Residency / Highpoint Center for Printmaking, Tyler Green, 5th Grade, 9 hours
On Wednesday of this week I was in for 3 hours doing prep for the upcoming classes, including tearing paper, cleaning the classroom and packing up dry prints to be returned to classes.
On Thursday a class of 5th graders from Benjamin E. Mays were in to learn about stencil mono print, which the other Education Intern Stanzi taught. It was really interesting seeing another intern prepare and teach a class we’ve both watched dozens of times; our methods of prep and demonstration differ in some ways, while there’s certain language and techniques we’ve picked up from Tyler that we both use. Stanzi is an avid notetaker and uses her notes when going through her demo as a reference point. This class was really patient and excited to get started, without getting too rowdy to distract from Stanzi’s demo. (3 hours)
Another 5th grade class from Benjamin E. Mays was in on Friday (3 hours) and this was a much more energetic class. The demonstration was led by Tyler and interjected with commentary every few seconds, which resulted in the demonstration lasting longer than usual. I’m wondering the best way to divide up demonstrations to allow the most room for learning and comprehension while also being mindful of the limitations of class time, as well as different working paces of individual students.