Hey Colleen I really enjoyed this lesson. It was frustrating and challenging, especially the not looking at your paper part—but it was a lot of fun. It totally made me feel like I was outside my comfort zone but at the same time surrounded in a safe envoronment.
Best practices: Modeling what is wanted Personal practice Personal Reflection time Small group sharing
I could use this lesson with my students easily They would have a hard time doing it but it would be fun to do it in partners where one partner holds a paper over the other partner’s work so they can’t see and then they work on one individually and share with each other.
Thanks for sharing your art lesson on blind contoured drawing. The first part of the lesson was very frustrating for me. To start off, I’m not the best artist, so knowing that I can’t look at the paper was even worse! However, after being able to look at what we were drawing the second time, I was given much more confidence in my abilities. This lesson was fun and engaging. I enjoyed how to modeled what we were suppose to do, and gave verbal instruction throughout the entire lesson. Your circulation throughout the room and positive reinforcement was greatly appreciated!
Thank you for your lesson on blind contour drawing. The first part of the lesson made me feel slightly uncomfortable since I was not allowed to look at my paper. I felt much better doing the second part of the lesson when I was able to look back and forth from my paper to the object I was drawing.
A best practice I saw you use today was modeling. You modeled both steps of the process and then gave verbal instructions encouraging and guiding us on how to proceed.
I would use this as an art lesson in my classroom. I think students would have a hard time not looking during the first process. Maybe I would have the students partner up to learn the concept and have them draw a friends hand, so the friend could monitor them.
Aloha Colleen, 6/20/11 Blind and Regular Contour Drawing I really enjoyed your lesson! I was totally engaged, and I can see students of all ages being equally as engaged. It was a great lesson for students who might not feel they have strengths in drawing, because everyone’s picture is a bit distorted – and that somehow makes the work more interesting. I actually liked my 1st attempt more than the 2nd, even though I could look back and forth from my hand to my drawing during the second drawing.
You demonstrated many best practices in this lesson, including modeling the strategy, and lots of guided instruction. You also provided positive encouragement and feedback.
This lesson could be utilized in any grade level. I can see students using this activity as a writing warm up, if they were going to write about an artifact, for example.
This was a really creative way to get students to think outside of the box. I enjoyed how you encourage the students to reflect upon their artwork. What a great way to incorporate literacy into art! I’m sure that it also helps them to become better artists too!
It was great that you modeled the lesson for us beforehand, and actually forced us to stop and look at what you were doing. So often students think they know what to do when they really don’t so they make unnecessary mistakes.
I would love to use this in my classroom as it would make the non-artsy children feel more comfortable and successful. Plus, it’s funny! I think the kids would get a huge kick out of seeing their blind drawings when they were all done.
Aloha, Colleen -- Thank you for a great lesson well-presented! The blind contour drawing is quite challenging, but I've had times in the past several months (since doing this with you last year!) that I've caught myself trying this while attending a lecture or similar event. :-)
Best teaching practices I observed -- * materials needed specified, direction given as to how to prepare paper for use * model each part of the lesson (both blind contour and contour draw modeled) with time to reflect on each * non-judgmental, non-threatening activity * positive statements/comments * moving about the classroom to observe and lend verbal support as needed.
I can see using this with kiddos when considering any number of activities -- especially when working in large motor (upper body) focus with my kiddos (maybe at chalk board or white board ...)
Thanks for the wonderful lesson on contour drawing. I do love art and anytime I can learn about it I soak it up. Perhaps I can get the kids to do a contour drawing about an item and make them write a snapshot of that item to go alongside with their drawing when teaching them to write using imagery.
The best practices I saw you demonstrate in this lesson was: modeling how to do the drawing checking for understanding and encouraging students with positive comments about their work.
Response from Doreen Kaleiwahea--Blind and Regular Contour 6/20/2011
Aloha Mai Coleen--- I really appreciate your talent and how you motivate me. I have been trying to motivate my students forever and realize that this is a wonderful method. Truly, I felt inadequate to participate but you made the environment non-threatening. You made it equal for all when you said, “just have fun”; something we do not do in school anymore. The blind trial and the regular contour drawing took effort in my visual ability. I need this in my classroom as I have seen through my experiences that special needs students often experience many visual challenges. I could start with just shapes in math, or copying a simple cat that I have drawn, or even a more difficult task like drawing your hand. I like the way you were prepared, gave everyone the tools they needed and knew exactly what you were doing. This is a lesson that you probably have done before. That may be a difficult element to overcome since you really cannot prepare for the comments and possible outcomes on your first lesson demo. But since I saw you do it, I’m more prepared for the stumbling-blocks that could possibly occur. The threat of being unwilling to participate due to criticism, maybe even shyness or poor self-esteem. Truly this is the kind of lesson that could bring out some insecurities in a student. You were very reassuring that there was no threat to them and their efforts. I appreciate your knowledge and perseverance to teach our local students in high school.
