Press for Give Me Shelter by Mashable.com

From: http://mashable.com/2017/11/17/homeless-shelter-design-transitional-housing/#qgujIw6Hriq4

Homes for Hope was created by USC School of Architecture students during the Fall 2016 semester. The course, called The Homeless Studio, was funded by the Martin Architecture and Design Workshop (MADWORKSHOP) and led by MADWORKSHOP director Sofia Borges and board member R. Scott Mitchell.

The founders of MADWORKSHOP, David and Mary Martin, wanted to empower students to do something about the homelessness situation, starting in Los Angeles.

Homes for Hope uses modular, transitional stabilization housing to assemble pop-up villages. It is currently in the initial fundraising stage.

"All of the focus is towards permanent supportive housing, which is important, but it's not an either/or, or and/or but. We need both. We need something to happen right away, and we need to have something happen in the long term." — Sofia Borges, MADWORKSHOP director

UNFOLDED: How Architecture Saved My Life

From: http://www.culturenow.org/cocktails_and_conversations&event=Bartholomew_Voorsanger_and_Alastair_Gordon

June 16, 2017 Center for Architecture, New York City

The Pairing:
Bartholomew Voorsanger, Voorsanger Architects PC
Alastair Gordon, Wall Street Journal

Cocktail designed by:
Toby Cecchini, Bartender + Author

Bartholomew Voorsanger, FAIA, Principal, Voorsanger Architects PC

Bartholomew Voorsanger received a Bachelors Degree with Honors from Princeton University in 1960, a Masters Degree in Architecture from Harvard University in 1964 and a Doctor Honoris Causa at the University for Architecture and Urbanism "Ion Mincu", Bucharest, Romania, in 2005. He worked for three years with urban planner Vincent Ponte in Montreal, Canada and subsequently for ten years as a Design Associate for I.M. Pei & Partners. The firm Voorsanger & Mills was established in 1978 and reorganized as Voorsanger Architects PC in 1990. Projects by Mr. Voorsanger have been published nationally and internationally in numerous volumes, magazines, and articles. His work has been exhibited in individual and group shows at the Museum of Modern Art in New York, the Museum of Finnish Architecture, the Frankfurt Museum of Architecture, the Spanish Ministry of Construction Gallery, the Architectural Association School of Architecture, Harvard University, the Hudson River Museum, the National Academy of Design, the AIA Center for Architecture (NYC) and New York University. The Firm has received numerous awards both locally and nationally.

Mr. Voorsanger has served on many national and international juries for design awards, has been a speaker at numerous professional symposia, and has authored a variety of articles for design and art periodicals. Mr. Voorsanger has been invited as a guest lecturer and critic and held faculty appointments in architecture design studios at the Rhode Island School of Design, Harvard University, Columbia University, and the University of Pennsylvania. He became a design Fellow of the American Institute of Architecture in 1985. Mr. Voorsanger is a former Chair of the Board of Advisors of the Temple Hoyne Buell Center for the Study of American Architecture at Columbia University, President of the New York chapter of the AIA and the New York Foundation for Architecture. He formerly served on the editorial board of the Harvard University Graduate School of Design Magazine, and is on the GSD/HDM Practitioner's Advisory Board. He also currently serves as the Chair of Design Review for the Port Authority of New York & New Jersey.

Mr. Voorsanger is the Principal in charge of design for the firm. Some of the Firm's projects include the New York University Midtown Center, the graduate and undergraduate dormitories for New York University, the New York University Center for Advanced Digital Studies, the International Competition for The Brooklyn Museum Master Plan, The Pierpont Morgan Library Garden Court, Eugenio Maria de Hostos Community College, the Air Traffic Control Tower at LaGuardia, the Asia Society and Museum in New York, Terminal B Newark International Airport, Master Plan for the University of Virginia Art Museum, Residences at Wildcat Ridge, Charlottesville, and Tucson. Most recently a complex of villas and apartments in Dubai, the National World War II Museum in New Orleans, and the competition for the new National Military Museum for the United Arab Emirates in Abu Dhabi.

