Class Artist

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11 thoughts on “Class Artist”

  1. What I do for a student artist: they get their choice of paper and a clipboard. Generally, they draw only in one color (whatever pen or pencil they have).
    The clipboard is necessary because I don’t have desks in the classroom.
    Not sure this is best or anything, but it works fine. When I use their drawing, I scan it into the copier/printer/scanner and we see it the next day in class. I haven’t always had a story artist each week, so it doesn’t always happen.

    1. James, sounds like you have artists creating a comic strip-like set of sketches? That’s a great idea. I’ve not realized the possibility of mixing up captions and showing parts of the artist’s sketch, which would be easier to do if the artist drew in panels. I love using students’ drawings. I’ll have to remember this idea.

        1. Most of my artists tend to draw one whole picture, and add details as we go. A few of them have done comic strip-style. (I’m including what happens with Listen & Draw as well as actual “artist” drawings during a story.) If they ask me, I say whatever they prefer would be fine.

          1. I thought of something that probably is a factor: most stories in my classes are more like a long paragraph (say 8 sentences) than a full 3-paragraph, 3-location story. I’ve generally found it to work better to build up one scene, and then switch to another scene using the same words in a new context, rather than making a very long story. This might be a carry-over from working with younger students.

          2. I tend to do the exact same thing with story scenes, rarely making it to another location. To get these other contexts, often I’ll use parrellel readings/drawings from former classes.
            I need to get an artist established again… I kind of let this fall away this year, and so I find myself Looking and Discussing stories that aren’t their own way more this year (which I don’t think is good).

  2. I let my class artists use their iPad or a regular paper. The artist will then email or hand me their artwork at the end of class. Later on I will download the pictures, or photograph the paper ones and put them into a Google Slides presentation.
    I have had a similar problem with some artists missing out on input. I can usually tell if they are understanding by the quality and clarity of the art. If a student has their head down in their drawing the whole class and only produces one overdone image of some random detail, I know that I can’t use that student in that role again.
    This is a tricky question about jobs in general. I keep having the problem where I have too many kids doing jobs and not enough kids to really engage in the story.

  3. I have the artist draw on whiteboard sheets I have stuck to my cabinet (the peel and stick contact-paper varitey). I use my laser pointer to reference the story as I question to move the story forward (they are not in the front of the room, but to the side so that saves me running back and forth. Also, if I have actors I can help them in the back and point to vocab at the front and the picture at the side) I have a space for each class. At the end of the story (they’ve been taking 2 days usually) I snap a picture with my ipad and upload to my google classroom drive. The next day I type the story as they retell it (so they can see me type on the screen) and THEN I erase the boards. Both the story and the drawing get posted to the google classroom site (previously I used my own website, but I’m in love with classroom now. The students have the app and get notifications when I post things, stories included and I’ve had good feedback about students reading the stories and sharing the pictures at home. Good PR! That’s another story though!)

  4. With certain classes, I find I get better focus when they ALL have to draw (Listen & Draw, or Pictado, as I call it). They divide up their papers in 6 parts. It helps cut down on confusion if I either just make up the story myself (again, these are classes that can’t handle giving cute details because of the chaos & English that erupts) or a go-to student to provide details. Sometimes I will have a story in mind and get details from one student before class starts or during a brain break so that it doesn’t look like I’m favoring one kid.
    Then I can use those pictures in different ways the following day: partner speaking practice, writing practice, choosing my favorite drawing and cutting it up for a sequencing activity, etc.

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