Fires in the Bathroom
Chapter 2 mainly focused on ways that teachers can interact with their students while showing respect for their students. It boils down to respect instead of "liking". Students are very aware of the intentional and unintentional messages that teachers send. I found the two lists titled The Bargain We Make with Teachers and Some Things We Want to Know on the First Day interesting.
From Ordinary to Extraordinary
I really enjoy Vieth's perspectives on creating art projects. The most reoccurring concept throughout chapter 2 focuses on inspiring students to look at all the subjects that they work with in different ways (Ex: popcorn, soda cans, pencils, slides, food, tools/keys, etc.). Once students experience art this way, they will forever take these lessons and ideas with them throughout their lives. I found so much potential in each of the projects that were mentioned. Vieth approaches art with a phenomenal sense of being able to balance expectations and focus along with allowing students freedom to make important choices that will guide the outcome of their projects. Another very valuable attribute that exists within all these projects is that the results are all DIFFERENT and unique. It's important for students to see the individuality in their work and find comfort or pride in their individuality. Vieth also mentions that he always displays the students' work right after they have finished. He also attempts to get "non-art students" involved in his creative-thought provoking projects. During the brain-storming process of the doorknob activity, Vieth placed some doorknobs and a sign in a display case near the art room in hopes of sparking interest. Ultimately, he was successful and several students completed the project.
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