Alastair Gordon, Contributing Editor, Architecture and Design, Wall Street Journal

Alastair Gordon is an award-winning critic and author who has written regularly about the built environment for the New York Times and the Wall Street Journal. His critically acclaimed books include Naked Airport, Weekend Utopia, and Spaced Out. He teaches critical writing at Harvard University's Graduate School of Design, and is Editorial Director of Gordon de Vries Studio, an imprint that publishes books about the human environment. He has been awarded research fellowships from the Graham Foundation for Advanced Studies in the Fine Arts, the Geraldine R. Dodge Foundation, as well as being cited for Excellence in Architectural Criticism by the American Institute of Architects.

Toby Cecchini, Bartender & Author

Toby Cecchini is a writer and bartender based in New York City. He has written on food, wine and spirits for GQ, Food and Wine, and The New York Times. His first book, Cosmopolitan: A Bartender's Life, was published in 2003. He is currently at work on his second book, a travelogue of spirits based on his travels for The New York Times' Living and travel magazines. He began bartending at the Odeon in 1987, where he is credited with creating the internationally recognized version of the Cosmopolitan cocktail in New York. He followed that with stints in several bars including Passersby, which he owned until 2008. In 2013 he reopened the shuttered Long Island Bar in Cobble Hill Brooklyn.

John Yeon: Modern Architecture and Conservation in the Pacific Northwest

From: http://www.landscapeandurbanism.com/2017/04/11/john-yeon-modern-architecture-and-conservation-in-the-pacific-northwest/

John Yeon: Modern Architecture and Conservation in the Pacific Northwest
Those not hailing from the Pacific Northwest may be less familiar with John Yeon, one of the influential figures in architecture and conservation and the development of a unique brand of regional modernism.  If you don’t know Yeon, or you want to learn more, you will be pleasantly satisfied with the recent volume from Oro Editions by Marc Treib, “John Yeon: Modern Architecture and Conservation in the Pacific Northwest”  The life and arc of Yeon’s career is carefully documented with many images and illustrations spanning his diverse and influential career.  And while I knew of and about much of his work, the detail unlocked a greater understanding of the key themes of regionalism, materiality, landscape, and conservation that are just as resonant and relevant today.

As introduced by Treib, Yeon is best know for his residential design, embodying the concept of ‘regional modern architecture’ and designs shaped by “sensitive siting, planning, masses, use of wood, and accommodation of contemporary living” the epitomy of which is the Watzek House completed early in his career in Portland in 1937.  This style “set the bar for many of the region’s houses that followed in its wake.”  The exterior rooflines juxtaposed with Mount Hood in the background, and the amazing interior wood detailing ground this as a touchstone worthy of exploration.

Beyond being a residential designer, Yeon, who was largely self-taught, brought a passion for many causes surrounding conservation and planning throughout his career, becoming a vocal advocate for landscape preservation, sensitive roadway design, scenic areas, all stemming from his regionalism of a different sort, his roots in his home place.  As Treib mentions,

“John Yeon lived in the present, held a deep appreciation for the past, but was always concerned with the future.  He understood and was troubled by the threats that development posed to the Oregon landscape and actively sought to confront and mitigate the problems they caused.”

This included work in the Columbia River Gorge, now an officially designated Scenic Area, and his purchase of land now known as The Shire, which “became a test ground, a playground, a retreat for the architect, and a tool to inspire key activists and funders of his preservation efforts.”

The area is now the John Yeon Center for Architecture and the Landscape, operated by University of Oregon and providing a legacy appropriate to Yeon’s passion for study and education specific to the region.  “The Shire is a center for Pacific Northwest landscape studies while being preserved as an example of landscape design. It provides an educational site for the study of landscape preservation, design, ecology, and management creating opportunities for individuals and study groups to engage in research and discussion of landscape architecture, planning, conservation and preservation issues associated with the Columbia River Gorge, the Pacific Northwest region, and the nation.”

The book explores in detail many of these topics, and provides lots of in depth discussion on Yeon’s self-taught architectural vocabulary, his innovative use of materials, his advocacy and conservation efforts, as well as his life-long love of art and collecting.  It also focuses on his pursuit of architecture as a relatively solitary endeavor, and his eschewing both formal education and working for larger firms to pursue his own path. Coming from an affluent family, he had perhaps some unique opportunities to travel at a young age,  which influenced his thinking around architecture, and access to some clients that gave him opportunities beyond his age and experience.

That said, his intuition as a designer, along with his evolution among established Portland architects like A.E. Doyle (whose office Yeon worked briefly) and contemporaries such as emerging talents like Pietro Belluschi offered some structure and assistance on projects.  As Treib mentions, “It is evident that in the early stages of their training, an exchange of ideas and influences passed between Yeon and Belluschi”.

