| One of the hardest subjects to get students | | | | copying or tracing. Soon I generated several |
| to participate in is art. Most of them by the | | | | rules about the art composition. 1. Use the |
| age of eight or nine have already decided | | | | whole page, not just the center. 2. No blood, |
| whether they are good at it or not. If they | | | | guts, or things that would be considered |
| feel that they are not good they will stop | | | | offensive by someone. 3. No weapons because |
| unless encouraged to participate in art. | | | | our school had a no tolerance policy and so |
| These students will participate in art | | | | did I. 4. No names of people could be used. |
| history lessons. They will read the text | | | | 5. Color was needed because we see color and |
| book, but when it comes to putting pencil to | | | | it is important in our world. 6. Be proud |
| paper they hesitate, big time. | | | | enough of your picture to sign it. 7. No |
| | | | laughing or negative comments about any |
| Many of these students have noticed that | | | | picture including your own. 8. If you take it |
| their work is not as good as someone elses, | | | | home it should not be folded or wrinkled. |
| or that their picture does not look like the | | | | |
| real thing and many other reasons which they | | | | On Friday or any day during the week the |
| will not tell you. So they stop or they do a | | | | students could hand their drawing in. It was |
| project half heartedly and get it out of the | | | | punched with the three hole puncher and put |
| way quickly. | | | | under the laminated title page in our |
| | | | classroom ART STARTS Book. This book was kept |
| I can relate to how they feel. Many of you | | | | at the back table near the door where |
| know how they feel. When I would draw on the | | | | students, parents, teachers, principals, or |
| blackboard we all had a good laugh because it | | | | anyone coming through could go through the |
| was very obvious that my talent was not art. | | | | book and enjoy the student's art. Since I |
| But, I still draw and enjoy doodling | | | | laminated the title page I was able to use |
| immensely. I wanted my students to keep | | | | the same title pages each new school year and |
| trying to express themselves doing art, but I | | | | not have to redo them. |
| hit a wall. "We don't want to draw." "I don't | | | | |
| know what to draw." I can't draw, I'm not an | | | | The comments started to make when they looked |
| artist." Me! Draw, you've got to be kidding." | | | | at the book were quite interesting. They |
| | | | could say something like "That was a good |
| One school year I decided to tackle this | | | | idea, I never thought about doing that to my |
| problem head on. I decided that: 1. There | | | | picture." "Look at that one it is really |
| would be an art project due every week. 2. | | | | awesome." I think I'll try something like |
| The assignment would be given every Monday | | | | that next time." "Where did you get that idea |
| and it would be due Friday. 3. The art | | | | from?" During spare time the students could |
| project was considered as an assignment just | | | | be found back at the table going through the |
| like math and counted toward their grade. 4. | | | | book looking at the pictures and seeing if |
| Everyone had to do one and they were all to | | | | they had improved. |
| do the same one. | | | | |
| | | | Monday was a whole different day. Immediately |
| On Monday I gave them an Art Start which was | | | | after lunch my students would start asking |
| generated from my computer. It had a picture | | | | for their new Art Start because they wanted |
| in the corner, down the side, or at the top. | | | | to draw. There was no more "What should I |
| There was always a Title to the page such as: | | | | draw?" because I gave them the idea and to my |
| My Castle and that was what the student was | | | | students that was the hardest part, coming up |
| to draw. They could get ideas out of books or | | | | with an idea of what to draw. |
| out of their heads, but there could be no | | | | |