Resource from Thornton Academy
Josh Dracup has taught art at Thornton Academy Middle School since 2014, but his lessons look a little different during a pandemic. With students learning in hybrid and sometimes fully remote models, Mr. Dracup has had to reshape how he teaches art, and how to invite students to interact with art content.
Josh Dracup 自 2014 年以來一直在 Thornton Academy Middle School 教藝術課程，而在疫情期間，他的上課方式有些不同。隨著學生在混合模式和遠距課程模式中學習，Dracup 先生不得不改變他教學的方式，以及設計學生與藝術內容的互動。
Typical areas of study vary widely from one grade to the next, starting with a solid foundation of basic skills and art concepts in 6th grade, and slowly increasing the difficulty in skills through 7th and 8th grade. For Dracup, “the hope is that by 8th grade, students have found something about visual art and culture that they can identify with and use as a starting point to expand their artistic journey. I think the end goal of any visual art class is to get students thinking about how design and visual expression shape the world around them.”
從每個年級間的學習內容差別很大，從 6 年級的基本技能和藝術概念的堅實基礎開始，到 7 年級和 8 年級逐漸增加技能的難度。對於 Dracup 來說，「希望到了 8 年級，學生們已經找到了一些關於視覺藝術和文化的東西，他們可以認同並以此作為擴展他們藝術旅程的起點。我認為任何視覺藝術課的最終目標都是讓學生思考設計和視覺表達如何塑造他們周圍的世界。」
During hybrid and fully remote learning, Dracup has had to make adjustments to his teaching techniques and the material covered in his courses.“ I've relied on technology more than ever to help teach my curriculum, whether it's using websites and apps to watch step by step videos to demonstrate particular techniques, or taking students on virtual field trips to museums around the world. There are many challenges and opportunities that come with relying heavily on technology. We learn and communicate at a much slower pace now, so it's taking longer to get through individual units, which means I have to leave out some content. It's a big challenge, but I know that educators all over the world are dealing with the same problems, so that gives me energy to keep going.”
在遠距課程期間，Dracup不得不調整他的教學技巧和課程中的教材。「我比以往任何時候都更依賴技術來幫助我教學，無論是使用網站和應用程序來觀看步驟演示特定技術的分步視頻，或帶學生進行虛擬實地考察世界各地的博物館。嚴重依賴技術會帶來許多挑戰和機遇。我們現在學習和交流的速度比以往要慢得多，所以意味著我必須捨棄一些內容。這是一個巨大的挑戰，但我知道世界各地的教育工作者都在處理同樣的問題，所以這給了我繼續前進的能量。」
While most of the learning transitions have been somewhat seamless, Dracup did uncover a barrier facing some of his students. “I found that one of the biggest challenges was that not every student had access to basic art materials at home. So, this year I put together art kits to provide each student with a set of tools to make art outside of the classroom. Each set includes a drawing kit (two drawing pencils, sharpener, eraser), watercolor paints, markers, colored pencils, charcoal pencil, two sharpie markers, four pieces of drawing paper, and two pieces of watercolor paper,” said Dracup. “We are very lucky at TAMS to be able to provide art materials to each and every student. I'm so thankful to everyone who was involved in making the art kits possible.”
雖然大多數學生在改變學習模式上是順利的，但 Dracup 發現了他的一些學生面臨的障礙。「我發現最大的挑戰之一，是並非每個學生都可以在家中獲得基本的藝術材料。所以，今年我整理了藝術工具包，為每個學生提供一套在課堂外進行藝術創作的工具。每套包括一個繪圖工具包（兩支繪圖鉛筆、卷筆刀、橡皮擦）、水彩顏料、馬克筆、彩色鉛筆、木炭鉛筆、兩個記號筆、四張繪圖紙和兩張水彩紙，」Dracup 說。「我們很幸運在 TAMS 能夠為每個學生提供藝術材料。我非常感謝所有參與製作藝術工具包的人。」
Continuing to create art while apart has brought beauty, light, and a welcome outlet for self-expression to students who have lost many of the extras that fuel their curiosity and creativity, both inside and out of the classroom.
在分離各地時繼續創作藝術，讓那些失去了學習好奇心和創造力的學生帶來了美麗、光明和被讚許的自我表達方式。
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