sit for about 5 minutes just talking with the students. It sounds a little radical to sit in the
classroom, since we are all taught a sitting teacher isn’t teaching. But, we
all know there are moments when you can sit; especially if your classroom management
structures in sitting time. My students are familiar with my practice of
sitting and visiting. They know if they have a question during that time, all
they have to do is ask me to come over and/or visit me. While I sit with a table I pick up and participate
in whatever conversation the students are having; it isn’t always about
art. Sometimes, I’ll share a funny story
about myself etc. etc. I can’t tell you
how much my students love this; they all beg for me to sit at their table. And, this practice has been a key part of reaching
dozens of Give Up Kids through the years. If you feel sitting would never work for your
classroom management style, just stand near the table and speak with the students.
It isn’t exactly the same; doesn’t engender the same familiarity. But, it will
still be helpful.
3.
Don’t
make it a practice to draw on student artwork and/or “help” by drawing a few
lines for the Give Up Kid (or any student).
The schema of middle school students is that realistic looking art is
good art. This begins to change in high
school, but many students remain stuck in the realism = good art place. These students frequently ask for “help” when
they mean “draw for me.” They don’t care
if they drew the work or not, as long as when it is finished it looks realistic
and “good.” I have been amused many
times through the years to see students complete work that was primarily done
by me (or another student) and still feel it is “their” art. The problem is
when you draw –even in small parts- for a student, it reinforces the idea that
drawing is a special skill reserved for the uniquely talented. It also doesn’t give students the opportunity
to work on their drawing skills and become better.
4.
Make
reference how-to sheets. Lots and lots of reference sheets. If you aren’t drawing on a student’s paper,
it can be hard to help. One easy way to
overcome this Give Up Kid’s desire to say “I don’t know how!” is to provide
him/her with reference material designed to self-lead. It is important to
provide multiple types of references within the same project, because you don’t
want art class to become formulaic. It
seems as if I am forever making class sets of how-to this/that/other. They are really valuable resources since I
can ask students to refer to the sheet, and students who need help can
independently seek aid themselves. At
the same time, I put the caveat “This is
only one way to draw [item]; there are many ways to draw [item]; none are “right”
and none are “wrong.”
5.
Make time
for a little one-on-one guided drawing.
In my experience, the Give Up Kid hasn’t had many opportunities for
art-making in his/her life. Part of the
reason s/he doesn’t like art class is because s/he is intimidated. You know that moment when you say: “If you don’t do any work, you won’t get a
grade, and you’ll fail the course” and the student just shrugs and says something
like “fine with me?” The student is
scared that his/her work will be so inferior that s/he will be the subject of
teasing and shame. Since pre-teens and
teenagers are driven by group perception, they would rather do nothing and
fail, than try and be anything less than near-perfect. Discretely find an opportunity to do a
side-by-side guided drawing exercise with the student. It sounds really elementary and embarrassing,
but I’ve never once had a student refuse; they actually seem to appreciate the
attention. Typically, I’ll make the guided drawing as simple as possible so the
student has the opportunity for maximum success. After the guided drawing, I’ll
instruct them to apply it to their work; they always do. Sometimes, you just have to take a step
backward and provide the Give Up Kid with a taste of the elementary, empowering
experience of art that they missed.
6.
Praise
honestly and realistically. It is
important to recognize the development of the Give Up Kid’s skills, but don’t
overdo it. Students aren’t adept at
recognizing that you are encouraging someone who was/is previously
discouraged. And, sometimes, instead of appreciating
the work of their peer, they will offer unasked for criticism: “What? Mine is way better and you haven’t
said anything about it!” Recognize the
specific skills the Give Up Kid has developed and speak to them; don’t damn
with false praise.
7.
Display
work with caution. It is a big deal
for my students’ art to “make it to the wall.”
I’m discriminate. But, I don’t
simply display the best or strongest artwork. I try to demonstrate the artwork
displaying success for individual students. But, you have to be careful. the Give Up Kid has a fragile confidence
about any new-found ability or skill.
Displaying artwork that isn’t very strong, yet demonstrates success for
the artist runs the risk of high criticism.
Remember, middle and high school students aren’t known for thinking
before speaking. If the peers perceive The
Give Up Kid’s artwork as being inferior to the other artworks and say so where the
Give Up Kid can hear it, you have a major setback. This doesn’t mean you shouldn’t display the
work of the Give Up Kid; often, s/he is thrilled to have work on the wall. But, you should be exercise caution.
8. Use your classroom management plan to mete
out healthy doses of consequences. We all need a little religion as
motivation from time to time. I call
home, get other teachers involved, and seek the aid/support of the administration
when attempting to empower the Give Up Kid.
My aim is not to punish the Give Up Kid because that will lead to discouragement.
Instead, it is important for the Give Up Kid to know that I will do anything and
everything ethically within my abilities to help him/her achieve success. As a student once said: “I don’t mess with
Ms. J., she is, like, everywhere.” *Also, a bit of advice: When contacting parents, pretend you are a
customer service representative. If the
parents believe you to be a nice, caring, teacher who sees the best in his/her
student, they will back you each and every time. If they see you as an overly
critical nuisance who is sick of dealing with their child, then they will
undermine your authority (this could be its own blog post!)*
I’m interested. What do you do to help the Give Up Kid?
