Exploring Contour

Teaching the art of contour drawing to adolescents can be challenging. Since teenagers are highly self-aware and conscious of their peers, it may be difficult for them to let go of the notion that the subjects they draw must turn out 'right' or realistic. Beginning the lesson, I would go through a PowerPoint that defines what contour is and show examples of what successful projects (from students and professional artists) can turn out to be.

Once we as a class have discussed what contour is, I would hold a demonstration of how to do contour drawings. For ease, I would use the demo done in class of drawing the hand. I would instruct students to follow the curves and lines of their hands while not looking at their papers. Showing them that even as the 'art' teacher, my blind contours look just as jagged as theirs. This will help students loosen up and not be concerned with the 'rightness' of the work.

Having students first do multiple blind contour drawings of their hands on news print will help loosen them up and prepare them for more difficult subjects to draw. Another preparatory drawing warm up would be to draw a contour of the student sitting opposite of them; making sure to never pick up their sharpie and have each line connecting. The 'strangeness' of their portraits of each other is sure to be humorous to them.

Once students begin demonstrating a mastery of the idea of contour drawing, I would begin to introduce the project outlines. Depending on what the lesson is (drawing objects, portraits, hands, shoes, feet, ect) students will do a modified contour drawing (allowed to pick up the pen) for their final project. Students are encouraged to keep their eyes on the object, not their papers.

The idea of adding a watercolor modification, zentangles, or tissue paper on top of a black and white contour drawing intrigues me. All of the work seems to come out quite well despite the differing skill level between students. They will be reminded to consider composition, pattern, and repetition when designing their final projects.

1st Day of School Advice

Picture This:

Its a hot day in late August, somewhere in the south. You're frantically reviewing class rosters, seating charts, and syllabi. The first bell rings around 8:00 Am and  25 or so students begin filing into your carefully constructed and (somewhat) organized art room. The first day of school has begun.

How do you begin class? Are you standing at the door, or waiting near your desk? Do you set up a seating chart right away or can students choose their own seats? All of these questions must be answered before that first bell rings.

At 8:00 AM on that first day of class, I will be standing at the door, greeting each student as they come in with my roster in hand. As each student enters the hallowed hall that is the High School Art Room, I will ask their names and finally put a face to each. To bridge that ever widening generational gap between myself and my students, I will have pandora (online radio) playing in the background (theres a great station that features classical instrumental renditions of the top 20 hits that keeps the music school friendly, but age relevant).

The first day of school is always a tedious one filled with course contents, syllabi, and seating charts. I want to offer up a different approach to those first day norms. I have never believed in reading aloud a syllabus to a class. Students who have made it to high school (I assume), can read. I will ask them to read over the syllabus and as their first assignment, sign the back sheet and return it to class on the second day. Easy enough, right? Yes. In theory.

As far as seating goes, I would allow students to choose their seats. Choosing for them not only restricts their freedom, but may cause problems if the seats aren't chosen carefully according to each students needs, needs which will be addressed as I come to know their personalities. The syllabus is always going to be there, the course content will always be available for review, I am more concerned with getting to know my students.

I really enjoyed the notecard game where each student writes their name, birthday, least favorite food, where I'll be in 5 years, karaoke song, ect. It gets the students up, moving, and interacting with each other. Offering 'grandma' candy is a great motivator because who doesn't like peppermints?! After we play a few games, I will assign the syllabus reading and signature (from both parent and student) to have a record that each student has read and reviewed the course expectations and outlines.

I also believe its vital to establish ground rules and expectations for my students at the get go. Basic rules like: respect yourself, your peers, and your instructor. Craftsmanship matters. Voices off when the music is on. ect. By outlining what is expected from students at the beginning, if (and when) they break the rules or do not meet expectations, I can remind them.

I want the first day to be fun, light, and new. I don't want my students to think of me as some old weirdo art freak who wants to shove Van Gogh or Ansel Adams down their throats. I want my art room to be a space for exploration, experimentation, and inspiration. Establishing this philosophy will hopefully get students excited for the upcoming semester and ready to make some awesome art!