Aloha Colleen, In the first blind drawing, I wrote, "I felt as if I were a dyslexic slug who did not each lunch." In the second drawing, I wrote, "I could breathe better making this drawing." I experimented using my left-hand, though I am right-handed. It seems others had an easier time doing the second drawing also. Great exercise. Mahalo, Tamara.
June 20, 2011 Aloha Colleen, thanks for sharing your Blind Contour Drawing lesson. I did this activity many years ago. I was browsing in the library and found an art book. I don't recall the title, but it was all about drawing what you see. I can definitely see a group of middle school students enjoying this lesson. It is almost like a dare. "I dare you to draw your hand without looking". The not looking part creates anticipation and excitement. I noticed when I wasn't looking at my drawing, I did the safe thing and merely drew the outline of my hand. When I was looking I had more confidence and drew with more detail. Thanks Colleen
Three Lens Letter for Feedback for Teaching Demonstration:
Aloha e na College Date: 6/20/11 Title of Lesson: lesson plan for editing This lesson made me feel like focusing my drawings and actually telling my fingers what to do. List of best practices: 1. The activity was terrific to use the students to want to look 2. The results are remarkable to show students what they can do when they focus 3. They need something to look at and then try to draw lots of detail with looking at each detail My thoughts on this lesson could be applied in other contexts such as writing letters in kindergarten because then they could see how to focus Mahalo for the time and effort, on developing this lesson that we may use your ideas to enhance our way of becoming a life long learner. Aloha Debbie
Thank you for your inspiring lesson. I found the “keep the pencil on the page” concept challenging yet enjoyable. I’m certain that students were engaged during this lesson. Your directive to look for details was also very helpful.
Modeling, encouragement, and checking for understanding were just some of the best practices I observed. Thanks!
this was fun!!! i love to draw, but never have the time. in one way it is frustrating cause you are forced not to look at what you are attempting. then the second time it's still challenging but then you can used your sight to keep everything in check.
i liked the way you presented. modeling first, keeping us engaged, giving exact orders
i would like to use art with poetry and music on a culminating project
6/20/11
ReplyDeleteBlind Contour
Hey Colleen
I really enjoyed this lesson. It was frustrating and challenging, especially the not looking at your paper part—but it was a lot of fun. It totally made me feel like I was outside my comfort zone but at the same time surrounded in a safe envoronment.
Best practices:
Modeling what is wanted
Personal practice
Personal Reflection time
Small group sharing
I could use this lesson with my students easily They would have a hard time doing it but it would be fun to do it in partners where one partner holds a paper over the other partner’s work so they can’t see and then they work on one individually and share with each other.
Thank you so much!
Jessie
June 20, 2011
ReplyDeleteDear Colleen,
Thanks for sharing your art lesson on blind contoured drawing. The first part of the lesson was very frustrating for me. To start off, I’m not the best artist, so knowing that I can’t look at the paper was even worse! However, after being able to look at what we were drawing the second time, I was given much more confidence in my abilities. This lesson was fun and engaging. I enjoyed how to modeled what we were suppose to do, and gave verbal instruction throughout the entire lesson. Your circulation throughout the room and positive reinforcement was greatly appreciated!
Thanks for sharing.
Kristi
June 20, 2011
ReplyDeleteDear Colleen,
Thank you for your lesson on blind contour drawing. The first part of the lesson made me feel slightly uncomfortable since I was not allowed to look at my paper. I felt much better doing the second part of the lesson when I was able to look back and forth from my paper to the object I was drawing.
A best practice I saw you use today was modeling. You modeled both steps of the process and then gave verbal instructions encouraging and guiding us on how to proceed.
I would use this as an art lesson in my classroom. I think students would have a hard time not looking during the first process. Maybe I would have the students partner up to learn the concept and have them draw a friends hand, so the friend could monitor them.
Thanks so much,
Shawna
Aloha Colleen,
ReplyDelete6/20/11
Blind and Regular Contour Drawing
I really enjoyed your lesson! I was totally engaged, and I can see students of all ages being equally as engaged. It was a great lesson for students who might not feel they have strengths in drawing, because everyone’s picture is a bit distorted – and that somehow makes the work more interesting. I actually liked my 1st attempt more than the 2nd, even though I could look back and forth from my hand to my drawing during the second drawing.
You demonstrated many best practices in this lesson, including modeling the strategy, and lots of guided instruction. You also provided positive encouragement and feedback.
This lesson could be utilized in any grade level. I can see students using this activity as a writing warm up, if they were going to write about an artifact, for example.
Mahalo for such a great lesson.
Dear Colleen,
ReplyDeleteJune 20, 2011
Blind Contour
This was a really creative way to get students to think outside of the box. I enjoyed how you encourage the students to reflect upon their artwork. What a great way to incorporate literacy into art! I’m sure that it also helps them to become better artists too!
It was great that you modeled the lesson for us beforehand, and actually forced us to stop and look at what you were doing. So often students think they know what to do when they really don’t so they make unnecessary mistakes.