The interior and exterior relationship of Watzek house is thoroughly modern, and Yeon’s feel for exterior environment is deft.  The courtyard and pool engaged the house on all sides, as Treib outlines:
“The Watzek house and landscape were conceived as an interrelated unit, but within that unity, Yeon played an intensified landscape of native species against areas — such as the courtyard and the zone outside the living room — that stood out as designed spaces.”
The use of the borrowed native Pacific Northwest landscape seemed to fit the design more than the actual design plantings, which in a residential context makes sense, with some plantings strategically employed for functions like screening and directing views, or to create and reinforce outdoor rooms.  The strong connection of architecture and landscape influences my design aesthetic, embodied in the formalism of the Watzek house portico, where Yeon “projected the interval between the portico posts as lines of paving stones set within the lawn, in effect, using rows of stones to echo the rhythm of the house architecture in the softest of voices.”

These concepts were not unique to Yeon, but still define much of regional modern design today, and at the time, much like his architectural style, were fresh and new.  Architects will also appreciate his experimentation with ‘ventilators’ which allow for user control of interior environments.  I also appreciated the deep dive into the Watzek house, as well as some of his subsequent work with the use of plywood as a building material, and the experimentation with modular designs strategies, all of which referenced his favorite and most regional of material, wood, but showcased the level of design detailing Yeon became famous for, using 1:1 drawings to investigate specific joints and interfaces of materials for functional and aesthetic reasons.  The sophistication of this is seen, for instance in the Cottrell House (below).

Also significant were the other plywood houses were the epitome of regional style, 9 of which were built in the Portland metro areas, like this super simple Speculative House in North Portland, built in 1939.

This also started sporting the Yeon blue-green paint he became famous for, most visibly applied to the 1948 Visitors Information Center located along Waterfront Park.

Yeon did venture beyond Portland to build a few houses in California, which is documented in the book, and he did live and work on the Oregon Coast (along with but most of his work was close to home and predominately residential.  And while he was known early for Watzek house, Treib posits that “the Swan house could claim first place as the most cohesive representation of Pacific Northwest regional modernism”

The book moves from residential architecture and design to art collecting and museum work which occupied much of his later life, along with the active conservation work mentioned previously.  This aspect will be enjoyable to those passionate about and interested in the history of Northwest environmentalism, as Yeon was a heroic figure in many of the fights for beautiful and ecologically significant places we enjoy today.  Chapter 7 highlights much of the work on the Oregon Coast, and the Columbia River Gorge, where Yeon served by appointment on the State Parks Commission at the age of 21 and fervently fought even then, using his own funds to buy land that was threatened, again owing to his not small amount of privilege.

He wrote letters on scenic beautification of highways, making cogent arguments on the impact of road designs that did not follow the contours of the land, and the need to plant wide enough areas to allow for visual impact and survivability.  As Treib points out “This knowledge of forestry and road design for a twenty-one year old is impressive, as is the young man’s confidence in lecturing men with decades of experience beyond his own.”

The early work on sensitive siting of roadways, such as the alignment of Highway 101 on the Oregon coast in the 1940s, evolved through the work in the 1960s dovetailed with larger interest in roadside beautification with work from designers and advocates alike striving for a more beautiful landscape experience and a more sensitive approach to road design, perhaps harkening back to the approach that Frederick Law Olmsted took a century before.  Yeon’s work focused this larger trend, with an eye towards the particular landscape experience, as Treib summarizes:
“Yeon was an evangelist for the Oregon landscape.”

The Shire was the major reflection of this trend, where Yeon fought against the wind and elements of the Gorge to shape a partly natural and partly designed space.  “Yeon’s design for the landscape, developed over decades, lovingly integrated land and water.  The tightly mown, and level-edged paths played effectively against the high grasses that blanketed most horizontal surfaces.  Paths traversed meadows, climbed outcroppings, and skirted the river — all aesthetically considered.”

The final chapter sums his focus on spending more time on projects benefiting the social good, and while he still did some residential work.  He fought for more scenic highways near Multnomah Falls, and championed designs for the Portland Waterfront Park, as well as holding the torch for a Pacific Northwest modern style that influenced architecture today.  It’s interesting reading the last chapter on how Yeon grappled with the concept of regionalism, and his role in defining it.  While the Watzek house and other residential designs were regional in form and material, he still presented that “the very existence of “a Northwest regional style of architecture is debatable”.  The connection to the land is an important factor, as well as the connections between folk architecture.

