E- Portfolio: Reflection:


Assignment: Sophomore Model Drawing:
Drawing male gestures (from a life model in swimming trunks) that are dynamic, have correct balance and (Otis fashion) proportion.
Being able to draw the male fashion figure, with a pastel underdrawing, and render and refine it with prisma pencil, including hands, feet and faces. Also shade the body.

Learning outcome, goal: Being able to see, understand and "feel" the pose/movement of the model. Being able to draw independently, with a soft, loose line quality. Gaining confidence doing so. Being able with refinement (prisma) lines to "clean up" the underdrawing and correct and add detail. Also being able to shade the body and understand where the light source(s) is coming from. Managing timeline, understanding, using steps shown in instructor demos.

Student motivation: I feel drawing demos can be motivating and inspiring. Especially when students see how "easy" it looks, and how much fun it can be to feel comfortable drawing the figure in all angles. I also think students can motivate and inspire each other. Of course reinforcement and praise of the positive is extremely motivating. And last but not least, a good grade is a great motivation for students.
Creating a nice and artistic environment is also helpful. We are able to listen to music while drawing, so I let students bring in their own playlists as long as we share and listen all to the same music (no individual headsets) and respect each others music taste.

Intrinsic motivations: Students discussing and critiquing each others work. Also speaking and presenting themselves is very important. Loosing their fear of speaking publicly, even students who aren't that comfortable with english as their second language. Learning and being able to learn and being inspired by each others' work. Being able to take on constructive critique. In my experience, students like when I correct certain drawings as a demo (the class watching) and they see how things can be changed and corrected (the before and after effect). I have students trace images and proportion sheets (at home or at break if they like) and they notice how helpful this is. Also fun exercises like blind drawings, right hand/ left hand drawings and shape exercises are fun and motivating.

Redesign the assignment and use online tools: Definitely helpful. I definitely want to record more of my drawing demos and put them up on O-space. The students love this and really want to watch them over and over again. I also will document each demo and will post them (eventually) on O-space. E.g.: I just recently posted a drawing demo on O-space (my very first time:) and the students really appreciated it. Once I have my e-portfolio ready, with all my personal work, web site-link, demos and examples from all class courses I've taught so far. I will post, too.

Interactions:
I want to keep trying all 3 types of interactions.

Learner-instructor interaction: I critique every students work individually. I help them with their drawings, correct them if needed, and teach them how they can learn to correct themselves.
Emails and announcements are convenient through O-space, especially when I need to clarify what materials to bring in for a future class. I am not supposed to give my students homework for this class, but can encourage them to practice and draw as much as possible.

Learner-learner interaction: Sometimes I use a student's work as an example for the class. If a student is really good at something, I have them talk about their technique or even have them demo it. I have them critique each others work. They develop a more of an objective view that way. Sometimes, if a model runs late, students draw or model for each other. This is very helpful, especially experiencing what the model feels and how a pose feels. Students get to experience the balance of the pose that way.

Learner-content interaction: Showing and hanging up inspiring artwork. I always put up a lot of drawings, some of former students, and demos or artwork of mine. I have Fashion Illustration books out, my portfolio (somewhat old fashioned but it's looked at). I encourage them to have a sketchbook, drawing and practicing as much as they can, even without a model.
Fun exercises (e.g.): Draw your own hands every day for 15 minutes, your right hand with your left, and your left hand with your right, and you know how to draw hands soon. This exercise was shown to me by my fashion illustrator idol Gregory Weir-Quiton. And he's right, it works:)
Also when I taught upper levels, students loved to style our models themselves, so I had them bring in their own clothes (if they wanted) or took them to our fashion closet on campus.