Case Studies/Interviews
I chose to interview this student because he always comes in to class in the morning with a humble, positive attitude. He seems to be respected by each of his classmates, and treats people with kindness. He always wheres T-shirts with various anime and superhero characters on them. I was curious about his interests and what makes him, him! I wanted to ask about the small things. The things that seem stupid and pointless, but that actually make a difference to who you are in the end.
The interaction I had with this student was overall delightful! He has a sense of being in the moment. We spoke about his interests and daily operations. While the interview took place, I began to realize the similarities that we shared. It was humbling to know that I'll be able to relate to my students with what we like on our pizza, or what our favorite pair of shoes are. I learned it can be easy to assume things about a student, or anyone really. But just listening to your students, and being there shows that you care.
Here are some of the questions:
What do you like to do in your free time?
Play x-box ("Overwatch" specifically)
read comics and novels (fiction)
Are you a morning person?
a night owl, but enjoys the morning
What are you favorite shows?
"The Flash" - a show where the main character gets hit by lightening and it creates a shield barrier around him
How's 6th grade been so far?
it's alright, still getting used to it
What's your favorite subject?
Orchestra, plays the viola (likes to play in a darker tone)
What are you favorite pair of shoes?
Vans that are black and white high tops
(He was wearing them while we spoke)
I clean them a lot
What does your perfect pizza look like?
pepperoni and mushrooms
The second student I chose to interview is much quieter than the first. She tends keeps to herself, and work on her own. The interactions she has with students are goofy, however. So I could tell that she had a sense of humor, just a bit of a shy tendency. She wears something completely different everyday, that of which is extremely unique and creative. In this way, I was intrigued with what was underneath the surface. During the interview, I came to realize she was extremely similar to any other student, but also proud of her individuality. She had moments of pure, quirky excitement telling me about what she was interested in. I would have never known these things about her, unless I physically sat down like I did and engaged myself. Each student is so different in the way they think and express themselves. She proved to me that it's the little things that can provide so much about a person.
Here are some of the questions:
What's your favorite kind of cheese?
she doesn't like most forms, except when it's melted on mac n cheese or a grilled cheese
What's your favorite TV show?
"Friends"
What does your ideal Sunday look like?
Sleeping, eating, watching friends
Do you have any pets?
2 cats - Maisy and Loci (they're both mean)
How's 6th grade been?
really good! - the days go really fast
the halls are too crowded though
Do you have a favorite piece of clothing?
green jacket that her mom gave her
What's your favorite outdoor activity?
isn't much of a fan of the outdoors - she gets hurt a lot
How can I integrate this content into my classroom instruction?
These interviews gave me a good amount of insight as to the importance of having a true and open relationship with your students. I can take what I've learned and consider how I would create further instruction based off these experiences. An important thing would be planning the time the catch up with my students. This would involve asking how they are in general, as well as specifics about where they're at in my class. In addition to planning these interactions, I would also remember to make an effort in class to be engaged with what my students are creating. Just walking around and being interested can make a big difference.
Another big thing I learned from these interviews involves supporting individuality. Especially in an art classroom, self-expression is the whole deal! I want students to feel that they are safe to be who they are. This would involve a small lesson on respect of others and yourself. Art is a way to show who we are and let out thoughts and emotions. Naturally, we all have different thoughts and emotions, and this should be celebrated!
I think it would be fun and beneficial to create a lesson plan based off of sharing who you are. I would ask students to create something (i.e. a painting, a sculpture, a print) (there would be many possibilities with the medium used) that represents them. Activities and questions to get students thinking would involve: "Draw what your brain looks like." "If you were an animal, what would you be, and why?" "What are your top 3 favorite colors?" etc. The objectives, outcomes, and learning targets would be specified as to what's expected.
Another instructional integration based off of these experiences would involve group work. Giving a group activity enough structure and fun, would allow each student to share their thoughts, as well as get excited about what's being created. I would make sure that each student is urged to share and listen to one another. It's an important life skill to be able to work with other people, learn about them, and contribute what you can.
