Week #4

Class went better this week, I think. We discussed the book 'Believing is Seeing' that they had finished for this week, and I tried to re-emphasize key points. We talked about art mostly in the last century, and how 'modern art' really blew things up so that art could be more or less what anyone wants it to be. Some seem to agree with the author, and others disagree strongly; I'm trying to make sure they get her argument at least, so they can give a clearer critique.

One guy commented that our book caused him to change his mind on art, think of it differently. Other guys have said this too, and it is also echoed quite a bit in their writings, which is great. (There's a recurring sentiment that art is individual's expression, a form of communication, and broader than any pat definition tries to mandate. And lots of talk about how art matters…it seems to for everyone, so I want to find more ways to tap into that.)

Reading their writings has been amazing.

Also amazing was the 'art share', where they were asked to bring in some kind of example of a favorite artist/piece of art. Half of the class went this week, and the rest will go after break, because it would have taken too long. Hearing them talk about it was really touching, and the personal element made class that much more interesting. They brought in drawings by their kids, one brought poetry, another some leatherwork he makes there; there was also art by a fellow inmate (not in the class), a picture of Detroit mayor Coleman Young, and photographs from a family member's trip to Florida.

I gave the assignment of starting to do some artwork on that relates to what they've been discussing with Shakespeare or else another thing they are reading at the moment. I should have probably given a more in-depth assignment over break, but didn't have one really crafted. But I did say what my plan was for when we get back (studying the formal elements of art).

Need to work on:
Talking too fast—I think my nervousness really shows that way; they have lots of trouble following me. I may talk too softly as well, though I feel like I'm reeeally not.

Week #3

This week's class went, but not as well as i would have liked. We continued our discussion from last week; the guys who didn't get to read their pieces read. I tried to re-cap the main points from the article, then kind of let the discussion go from there because the guys had raised several good questions.

I had a problem trying to get us to focus on any one question, though. I think this was because (1) they're not questions with real Answers, are still pondered today and (2) I wasn't prepared enough with questions from the reading, though I tried hard to think of some good ones. It's true I have a hard time cutting people off, or correcting them when their reading of the writer's argument isn't right on. Have to work on that.

I had ideas for in class:
-'art share' (everyone tells us about an artist they like)
-questions in small groups
-do some writing in class
-bring in art/media/ads for analyzing
-show video on some art topic (an artist, movement, phenomenon etc)
-reading questions handed out with the readings

At one point someone suggested the assignment of having people bring in info on a select artist, doing an art-share. This was cool because it was the plan anyway.

For next week, I am doing research to try to answer some of the questions the guys have had. So I'm hoping to bring some material on different art movements, as well as what art means/has meant to different cultures. (Have to do a lot of studying for this, because it's not something I know much about and I feel awkward trying to talk about it.) I'm considering trying to incorporate a discussion/lesson on formal design elements too, which could lend itself to more hands-on stuff in class and also help them analyze images from a formal standpoint.

Ah, I also have to work on developing my "persona" as Prof. DeWilde says. That should be easier if I have some more structure for the lesson and the knowledge to back it up...

Class #2

This week's class went alright--we did better with things from last week that needed working on, but there are other things to do as we go on.

We started out a bit late, so I have to make sure to try to get there and be starting at 6:30. I brought the syllabus and went over it quick, and asked that we have discussion rules like raising hands from now on. I also told them that I am going to try to not say 'like' and other garbage, and asked for their help in calling me out if i don't notice that i'm going it. (They seemed to like that.)

There were a few new guys, which was a problem in that I didn't have enough handouts or notebooks from last week to give. But some of them had shared, so they had read it. Over half of the guys from last week wrote responses to the reading, and others had things to say, so we went around in a circle with each person either reading or just speaking. I let the others respond to them, so it was more of a discussion that went around their essays. Almost all of them had some sort of response to the reading, and some were extremely eloquent with what they had to say. Blew me away. But there were two guys who didn't get to read because we ran out of time; they'll get to talk first thing next week.

The hardest part that I hadn't anticipated was having to think of questions or respond to thier readings on the spot. A couple times I couldn't think of a real response and felt bad, because I didn't want them to think that their writing didn't do anything for me...

I tried to be clearer in what I want them to do for next week: (read Ch 1 and 2 of Believing is Seeing, and a handout by Ben Shahn "On Nonconformity") Write an essay on something that struck you in one or both of them--something you like, don't like, anything. Write about what you want to bring to the class next week.

thoughts:
* All the guys have great thoughts on the readings, no shortage of things to say. But more structure would help. Before monday I had read the pieces, made notes, and pulled out the main points I wanted them to get out of the reading. Most of these came up in our discussion, but I could have made sure to repeat them or highlight the points, to better guide the class and give structure.
* They all seemed to want to read their piece word-for-word-- maybe they wanted to, or maybe I wasn't clear enough that they didn't have to read. A couple seemed to feel bad that they didn't have something written or finished, but I told them not to worry (cuz it's the first assignment and I wasn't clear). Several said they didn't know exactly what I wanted them to do for the writing, and one said he doesn't yet know what the class is really /about/...though I know this, I couldn't say it right then, and should have been able to lay that out.
* I need to try harder to be incredibly CLEAR in what my intentions are, what I am asking them to do, why this class is important and what my perspective is on art specifically. I think if I lay out my take on art, talk about lived experience and not just the theory I study, it can be a springboard for some really good discussions. Not only will they know more about who I am, but they'll have something concrete that they can grab onto, either to criticize or consider.
* Ugh, better time management. And leave 5 minutes at the end for wrapping up, questions, etc.
* Have everyone say their name when they talk, so i can learn their names better (thanks JP!).
* Not have everyone read, takes too long. But all should talk, no one should be idle for too long or I've lost them. And that just sucks besides.
* Think of specific questions for future readings, maybe give them questions along with the assignment so they can focus their reading and have questions to write on.
* Have an "art share" or something soon--each person tells or shows some of their favorite art. Takes the focus off of what I'm giving them as subject matter, and will expand all of our definition of art at this point.
* The connection was made with Shakespeare, that was awesome. We can play with that more I think.
phew.

Class #1

[week 1 at prison 2/7/05 - art philosophy]

I am really excited by the group of guys there. They were very easy to talk to, and it was cool that there were some who had taken these classes before and others who haven't. It helped that Prof. DeWilde was there to give a run-down of CWC (more detailed than I could have given).

We had intros, talked a little bit about 'art', then jumped into the reading for the week. Seemed to respond well to it, and they all had plenty to say. What I want to do better for next week:

-I have to lay out some ground rules for discussions, such as raising hands. it'll keep things from getting messy, and i'll have to be a more alert facilitator i think.
-Though I know I mumbled around a bit and wasn't all that articulate, i didn't know that I said 'like' constantly. This will be a hard habit to break, but it has to happen here.
-Should really print out the syllabus, so that I can actually give it to the class. oops.that's it for now, good luck emily and erin at Jobcorps monday!