Our lesson went pretty well. The introduction was pretty short but it worked because we did a short recap of our artists, talked about what they were going to do, and Jen did a quick demonstration of using pastels. We showed our teacher examples and talked about representation and non-representation I had two drawings, one that was representational, and one that was more abstract and we asked the class which drawing gave more of a nostalgic feeling. Pretty much everyone agreed that the non-representational one conveyed more feeling. We tried really hard to be enthusiastic and excited about the lesson, hoping it would make the class excited, and it worked. The class was eager to get started. We passed out brainstorming worksheets to help the class get started on their ideas. At the bottom of the sheet was space to write a poem, based on the five senses from the brainstorming part. We split the class into pairs, and they traded worksheets made a drawing based on their partner's poem. The class really liked the idea of drawing someone else's poem because it helped them to draw non-representational.
The part that didn't work so well was the critique. We asked them to read their poems and talk about what they drew. This put way too much pressure on them and no one was interested in this process. At that point, I tried to salvage what I could and switch it up so that they were just talking about the drawing, but the interest wasn't really there anymore. I wish we had done the critique differently because if we had a strong critique, the whole lesson would have been successful. On the other hand, I did learn what not to do and next time I plan a critique I will have more to consider.
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