What techniques have you devised to make online learning more effective?
Sometimes it rains, by Carol L. Douglas
Yesterday, I taught my second class by Zoom. I found a format which I thought would work better than my usual one-on-one teaching model. This was a variation on the paint-and-sip model (minus the wine; it was morning) where the teacher leads the class through a painting and everyone ends up with more or less the same result.
I’m no fan of paint-and-sip, it’s entertainment, not painting class. (Here’s a tale of what happens when you let a real artist loose at one.) I didn’t ask my students to use the same reference photo. Instead, my instructions were relaxed—everyone had to paint evergreens of some sort.
Bunker Hill Overlook, watercolor on Yupo, by Carol L. Douglas
I completed each step of a painting and my students followed. Then I looked, round-robin, at their work, to see if they’d completed that step satisfactorily. In terms of class dynamics, it was fine; technically, it had shortcomings.
The first is that I had to choose one medium or the other. Without a cameraman, I couldn’t easily flip between watercolor and oil setups. That’s not great in an all-media class.
The Dugs in Autumn, by Carol L. Douglas
The biggest issue we faced is the size of the screen. If people have iPads or laptops handy, I think they’ll work better than their phones. I’m using my phone because it can be mounted on a tripod. But that means that most paintings I’m looking at are only a few inches across. We can talk about issues like composition at that scale, but not about brushwork, marrying edges, or paint application. The lighting is bad in most home studios. That means I can’t see color accurately.
I felt like I was touching on only about half the subjects I normally do. Color theory and composition are important parts of painting, but they aren’t the whole picture.
Rising Tide at Wadsworth Cove, by Carol L. Douglas
I’ll tinker this week to figure out if I can monitor the Zoom session from my laptop while broadcasting from my phone. Or if I can feed the video from a separate camera. Luckily, my son has finally made it home from his long exodus back from university. At that age, technology is in their sinews.
I have figured out that bigger props are better. I replaced my sketchbook with charcoal and newsprint for the composition phase. I painted a 12X16 demo; that’s a huge 3-hour painting but it wasn’t large enough. Next week, I’ll drag in a 24X30 canvas. That will help students see better. And I’ve learned that any props I need must be assembled in advance.
|And here was my demo painting. I was most surprised when a Maine painter friend immediately identified it as Barnum Brook Trail at Paul Smith’s College Visitor Information Center. She then showed me a painting she’d done of it!|
Having students mute their mikes when not speaking turns out to be a two-edged sword. It keeps the screen focused on the speaker. At the same time, it quells the commentary and criticism that’s so important in a small painting class. I think my students usually learn as much from each other as from me, and I’m sorry to see our interchanges become so formal.
One advantage of this online class was that I was able to invite two teacher-painter friends to join us: David Broerman from Fort Wayne, Indiana, and Chrissy Spoor Pahucki, from Goshen, NY. Usually, at this time of year they’re cracking the whip on teenagers with spring fever. It was a special treat to have them with us. That’s something to build on.
I’m interested in how you’re teaching and learning long-distance. That goes not only for workshop teachers and students, but for public school teachers, university professors, students, and those of you taking frequent online meetings. What techniques have you devised or mastered to make this easier or more effective?