Artistic Abilities | meet my students
Artistic Abilities is a nonprofit organization committed to creative expression for all, serving individuals with or without disabilities in the Fort Collins area. The students I worked with were special abilities adults, ages 20-55. The students would arrive for class every week on Tuesday evenings from 4:00-6:00 PM. The course was held in the Art Education Studio wing of the Visual Arts Building at Colorado State University. There were no paras with these particular students. The students that I worked are described below:
Student #1 |
This student was very meticulous when working, and produced very detailed compartmentalized collages. The student was very attentive to color and would often pick coordinating color palettes. They preferred to work singularly and quietly, and could become frustrated when their process was interrupted by student commentary or conversation. When describing their work, the student was able to identify meaning and intent behind each section. They worked with a lot of attention to detail and always had a purpose for each artistic decision!
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student #2 |
This student was hesitant in conversing with the student teachers until they were able to understand how they worked and why. Just saying "hello!" and "how are you doing today?" made the difference in letting the student know that they are recognized and important, even if they do not reply to the question. It was also very important that the student was called by their full name, versus a shortened nickname. If referred to by the nickname, it was clear they were unhappy and would not respond. Process was the most important element of the student's work- experimenting with brushstrokes and layering. Although the student worked with little to no imagery, they were highly interested in color, process, and had an extreme amount of knowledge in color theory. The student really blossomed in collective conversation at the end of each class--gaining comfort talking about their work and presenting it to their classmates. Standing in a circle versus surrounding one student presenting was more comfortable for most, and this student particularly.
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student #3 |
This student was incredibly social, curious, and excited to create. They always greeted all the teachers and classmates upon their arrival--and often times with a hug or fist bump. They also became concerned when other students did not show up for class, and wanted to make sure they were okay. The student always encouraged others and praised their work and creativity. Sometimes they became a little distracted by conversation--but this improved through the time we spent together. When it came to their own work, the student employed many organic shapes and loved using pink and green. The student had less confidence in their own work, and became easily frustrated when their vision was not coming to fruition. With some guidance and encouragement to ask questions, the student always overcame their obstacles. The student worked quickly most of the time and often would enjoy drawing flowers at the end of each class--a characteristic recognizable in most of this student's work.
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Student #4 |
This student was very kind, greeting their classmates each day and always willing to help others. The student often worked beside student #6 who used a wheel chair and experienced limited mobility--so that they could work together. Student #4 was eager to help with any functions that the other student could not complete due to low mobility in their arms and hands. At the beginning of the course, the student was set on using reference images for any subject matter they drew or painted. I fell into this, agreeing to draw reference sketches for them. I quickly learned they needed that little confidence push to create from their own mind and imagination. Just because the teacher drew something, did not mean it was perfect! The student feared "doing something wrong". The painting project really opened the student's eyes to what happens when you just let ideas flow--without worrying so much about the final product. And what do you know, the final product turned out amazing! They were so proud of their growth.
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Student #5 |
This student was wonderful to sit with in class, as they often told stories while they were painting or drawing. They were very knowledgable in many historical subjects! This certainly played a role in what imagery the student chose to depict in their work. They were very good at explaining their work--providing a narrative which connected them to their artwork. They enjoyed talking while they worked, yet always remained very focused.
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Student #6 |
This student showed a great deal of persistence and unwillingness to give up. They have limited mobility in their hands and arms which made drawing and painting motions a little difficult. I found that turning the paper for them while they guided their brush or writing utensil helped. Being patient was very important--and listening closely to the student's needs and ideation. When describing their work, the student beamed with a smile at the chance to explain their ideas and inspiration.
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Student #7 |
This student required a lot of attention--and was very good at tricking others into completing tasks for them. It became a little game of, "No, you can do it! You've got this!" instead of "Okay, I will wash your brushes for you if it takes less time." Teaching the student proper studio practices was important throughout class. The student was also easily distracted by conversation, focusing on specific words and repeating them over and over. The music painting project really helped the student drown out conversation--and they were engulfed in their painting the entire class. They worked beautifully chaotic--paint dripping down the easel onto the table. Color was just everywhere. The colors they were able to mix were unique and complimentary! Although the student did not have much knowledge of color theory--they sure had an eye for aesthetics.
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Student #8 |
This student created very static work employing many colors and energetic gestures. They preferred to work alone, quietly, uninterrupted by conversation or questions. They had a really solid idea of what they wanted to do as soon as the project was introduced. The student was always very dialed into their work. Discussing their artwork at the end of class seemed like something they looked forward to.
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