“We like to think that the visual character of the landscape shaped the vision of its inhabitants so that they conjured up [and] translated the spirit of the place into forms which were habitable.  Possibly people and landscapes have so modified each other that it is impossible to tell from the resulting composite regionalist landscape which influence is the primary one.  When we see this … phenomenon from the past, it is perhaps strongest where the inhabitants were unsophisticated — for knowledge of a broader world caused a seepage of alien influences which diluted the special regional flavor.” (251)

This concept of regionalism is perhaps the most compelling part of the narrative of the book and the life of John Yeon.  Regionalism as a stylistic element, but also regionalism as a way of living and loving the place you inhabit.  An amazing life makes for good reading, and Treib does a great job packing a lot of diversity into an easy to absorb story.  As a man with that took a unique path, John Yeon benefited much from his privilege to have the freedom to pursue his passions in a less formal way could have become a path of self-indulgence.  He was an artist, but his passion for the Oregon landscape and his life-long pursuit of it’s protection made him a true, regional hero.

The UBC SALA/West Coast Modern House Series, Vancouver’s vanishing architectural history preserved

Friedman House
Richard Cavell
ORO Edition

In a real estate market as hot as the Lower Mainland, it should come as no surprise that this region’s architectural heritage is as expendable as its livability. Many of the finest examples of West Coast Modern design and building once populated local neighbourhoods. Their numbers are dwindling fast.
While preserving as many of these homes as possible is a lovely goal, the reality is that it won’t happen. So concerned academics at UBC SALA (School of Architecture and Landscape Architecture) launched the West Coast Modern House Series of books dedicated to preserving the legacy of specific homes of note.

“The whole series began as a personal project with the sale of House Shumiatcher, which was quite a unique and special house, which was on land that was so valuable that the house was to be demolished,” said UBC SALA’s Leslie Van Duzer. “So a book was made to create some record of the house, which was quite challenging as there were few photographs, drawings and so forth. Then an international publisher (ORO Editions) expressed interest in the project, so we decided to make a serious text.”
Now into six editions, each book is filled with photos, design specifications and drawings related to the specific dwelling and its designer. Each book is authored by a different writer taking their own distinct approach to the subject. Richard Cavell, professor of English and Bachelor of Media Studies co-founder, wrote the book on Friedman House. The home on the University of B.C. Endowment Lands was designed by architect and UBC School of Architecture founder Frederic Lasserre and landscape architect Cornelia Oberlander.
It was one of the internationally known Oberlander’s first projects.
“This house was built at a time when there was a lot of talk about new ways of understanding space, and one of the people who was talking about it a lot was Marshall McLuhan and most certainly Lasserre was listening,” said Cavell. “And when I learned that it was Cornelia Oberlander’s first job, it became an act of preservation.”

Friedman House was for sale. Bound for the wrecking ball, it looked to be another in the series of structures receiving posthumous honours through the book series. But something wonderful happened.
“I had met with reporter Kerry Gold and mentioned that I was writing the book and she said that she thought it had been torn down,” said Cavell. “Once it was established that it was, in fact, still standing, she wrote an article about it in The Globe & Mail (newspaper) and this tech guy who had been working for Shopify around Ottawa and had cashed out saw the article, read it, and called the realtor and said I want it and will spend a million over the highest bid.”
In the end, that $5-million bid wasn’t the highest offer on the residence. But ReMax realtor Evan Ho — “whose sensitivity to the architectural and historical value of the house led him to reduce his commission on the sale in order to advance the winning bid” — enabled the Friedman House to continue standing.

Cavell and Van Duzer both believe that there is something of a “historical crisis” taking place with the loss of these homes, and it’s happening all up and down the West Coast. The West Coast Modern House Series is leading an effort to preserve this significant part of our history. You can donate to the project at support.ubc.ca.

