This is what I believe Art Education should be

 I want to share this: this is what I believe art education should be! 

I usually don’t give art homework because of the lack of in-class prompt and quality guidance by the teacher that cannot be replicated at home (and the home set up is often not ready for art making). But because we lost curriculum time for some sec 1s non-AEP* art classes, I reluctantly agreed to letting students finish the shading of self-portraits at home during March break. 

*AEP is Art Elective Programme, a premium art programme in a few schools for students who have both talent and passion in developing in art. There is a selection process, and all students selected into the programme are provided with more art studio time and a range of art media to explore and learn.

A student came back with the quality of shading that is way beyond a 13-year old. In fact it’s way beyond an untrained adult. The shading is very deft and skilled. But I also recall that student being very attentive in class and very on task and constantly seeking feedback. I will call the student as N (I will be referring to N again in subsequent posts).

To get to the truth - I asked the student if he had sought help. He said his mom guided him but did not do his work. I made sure within two hours i called his mom (I made sure I got the mom’s number ready before proceeding with speaking with student).

I told the mom the shading was very skilled and showed reasonable training and practice. I asked the mom to describe ‘how’ she coached the boy. She said she demonstrated the shading. She insisted she ‘only touched up’. I quickly asked if she demonstrated on a separate paper or on his work. She said demo on his work. BINGO! The truth revealed 

So I explained to the mom I understand that it is very common for parents to assist and contribute to their children school artwork in nursery, kindergarten and even primary school because there was no GA or WA. I explained that the real learning comes from applying the strategies taught in class. And we want students to experience the learning through application. 

I decided i did not want to turn this into a punishment but a teachable moment for both mom and son. 

I told the mom I want her son to redo the shading part and i have no desire to punish him. I assured her i will work out something with him, something that the son can manage and the purpose is all about learning. She agreed.

Next day the boy came. I asked him why he didn’t tell me that his mom demonstrated on his work. He started tearing. That’s when I know he knew he did wrong, no reprimand needed at all. I told him I won’t punish him but asked why he was so sad (because he kept tearing). He said he didn’t know why. I didn’t push further.

So I told him this:

“I saw you did a very serious job drawing with the grid system. So you don’t need to redraw but I want you to learn to apply what you have learnt about shading. I will scan your finished piece but use photoshop to remove the shading so the drawing is still there. Then I will print it on a drawing paper. And you come in one afternoon to do the shading.”

He agreed and turned up. He was conscientious and asked for feedback. 

He then told me his mom said to him that she now wants to restart drawing again! (My praise on her skills may have motivated her!) .. and he said “my mom can draw well but I can’t”, he shrugged and smiled. 

Then seeing him having calmed I asked again 1-to-1, why he was so sad the other day and cried. He paused and said ‘I don’t know’ and the corner of his eye glistening. I stopped and didn’t ask further. 

There may be many reasons but 1 possible reason (based on what he just said) - that it could be he really really wished he had the talent as the artistic ones, like his mom, but he doesn’t. Perhaps that could be why he teared. This cuts my heart but I can’t perform magic to give him talent. 

Then to my surprise he asked if he could join AEP. I said let me check. I asked the HOD to help dig out the January AEP selection test task for all sec 1 classes - found and it was obvious his standard was weak. Too weak.

So I went back to him another day to explain why he cannot join AEP but I praised him for being so attentive in class and so serious during lesson. I highlighted some of his actions (how he was the first one to stand up to have a clearer view of his drawing to check for accuracy) showed that he was exercising thinking in his drawing. 

Guess what.. he asked if he could just join the AEP lesson in the afternoon even if he doesn’t take AEP. I told the art trs I have no heart to say ‘no’ to him. 

I let him join and provided the paint and let him try. Thankfully the AEP students were very friendly to him. 

He tried to mix the brown tone for the banana (reference image) from primary colours and the AEP students actually gave him feedback by saying ‘that is grey and not the brown’. I gave him a bit of paint ratio tips here and there. This is great because now the AEP students are activating their recently acquired knowledge to help him. He was also very curious and kept asking the AEP students what they were doing. This is great chatter in an art class!

This is very special for me as an art educator! It nearly made me cry. I encouraged him but I got encouraged greatly in return!