Background Information
I teach in a Visual and Performing Arts magnet school in the Charlotte-Mecklenburg Public school system, the 6th largest district in the nation. Needless to say, the population of roughly 1300 students grades 6-12, is extremely diverse socially and economically. The students are selected through a lottery, but must additionally attend an audition process before they are allowed to enroll. These students make a choice to attend this school because of its specialty programs in the arts. They select a major of study and their elective arts courses become more specific and comprehensive as they progress. The result is a very positive environment to teach students who are enthusiastic about learning.
This said, I have found the students I teach who have chosen the visual arts as their major, pose a unique set of teaching challenges. Apparently, a majority have come to the conclusion that because they major in the visual arts, they are artists. Not a student of art, but an artist. In this regard they often anticipate their success before they begin working. This is true on any number of assignments and studio projects. In this desire to be the next great artist of their time, they often fail to recognize some basic skills that are needed. I believe that is part of my role as an educator to help them down from their self-constructed pedestals.
I teach a number of level I ceramic courses ( which this unit is written for). I also teach the level II and III of the ceramics courses. Additionally, I teach both Advanced Placement Art History, a regular Art History, and a number of introduction to studio courses. This information provided in this unit is applicable for all of these classes, a similar version of Lesson I will be used in each studio course I teach as it deals with the most fundamental question about art.
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