[email protected]
twitter.com/stuartderdeyn

Joyride author David Martin interviewed by PBS SoCal, LA Arts episode 218

Interview with David Martin begins at 1:45 until 6:00

Interview with Homeless Shelters begins at 6:00 until 10:18

Experiences of Art, 5 Tips to Help Your Students Meaningfully Engage with Art History

https://www.theartofed.com/2017/10/31/5-tips-help-students-meaningfully-engage-art-history/

We all know how difficult it can be to get secondary students interested in art history. Sometimes, it’s like grasping at straws to find relevant and meaningful connections. Throw in short classes and a plethora of other objectives to meet, and the task seems almost impossible.

Even if you do find time to present information about art history, how do you know if it’s sinking in? Many of us focus on artmaking in our classrooms. However, we need to remember “creating” is only one process the National Core Arts Standards addresses. Presenting, responding, and connecting are equally important and deserve attention in the curriculum.

Bringing art history into your classroom is a great way to hit some of the anchor standards in these other areas.

You just have to glance at the anchor standards to know art history can play an important role:

Under Responding:

  • Anchor Standard 7: Perceive and analyze artistic work.
  • Anchor Standard 8: Interpret intent and meaning in artistic work.
  • Anchor Standard 9: Apply criteria to evaluate artistic work.

Under Connecting:

  • Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
  • Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

But the question remains. HOW do you get students to respond and connect to art history?

The answer lies in crafting the right questions and environment, something Hilda Werschkul knows all about.

Hilda’s Background

Hilda Werschkul holds a Ph.D. in art history from Columbia University and currently teaches at the School of Visual Arts in New York City. She also is the creator of The Art Trainer ™, a consulting business that aims to help companies “explore the communicative power of art as a portal to enhance creativity, drive innovation, foster an equitable atmosphere of professional sensitivity, and create a culture of shared values.”

But today, I want to focus on Hilda’s experience at Parsons School of Design at the New School University in New York. It was there Hilda created an online course as a pilot project which focused on Art History from 2008 to 2010.

This was when online learning was in its infancy. Hilda describes her experience this way, “This initiative was spurred by the dean of curriculum and instruction, not the art history department. I was the sole volunteer. I did this to expand my pedagogical techniques and simply explore something new even while it was hotly debated at the time by the establishment. I was, indeed, very surprised by what I learned from online teaching.”

In fact, Hilda’s students did such a thoughtful and inspiring job responding to the artwork throughout the course that she wrote a book about her experience called, Experiences of Art: Reflections on Masterpieces.

Recently, I was able to chat with Hilda about the success of her course. I wanted to know how she was able to draw such meaningful reflection from her students. Although her students were in college, her ideas will translate well to secondary art classrooms everywhere.

Here are 5 Ways to Help Your Students Meaningfully Reflect on Art

1. Get to know your students and be genuinely interested in what they have to say.

Building solid relationships is the foundation of everything we do in the classroom. They even impact our students’ ability to engage with art history! Hilda reiterated this idea when she told me, “Getting to know your students helps them open up in class.” She went on to say, “Students have independent minds. This generation is bored by traditional education, and ultimately they want to see what is in it for them.”

Forming meaningful relationships with your students will not only help you hone in on their specific interests. It will also make them more comfortable to share their thoughts with you.

2. Move the discussion out of the physical classroom.

Hilda talked about how much an online platform can help students open up. She described it as, “a safe platform to learn from each other and experiment with their ideas.” Hilda went on to say this about her experience teaching the course: “Students like to be in control of the learning process and not on the passive receiving end of transmitted knowledge. My students all went beyond what they were expected to do, for the most part, by continuing to research what they were learning from the online lectures and by doing searches online. They seemed to like the interactiveness of learning technology.”

Allowing students to discuss outside of the classroom takes some of the pressure off. They have time to think about and formulate their answers. Working online, they can conduct extra research or pursue topics that interest them immediately. This method lends an authenticity to their learning. They can digest the information, respond to it, and explore further on their own.

If your students don’t have access to technology at home, you may be able to find a creative solution in your classroom. Maybe you set up a center where students can use an iPad or computer to respond to a question at their leisure. Or, perhaps you create a rotation, so students visit the center once a week.

You could also scrap technology altogether and make a physical board where students can tack written responses to a question. The idea is to remove the pressure of an in-person discussion, at least at first. As your students practice sharing their ideas, they will be more willing to share in real time. This type of written discussion is an effective scaffolding tool!

