Margie Jameson has taken an innovative approach to art that connects her students to the world outside the classroom. Students in her Advertising, Computer Graphics I and II, Painting, Illustration and Studio Art classes have used their knowledge to solve real-world problems. Read on to learn about Margie and her classes!
About Margie
Margie has taught Graphic Art at West Essex since 1997, and has been a part of the Learner-Active, Technology-Infused Classroom Initiative for 4 years. In addition to her teaching, Margie also owns her own advertising and public relations business, which allows her the opportunity to provide her students with great "real world" exposure and experience. Margie continues to expand her knowledge of education, with numerous credits in Administration, Information Technology, Art, and Business courses. She has presented on numerous technology and educational topics, and has received 4 "Above and Beyond" awards from her district.
How do you see the 10 Principles (formerly the 9 Principles) being used in your classroom?
They work very well - I have no trouble incorporating them into the class. For the most part, students move around the principles with ease. Scheduling was challenging at first as some students were not used to the power of budgeting the time on task on their own. The first PBL of the season is always a learning experience, as students align themselves with the class environment; they are given the opportunity to adjust. Students are debriefed after the end of each PBL task and both they and I have the opportunity to critique the unit and make suggestions for revisions. Students answer such questions such as: (If I had more time, I would... If I could change anything, I would change...). In the review process there are no mistakes. Every experience brings with it the opportunity to learn and grow.
What are your thoughts on pushing the limits of using tech in HS art classes?
Technology is a great tool for any classroom. It does not replace the older methods but enhances the mix. In a traditional art classroom, technology can be used for simple research on artists and styles, to find sample subject matter from which to draw inspiration, or to do a complex color study prior to putting brush to canvas. "Edit , Undo" is much easier and less messy than starting over after an incorrect color choice while working on a painting. Students can scan their sketches and manipulate and colorize them in a myriad of ways with less time and materials than if done traditionally.
What do you think is the future of technology in art programs?
I see it as a staple tool along with traditional art media.
How do you use problem-based learning in her classroom?
In Computer Graphics II class, we have taken authenticity to a new level by creating a working advertising agency, with the students as the Account Executives. CG2 Advertising & Design Agency simulates an internship experience in a safe environment. No one is fired for mistakes. They are discussed and are useful in the learning process. By realizing their mistakes and discussing other more appropriate courses of action that could have been taken, the students learn and grow.
Each student creates collateral materials for their clients such as: How to-sheets, slide shows, overheads, posters, flyers, and Web sites. All of these materials are custom designed for their clients - primarily teachers in the school.
Students will schedule and meet with these clients and discuss their needs at the minimum of once per week. Each meeting is documented on a time sheet with notes on what transpired. These are signed by the student, the client and the CEO (Margie). Students will discuss layout and design ideas with the company CEO prior to finalizing designs in preparation for the second client meeting for each product. Weekly Company meetings are designed to get the staff together and students work with me to aid each other in "imagineering" the possibilities. Weekly company meetings track client needs and student progress and allow for peer critique and symbiotic results. Ideas flow naturally and effortlessly during these meetings while students brainstorm problems brought to the table by their classmates.
Click below on the project titles to see examples of students' work for their clients. After viewing, please close the pop-up window in which the projects appear.
Click here to see the task for which students created original greeting cards. Click here to see samples of students' greeting cards.
Click here to see an excerpt from Margie's Best Practices application where she details how she implemented a real-world problem in her classroom. Students were faced with a client who wanted a brochure made for the school's Senior Service Project. See how she integrated decision-making skills, real-world experience and technological skill into an exciting and authentic experience!