Residency-Juxtaposition Arts- Leslie- 3 Hrs
We are letting the students draw independently on their still lives, as it is their third day working on this project. Leslie and I did our routine of walking around and helping any of the students if they have a specific question about their drawings or offered any positive or constructive feed back as they were finishing up. Every session we play nice music that is very calming or positive. Occasionally some of the students favorites, but it allows the students to stay focused and creative. Some of the students ask about different techniques they can use in order to make something “look better” and I always try to give them the best advice I can. I get nervous sometimes because I’m also learning about art…I’m always learning new things about art and how to draw so I get a little hesitant and second guess myself when giving them feed back. However saying it out loud and hearing my words makes me think about what I’m saying therefore allowing me the opportunity to give accurate feed back that is in their pictures best interest. A lot of the students trust me to give them inout and even feel comfortable letting me draw on their pictures in order to demonstrate what I might be trying to say to them. I find myself talking very slowly and thinking about the words I’m using to speak to the students. Words mean a lot and can translate differently to someone else, I’m trying to be as straight forward as I can without using too many words to complicate what I’m saying. I’m trying not to underestimate the power of less being more.
Something I’ve caught myself doing was nonchalantly using academic words such as “value” or “contour”. Although Drew and Leslie have covered these words, I realized that these terms aren’t always going to stick right away, and even though we’re using these terms often they might forget what they mean. After I realized this I started catching myself saying these terms and then doubling back and asking the student if they knew what I meant when I said “…”.
For example I was speaking to a student who needed help and I used the word value, I paused and asked if the student knew what that word meant and they said no. In that moment I took the time to explain what I meant and clarified what “value shift” meant, after that I believe she had a better understanding of what I meant.