3. Help students see personal connections to art history.

I asked Hilda if certain types of questions drew more reflection out of the students than others. She said yes, telling me, “Those were the questions that had contemporary day relevance and allowed them to reflect on personal experiences. Making art relevant to the everyday and also something that you have a direct, sometimes emotional connection with is what it takes for a work of art to be memorable. Otherwise, it is easy for a person to forget the facts in the long term.”

For example, one of the chapters in Experiences of Art deals with prehistoric art. This type of art may not interest students outright, but Hilda framed her discussions in terms of “getting students to think about what prehistoric art tells us about the origins of human creativity” which helped them dive right in.

In a similar vein, Hilda also addresses classicism in the book. She told me those discussions “…got students to think about the foundations of Western civilization and re-evaluate where this legacy leaves us today in our problematic world.”

Asking broader questions that require students to make connections helps them dive deeper into the subject matter.

4. Set some concrete parameters.

It’s not enough to show students some work and then ask them to “write about it.” To draw out insightful reflection, it’s best to give some concrete parameters. In Hilda’s case, she required her students to write, at minimum, one solid paragraph. In each discussion board, she asked students to write about a specific work they found personally intriguing or meaningful. Pairing a broader question with a specific piece helped students stay interested and focused.

Of course, we know for as many students who go above and beyond on their own, others are going to struggle. I asked Hilda what she did when a student didn’t give a thorough answer. She told me, “If a student wasn’t imaginative, I told them that the goal wasn’t to provide me with the answer of a ‘quiz question.’ Even while there is standard, accepted knowledge to be gained from art history, a work of art should have an independent life and speak to every individual in a unique way.”

5. Let your enthusiasm shine through.

Above all, if you aren’t excited about the info you’re presenting, your students are going to feel that. Enthusiasm is contagious. Make sure you’re looking for interesting facts and stories to weave throughout your presentation. Humor can go a long way, too. Don’t be afraid to use it!

Getting students to talk about art history doesn’t need to be a chore. Try having students write instead of speak to build their confidence. Give students choice so they can respond to pieces that speak to them. With these and the other ideas above, your students will be making meaningful connections in no time!

Special thanks to Hilda Werkschkul for taking time to talk about her newest book Experiences of Art with us and sharing such valuable insight!

Experiences of Art interview with Hilda Werschkul from The Art of Education website

From: https://www.theartofed.com/2017/10/31/5-tips-help-students-meaningfully-engage-art-history/

HOW do you get students to respond and connect to art history?

The answer lies in crafting the right questions and environment, something Hilda Werschkul knows all about.

Hilda’s Background

Hilda Werschkul holds a Ph.D. in art history from Columbia University and currently teaches at the School of Visual Arts in New York City. She also is the creator of The Art Trainer ™, a consulting business that aims to help companies “explore the communicative power of art as a portal to enhance creativity, drive innovation, foster an equitable atmosphere of professional sensitivity, and create a culture of shared values.”

But today, I want to focus on Hilda’s experience at Parsons School of Design at the New School University in New York. It was there Hilda created an online course as a pilot project which focused on Art History from 2008 to 2010.

This was when online learning was in its infancy. Hilda describes her experience this way, “This initiative was spurred by the dean of curriculum and instruction, not the art history department. I was the sole volunteer. I did this to expand my pedagogical techniques and simply explore something new even while it was hotly debated at the time by the establishment. I was, indeed, very surprised by what I learned from online teaching.”

In fact, Hilda’s students did such a thoughtful and inspiring job responding to the artwork throughout the course that she wrote a book about her experience called, Experiences of Art: Reflections on Masterpieces.

book cover

Recently, I was able to chat with Hilda about the success of her course. I wanted to know how she was able to draw such meaningful reflection from her students. Although her students were in college, her ideas will translate well to secondary art classrooms everywhere.

Here are 5 Ways to Help Your Students Meaningfully Reflect on Art

1. Get to know your students and be genuinely interested in what they have to say.

Building solid relationships is the foundation of everything we do in the classroom. They even impact our students’ ability to engage with art history! Hilda reiterated this idea when she told me, “Getting to know your students helps them open up in class.” She went on to say, “Students have independent minds. This generation is bored by traditional education, and ultimately they want to see what is in it for them.”

Forming meaningful relationships with your students will not only help you hone in on their specific interests. It will also make them more comfortable to share their thoughts with you.