I would love to use this in my classroom as it would make the non-artsy children feel more comfortable and successful. Plus, it’s funny! I think the kids would get a huge kick out of seeing their blind drawings when they were all done.
Great job!
Aloha, Colleen --
ReplyDeleteThank you for a great lesson well-presented!
The blind contour drawing is quite challenging, but I've had times in the past several months (since doing this with you last year!) that I've caught myself trying this while attending a lecture or similar event. :-)
Best teaching practices I observed --
* materials needed specified, direction given as to how to prepare paper for use
* model each part of the lesson (both blind contour and contour draw modeled) with time to reflect on each
* non-judgmental, non-threatening activity
* positive statements/comments
* moving about the classroom to observe and lend verbal support as needed.
I can see using this with kiddos when considering any number of activities -- especially when working in large motor (upper body) focus with my kiddos (maybe at chalk board or white board ...)
Thanks for a great lesson!
jeanne
6/20
ReplyDeleteBlind and Regular Contour Drawing
Aloha Colleen,
Thanks for the wonderful lesson on contour drawing. I do love art and anytime I can learn about it I soak it up. Perhaps I can get the kids to do a contour drawing about an item and make them write a snapshot of that item to go alongside with their drawing when teaching them to write using imagery.
The best practices I saw you demonstrate in this lesson was:
modeling how to do the drawing
checking for understanding and encouraging students with positive comments about their work.
Mahalo,
marissa
Response from Doreen Kaleiwahea--Blind and Regular Contour 6/20/2011
ReplyDeleteAloha Mai Coleen---
I really appreciate your talent and how you motivate me. I have been trying to motivate my students forever and realize that this is a wonderful method. Truly, I felt inadequate to participate but you made the environment non-threatening. You made it equal for all when you said, “just have fun”; something we do not do in school anymore. The blind trial and the regular contour drawing took effort in my visual ability. I need this in my classroom as I have seen through my experiences that special needs students often experience many visual challenges. I could start with just shapes in math, or copying a simple cat that I have drawn, or even a more difficult task like drawing your hand. I like the way you were prepared, gave everyone the tools they needed and knew exactly what you were doing. This is a lesson that you probably have done before. That may be a difficult element to overcome since you really cannot prepare for the comments and possible outcomes on your first lesson demo. But since I saw you do it, I’m more prepared for the stumbling-blocks that could possibly occur. The threat of being unwilling to participate due to criticism, maybe even shyness or poor self-esteem. Truly this is the kind of lesson that could bring out some insecurities in a student. You were very reassuring that there was no threat to them and their efforts. I appreciate your knowledge and perseverance to teach our local students in high school.
Mahalo nui loa,
Doreen
Aloha Colleen,
ReplyDeleteIn the first blind drawing, I wrote, "I felt as if I were a dyslexic slug
who did not each lunch." In the second drawing, I wrote, "I could breathe
better making this drawing."
I experimented using my left-hand, though I am right-handed.
It seems others had an easier time doing the second drawing also.
Great exercise. Mahalo, Tamara.
June 20, 2011
ReplyDeleteAloha Colleen, thanks for sharing your Blind Contour Drawing lesson. I did this activity many years ago. I was browsing in the library and found an art book. I don't recall the title, but it was all about drawing what you see.
I can definitely see a group of middle school students enjoying this lesson. It is almost like a dare. "I dare you to draw your hand without looking". The not looking part creates anticipation and excitement.
I noticed when I wasn't looking at my drawing, I did the safe thing and merely drew the outline of my hand. When I was looking I had more confidence and drew with more detail.
Thanks Colleen
Three Lens Letter for Feedback for Teaching Demonstration:
ReplyDeleteAloha e na College
Date: 6/20/11
Title of Lesson: lesson plan for editing
This lesson made me feel like focusing my drawings and actually telling my fingers what to do.
List of best practices:
1. The activity was terrific to use the students to want to look
2. The results are remarkable to show students what they can do when they focus
3. They need something to look at and then try to draw lots of detail with looking at each detail
My thoughts on this lesson could be applied in other contexts such as writing letters in kindergarten because then they could see how to focus
Mahalo for the time and effort, on developing this lesson that we may use your ideas to enhance our way of becoming a life long learner. Aloha Debbie
Dear Colleen,
ReplyDeleteJune 16, 2011
Contour line lesson
Thank you for your inspiring lesson. I found the “keep the pencil on the page” concept challenging yet enjoyable. I’m certain that students were engaged during this lesson. Your directive to look for details was also very helpful.
Modeling, encouragement, and checking for understanding were just some of the best practices I observed. Thanks!
Sincerely
Jessica Dahlke
aloha e Colleen'
ReplyDelete6/20/11 on blind/regular contour
this was fun!!! i love to draw, but never have the time. in one way it is frustrating cause you are forced not to look at what you are attempting. then the second time it's still challenging but then you can used your sight to keep everything in check.
i liked the way you presented. modeling first, keeping us engaged, giving exact orders
i would like to use art with poetry and music on a culminating project
mahalo nui loa, beatrice