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The video teaching scenario I am studying in Issues 420. This example displays a distinct process of inquiry, with steps that are laid out in a strong pattern that involves a series of hands-on activities paired with examples. Although this is a younger class and the students are learning the basics of drawing, I admire the teacher's planning; the examples provided are extremely thoughtful. The steps are broad and generalized (fill a page with drawings of noses) yet clear enough that the lesson fell within the students' Zone of Proximal Development: they all demonstrated improvement and a sense of pride at the end. In fact, not only did the students become better drawers, but they learned additional skills such as listening, interpreting, researching, evaluating/truly looking, and how to receive and distribute constructive criticism. I firmly believe that the process of making any artwork is interdisciplinary in this way; skills must be acquired and honed along the way so that the end product turns out as desired.
Using 'self-portrait' as a concept and static variable allowed the teacher to make clear evaluations and assessments regarding progress, and tied the project to the students' personal lives and values. Although I'm unsure if I will include a self-portrait project when teaching (maybe at the start of the year), it does help create meaning and resonance for the students who ordinarily may draw a blank when asked to work based on personal content. When faced with a group of students who are novice in whatever discipline, appealing to their vanity (or sense of Self), can be a strong place to start.Â