2. Move the discussion out of the physical classroom.

Hilda talked about how much an online platform can help students open up. She described it as, “a safe platform to learn from each other and experiment with their ideas.” Hilda went on to say this about her experience teaching the course: “Students like to be in control of the learning process and not on the passive receiving end of transmitted knowledge. My students all went beyond what they were expected to do, for the most part, by continuing to research what they were learning from the online lectures and by doing searches online. They seemed to like the interactiveness of learning technology.”

Allowing students to discuss outside of the classroom takes some of the pressure off. They have time to think about and formulate their answers. Working online, they can conduct extra research or pursue topics that interest them immediately. This method lends an authenticity to their learning. They can digest the information, respond to it, and explore further on their own.

student typing

If your students don’t have access to technology at home, you may be able to find a creative solution in your classroom. Maybe you set up a center where students can use an iPad or computer to respond to a question at their leisure. Or, perhaps you create a rotation, so students visit the center once a week.

You could also scrap technology altogether and make a physical board where students can tack written responses to a question. The idea is to remove the pressure of an in-person discussion, at least at first. As your students practice sharing their ideas, they will be more willing to share in real time. This type of written discussion is an effective scaffolding tool!


Looking for even more ways to help students connect to art history? You won’t want to miss the course Integrating Art History. You’ll leave class with a comprehensive toolkit of lesson plans and organizational strategies.


3. Help students see personal connections to art history.

I asked Hilda if certain types of questions drew more reflection out of the students than others. She said yes, telling me, “Those were the questions that had contemporary day relevance and allowed them to reflect on personal experiences. Making art relevant to the everyday and also something that you have a direct, sometimes emotional connection with is what it takes for a work of art to be memorable. Otherwise, it is easy for a person to forget the facts in the long term.”

For example, one of the chapters in Experiences of Art deals with prehistoric art. This type of art may not interest students outright, but Hilda framed her discussions in terms of “getting students to think about what prehistoric art tells us about the origins of human creativity” which helped them dive right in.

In a similar vein, Hilda also addresses classicism in the book. She told me those discussions “…got students to think about the foundations of Western civilization and re-evaluate where this legacy leaves us today in our problematic world.”

Asking broader questions that require students to make connections helps them dive deeper into the subject matter.

4. Set some concrete parameters.

It’s not enough to show students some work and then ask them to “write about it.” To draw out insightful reflection, it’s best to give some concrete parameters. In Hilda’s case, she required her students to write, at minimum, one solid paragraph. In each discussion board, she asked students to write about a specific work they found personally intriguing or meaningful. Pairing a broader question with a specific piece helped students stay interested and focused.

Of course, we know for as many students who go above and beyond on their own, others are going to struggle. I asked Hilda what she did when a student didn’t give a thorough answer. She told me, “If a student wasn’t imaginative, I told them that the goal wasn’t to provide me with the answer of a ‘quiz question.’ Even while there is standard, accepted knowledge to be gained from art history, a work of art should have an independent life and speak to every individual in a unique way.”

5. Let your enthusiasm shine through.

Above all, if you aren’t excited about the info you’re presenting, your students are going to feel that. Enthusiasm is contagious. Make sure you’re looking for interesting facts and stories to weave throughout your presentation. Humor can go a long way, too. Don’t be afraid to use it!

Getting students to talk about art history doesn’t need to be a chore. Try having students write instead of speak to build their confidence. Give students choice so they can respond to pieces that speak to them. With these and the other ideas above, your students will be making meaningful connections in no time!

Special thanks to Hilda Werkschkul for taking time to talk about her newest book Experiences of Art with us and sharing such valuable insight!

info@oroeditions.com

 

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Los Angeles

1705 Clark Lane, Suite 2
Redondo Beach, CA 90278
USA
t 310.318.5186

Montreal

180 Chemin Danis
Grenville PQ, J0V 1B0
Quebec, Canada
t 1.415.233.1944

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Hong Kong / Singapore

2 Venture Dr.
#11-15 Vision Exchange
Singapore 608526
t 65.66.2206

Shenzhen

Room 15E, Building 7, 
Ying Jun Nian Hua Garden,
Dan Zhu Tou, Shenhui Road, Buji, Longgang district,
Shenzhen, China 518114w
t 86.1372.4392.704

Buenos Aires

Juramento 3115
Buenos Aires C1428DOC
Argentina
t 54.911.6861.2543

Š 2023 ORO Editions.
All Rights Reserved.

Š 2021 ORO Editions.
All Rights Reserved.

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