Teaching at SAW
Guidelines for creating meaning and impact for your students
Thanks for teaching SAW students!
These guidelines will help you understand the key principles of engaging and helping your students in the SAW community.
Students want to move to the next level
What frustration are you helping them with?
Remember SAW students are here because they want to get beyond where they are. They may have a frustration with where they're at that they can't get past, and perhaps can't even identify.
That's where a good teacher comes in. It's your job to see where they're at, help them understand and move beyond, within your skillset and offering, of course.
Structure and planning are crucial to help students feel like they are moving forward on a clear path
Mentoring Groups
Some of you have been asked to do Mentoring Groups. These can vary and we'll have more info soon. But in general, this loose outline is still good, with maybe a smaller, more informal lesson, lecture, and no assignment beyond what people are working on is a good way to go.
Logisitics and stuff
We use Thinkific for asynchronous videos, uploads, pdfs, etc. We can sometimes use Dropbox where that is easier.
We use the SAW Zoom link for live calls, and the SAW Mighty Network for asynchronous discussions and uploads.
We do all of this for accountability and student consistency.
Any requests to deviate (Google Drive, etc.) should be discussed with Emma or Tom. Thanks!
Lesson Plans
We ask you to compile a brief lesson plan, identifying the LEESA elements in brief. We understand these can change and sometimes need to be flexible, but nonetheless, for accountability we ask that you go in with a plan that we've reviewed.
You can see an excellent sample lesson plan from Derek Ballard here:
Here's a sample week, broken down into potential timings.
|
Week 3 - Storyboarding. Storyboarding as THE EXACT OPPOSITE of comics. (Comics is trying to be economical.) 1. Share homework. (15-20 minutes) 2. Show sample storyboards from Midnight Gospel and Adventure Time. Discuss what was asked and what we were able to deliver. Allow time for Q+A (20-30 minutes) 3. Guide them through the process of pitching, and the first pass, second pass and third pass. Explain the differences and the expectations. (10-15 minutes) 4. Have them work with last week's characters, give them a specific writer’s challenge like they would get on Adventure Time. ie, Two characters start a tea shop but it’s built over a demon hole, and a demon interrupts something in the tea shop.) --a. Some specific animation needs: Have to have establishing shot, etc. Have to show a projectile? Etc. 5. Share (15-20 minutes) 6. 2nd pass for homework. |
Some other quick things to note
-
CONFIDENCE: Students are there to become more confident. This is the most important thing to realize. Your main job is to help them acquire the tools for this. Challenges, so much as they are part of tool and confidence-building, should provide large opportunity for success.
-
LEARNING SUCCESS: The best way for a student to learn is by being in the middle of a process, and noting the decisions, talents and feelings that come up in the process. Helping them acquire the ability to make more confident decisions, with more or more applicable tools, without overwhelming bad feelings is how we define success.
-
FEELINGS, (insecurity, unhappiness with outcome, anxiety, etc.) are an important part of what students need to overcome. Anticipating and expressing some of these challenges can help the students do better work.
-
CRITIQUES (as in suggestions for improvement) should be limited to when they are requested or it is part of the program.
-
SANDWICH. When critiquing is applicable, please "sandwich the feedback", meaning, find something positive to say before and after the point you are critiquing.
-
SHARE CHALLENGES. Students don't care so much about you as much as they might about your challenges. What problems did you face and how did you solve them, are great personal stories to share.
-
REACHING OUT FOR HELP. Make sure students always know they can reach out to me or Emma Jensen for help, at any of the links available on the site.
-
DIFFICULT STUDENTS: We've all had them. Reach out to me and Emma for more.
Sequential Artists Workshop Code of Conduct for Online Teachers
SAW aims to create a welcoming, inclusive learning environment that fosters artistic growth and exploration. This is a community created by students and teachers together. This Code of Conduct describes the behaviors and boundaries we expect all teachers at SAW to maintain, to ensure our community is healthy and strong.
At SAW, students and teachers should be able to work and learn together, to have friendships, and be candid with one another. Our students tell us that working closely with teachers is one of the best things about their SAW experience. These interactions help students gain confidence and make better comics. As a teacher, you are responsible for maintaining a positive classroom environment and conducting appropriate relationships with students. This is a fluid boundary and can be different for everyone. This Code of Conduct offers a bare minimum guide to behaviour.
By reading this document and agreeing to your terms with SAW, you agree to the following guidelines:
Teaching And Giving Feedback
Challenge students to do their best work.
Understand that each student has a different learning style and different struggles and strengths.
Respond to the work; respect each student’s work and efforts.
Evaluate the work, not the person. You can say, “This drawing is sloppy” but don’t say, “You’re a sloppy artist”.
Be aware of your biases for or against certain students; it’s human nature to favor certain people, do not let that affect your evaluation of a student's work.
Creating a Safe and Welcoming Environment
Use the pronouns and names that students identify with.
Do not assume or state that a student thinks or does something because of their race, religion, age, gender identity, disability, or sexuality.
Do not comment on students’ bodies or appearance.
Preventing Harassment
Respect your students; refrain from teasing or joking that could make students uncomfortable
Interrupt any disrespectful teasing, conversations, or jokes among students.
Respond to expressions of concerns from students with respect and deliberation.
Acknowledge your limitations; if you don’t feel like you’re best placed to manage a given situation or student behaviour please reach out to the Executive Director or Board of Directors for support.
Reach out for support if you feel like you’re in an untenable position. We want to ensure that our teachers also feel safe and respected in the work place. Let us know if there is anything in our materials, ways of communicating or students behaviour that you feel puts that at risk.
All teachers are expected to model community standards in the classroom, and while attending SAW events. Our comics community will be more creative and productive - and you’ll be a more effective teacher - when you lead by example. Any teacher who violates this Code of Conduct will face disciplinary action, including potential termination of their contract.