Finally, I could have an "interview" with each student at the beginning of our time together. This could come in the form of a worksheet, role play, or our first art assignment. This way, I can show my interest in wanting to know who they are. These would also influence what would be made throughout the semester. I could find a way to utilize their interests into a unit/lesson. In the end, teachers can only reach their students if they know who they are and how they learn.
The interaction I had with this student was overall delightful! He has a sense of being in the moment. We spoke about his interests and daily operations. While the interview took place, I began to realize the similarities that we shared. It was humbling to know that I'll be able to relate to my students with what we like on our pizza, or what our favorite pair of shoes are. I learned it can be easy to assume things about a student, or anyone really. But just listening to your students, and being there shows that you care.
Here are some of the questions:
What do you like to do in your free time?
Play x-box ("Overwatch" specifically)
read comics and novels (fiction)
Are you a morning person?
a night owl, but enjoys the morning
What are you favorite shows?
"The Flash" - a show where the main character gets hit by lightening and it creates a shield barrier around him
How's 6th grade been so far?
it's alright, still getting used to it
What's your favorite subject?
Orchestra, plays the viola (likes to play in a darker tone)
What are you favorite pair of shoes?
Vans that are black and white high tops
(He was wearing them while we spoke)
I clean them a lot
What does your perfect pizza look like?
pepperoni and mushrooms
The second student I chose to interview is much quieter than the first. She tends keeps to herself, and work on her own. The interactions she has with students are goofy, however. So I could tell that she had a sense of humor, just a bit of a shy tendency. She wears something completely different everyday, that of which is extremely unique and creative. In this way, I was intrigued with what was underneath the surface. During the interview, I came to realize she was extremely similar to any other student, but also proud of her individuality. She had moments of pure, quirky excitement telling me about what she was interested in. I would have never known these things about her, unless I physically sat down like I did and engaged myself. Each student is so different in the way they think and express themselves. She proved to me that it's the little things that can provide so much about a person.
Here are some of the questions:
What's your favorite kind of cheese?
she doesn't like most forms, except when it's melted on mac n cheese or a grilled cheese
What's your favorite TV show?
"Friends"
What does your ideal Sunday look like?
Sleeping, eating, watching friends
Do you have any pets?
2 cats - Maisy and Loci (they're both mean)
How's 6th grade been?
really good! - the days go really fast
the halls are too crowded though
Do you have a favorite piece of clothing?
green jacket that her mom gave her
What's your favorite outdoor activity?
isn't much of a fan of the outdoors - she gets hurt a lot
How can I integrate this content into my classroom instruction?
These interviews gave me a good amount of insight as to the importance of having a true and open relationship with your students. I can take what I've learned and consider how I would create further instruction based off these experiences. An important thing would be planning the time the catch up with my students. This would involve asking how they are in general, as well as specifics about where they're at in my class. In addition to planning these interactions, I would also remember to make an effort in class to be engaged with what my students are creating. Just walking around and being interested can make a big difference.
Another big thing I learned from these interviews involves supporting individuality. Especially in an art classroom, self-expression is the whole deal! I want students to feel that they are safe to be who they are. This would involve a small lesson on respect of others and yourself. Art is a way to show who we are and let out thoughts and emotions. Naturally, we all have different thoughts and emotions, and this should be celebrated!
I think it would be fun and beneficial to create a lesson plan based off of sharing who you are. I would ask students to create something (i.e. a painting, a sculpture, a print) (there would be many possibilities with the medium used) that represents them. Activities and questions to get students thinking would involve: "Draw what your brain looks like." "If you were an animal, what would you be, and why?" "What are your top 3 favorite colors?" etc. The objectives, outcomes, and learning targets would be specified as to what's expected.
Another instructional integration based off of these experiences would involve group work. Giving a group activity enough structure and fun, would allow each student to share their thoughts, as well as get excited about what's being created. I would make sure that each student is urged to share and listen to one another. It's an important life skill to be able to work with other people, learn about them, and contribute what you can.
Finally, I could have an "interview" with each student at the beginning of our time together. This could come in the form of a worksheet, role play, or our first art assignment. This way, I can show my interest in wanting to know who they are. These would also influence what would be made throughout the semester. I could find a way to utilize their interests into a unit/lesson. In the end, teachers can only reach their students if they know who they are and how they learn.