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Editor's Notes

• #3: Good morning. Thank you for coming.This morning I’d like to share with you all some of the techniques I use to get my students to develop their own ideas for their artwork. I thought forst I’d give you a little background about who I am and where I teach, then I’ll share with you some of my findings and curriculum, and end with some of my own questions and hopefully strike up a conversation.��I teach at a small private school on the outskirts of Boston. The school has grades 6-12 and I teach grades 9-12, mostly 2D. Our school is very privileged in that most students come from privileged backgrounds, we have a generous budget, and art is treated almost like every other class that kids take. 25% of our students are on financial aid. This is my 6th year teaching there but before that I taught for 5 years in the New York City public schools, 2 years at the elementary level and 3 years grades 6-12.
• #4: It was at the start of my second job in Brooklyn that I found this in the classroom I was moving into. I was replacing an art teacher who had been at the school for several decades. You couldn’t see out the windows of the room because they were blocked by file cabinets. I threw out about a dozen trash bags a day for a week to empty them and in doing so I found this. He had made his own paint by number worksheets for the students. I saved this particular paint by number because to me it served as a metaphor on so many levels for what I didn’t want to do.
• #6: Students spend time looking at works of art from various cultures and time periods.