With consistent practice the students realized they can improve and they became determined to create and to experiment. So it’s not necessarily the cutting-edge concepts, but having some success in a new skill that enhanced their motivation. As the students began to “get” throwing a pot on the wheel, they were more than willing to help other students. Together they would problem solve and show some independence. I interviewed a student who seemed to fall into this category. His name is Logan and he is a junior in a Sr. High Art Class.
Interview:
Do you enjoy ceramics and working in the potter’s wheel? If so, why?
Logan: Very much! I like doing it because it is something I am good at.
During the ceramics unit in art class, how often did you come to the art room to work?
Logan: As often as I could! Up to three periods a day if I could.
So how did all of this practice help you?
Logan: It got me to where I am now. I can center the clay in like 10 seconds and the rest just comes naturally. It’s a good feeling to finish a nice looking pot.
What do you recommend to other students who are less motivated than you?
Logan: They just have to get past the hard stuff and don’t get too frustrated. They will get it, and then they will love it.
1 comment
Comments feed for this article
May 16, 2012 at 4:24 pm
Mary Elizabeth Meier
This interview excerpt clearly shows the student’s motivation! He links the time that he spent learning to the good feeling he has to complete a pot successfully (and centering the clay very quickly). I think it would be interesting to follow his motivation and see if it influences the other students. Do you think that his motivation is shared by the students he helps/assist? Do you think that students experience a boost in motivation when they are helped by their peer? I think wheel throwing is an excellent domain to explore this issue of motivation in. It is one of the visual art experiences that a high school art student will need to practice and invest time in before reaching a level of success.