"Is this good enough?"
Every art teacher dreads this question.
What is the most diplomatic way to answer it? Consider possible motives behind the question:
Every art teacher dreads this question.
What is the most diplomatic way to answer it? Consider possible motives behind the question:
1. Seeking approval....
You want to protect the child's sense of self: you understand that the child needs your acceptance. Any hint of your disapproval could mean damaging their self-esteem. Artwork = extension of self.... this is tricky! Oprah Winfrey says that she hears the exact same question at the end of every interview she's ever done: "Was that okay?" It is human nature to seek approval, no matter how old we are! One of the best ways to respond is to say, "What do YOU think? What is something you like about it? What is something you think needs more work?"
You want to protect the child's sense of self: you understand that the child needs your acceptance. Any hint of your disapproval could mean damaging their self-esteem. Artwork = extension of self.... this is tricky! Oprah Winfrey says that she hears the exact same question at the end of every interview she's ever done: "Was that okay?" It is human nature to seek approval, no matter how old we are! One of the best ways to respond is to say, "What do YOU think? What is something you like about it? What is something you think needs more work?"
2. Apathy.....
The child just doesn't feel like working on the art any more. You want to teach the child to strive for excellence, to not ever be satisfied with mediocrity! How can you motivate children to work on improving their art without sending the unintended message that you don't like it, and by extension, that you don't like them? 99% of success is hard work - kids need to be taught how to work hard even when they don't feel like it. Sometimes, students have such a low opinion about their artistic ability that everything they create seems shoddy and they don't see the point of doing any more. Always look for something in the piece that they did well and complement that. Many times, kids have a hard time seeing the good and they need us to believe in them until they can believe in themselves.
The child just doesn't feel like working on the art any more. You want to teach the child to strive for excellence, to not ever be satisfied with mediocrity! How can you motivate children to work on improving their art without sending the unintended message that you don't like it, and by extension, that you don't like them? 99% of success is hard work - kids need to be taught how to work hard even when they don't feel like it. Sometimes, students have such a low opinion about their artistic ability that everything they create seems shoddy and they don't see the point of doing any more. Always look for something in the piece that they did well and complement that. Many times, kids have a hard time seeing the good and they need us to believe in them until they can believe in themselves.
3. Striving for excellence.....
The child really wants to know your opinion about how to make the piece better but doesn't know how to ask. They usually know whether or not they've tried their best, but they don't always know exactly what you expect from them. Ask yourself, "Were the lesson objectives clear enough so the children can see for themselves whether or not they succeeded?" Rubrics help with this; they spell out exactly what characteristics describe a mediocre work vs. an exceptional one. There are many kids who really do want to create the most excellent art they possibly can, and they respect your expertise! The ultimate goal is to teach students that the only opinion that really and truly matters is their own, and to teach them to constantly try to improve. There is also a time to be satisfied with the work you've done and to call it finished!
The child really wants to know your opinion about how to make the piece better but doesn't know how to ask. They usually know whether or not they've tried their best, but they don't always know exactly what you expect from them. Ask yourself, "Were the lesson objectives clear enough so the children can see for themselves whether or not they succeeded?" Rubrics help with this; they spell out exactly what characteristics describe a mediocre work vs. an exceptional one. There are many kids who really do want to create the most excellent art they possibly can, and they respect your expertise! The ultimate goal is to teach students that the only opinion that really and truly matters is their own, and to teach them to constantly try to improve. There is also a time to be satisfied with the work you've done and to call it finished!
4. Attention seeking.....
Is this a ploy to get extra attention from the art teacher? Many students constantly seek attention, no matter if it is negative or positive. If asking the teacher's advice gets them extra attention, they will do it over and over! Saying to these students, "Ask 3 before me!" and encouraging them to get feedback from peers can help with the constant attention seeking. There is also nothing wrong with saying to the child, "I need to help everyone else, too. I've already spent a lot of time with you and I need to be fair."
Is this a ploy to get extra attention from the art teacher? Many students constantly seek attention, no matter if it is negative or positive. If asking the teacher's advice gets them extra attention, they will do it over and over! Saying to these students, "Ask 3 before me!" and encouraging them to get feedback from peers can help with the constant attention seeking. There is also nothing wrong with saying to the child, "I need to help everyone else, too. I've already spent a lot of time with you and I need to be fair."
5. A test....
Some kids want to know if you will indeed hold them to high standards or if you will let them slack off. At other times, if upper elementary or middle school kids know that this question irritates you, they will ask you just to see what happens next! Just smile, direct them to the rubric, and move on.
Some kids want to know if you will indeed hold them to high standards or if you will let them slack off. At other times, if upper elementary or middle school kids know that this question irritates you, they will ask you just to see what happens next! Just smile, direct them to the rubric, and move on.
For more information about motivating students at any age level, check out this article: Motivation.
"Is It Good Enough?" Is the Wrong Question, by Ralph Ammer, medium.com
article by Mrs. Anna Nichols
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