The document discusses challenges with implementing a visual diary strategy for art students due to the short duration of the program. It proposes taking photos of student projects and compiling them into a Word document to give to students as a visual record. It also discusses arranging a second facilitator to help with an outdoor stone carving project since the instructor cannot be in two places at once. Overall, the instructor feels the art class project-based design works well given the program's uncertain dynamics and limited time frame.

1. Hi Bronwyn
It won’t work to introduce a visual diary strategy. The time a students is actually
in the program is too short for the students to really submerge himself or herself
in the subject.
Usually their first class can’t be counted either, as that happens on the day of
their arrival (in the afternoon) and students often do not turn up - or only
participate in a part of it.
This means the student then has 7 classes remaining.
I often wish that everyone would stay longer than the available 8 classes,
because by the time a student completes the program, they often just ‘warmed
up’ to the Art & Creativity class.
A thought that occurred to me was that, if I take my camera to Art class, I can
then take photos of a project’s progress (e.g. sculpture). I can then compile these
photos on a Word doc, get this printed through the office and give to the student
in their last class. This would give the student a kind of visual diary. Students are
not allowed to have cameras themselves during the program.
As mentioned before, I can’t invite guest speakers because of the strict
confidentiality rules.
What I can do is invite a talented student, who plans to move to the area and
would like to be part of the Art class, to help as a second facilitator.
As the stone carving project needs to be done outdoors and the rest of the Art
class students work inside, I literally can’t be in two places at once. This is
something the manager has approved of but has yet to happen.
The first suitable student couldn’t find transport, so this never happened.
Now there is another gifted student, to whom I have extended the offer with the
approval of the manager. Hopefully it will work out this time.
Having a second facilitator adds available knowledge; there is one more person
for the students to ask questions, offer suggestions and attention.
This would also be an added resource.
As to the overall course design ‘proposal’:

2. Simplify course design:
By having decided that the Art class is a project-based class it has lifted a weight
of my shoulders by not trying to find other ways anymore to run the Art class.
This ‘version’ seems to work for most students within this context and it’s often
uncertain dynamic.
I have been thinking about offering individual ‘one on one classes’ for students
who have a particular interest in the subject and are keen to learn more.
Update Art class, classroom, and student responsibilities:
As to updating class and classroom information and responsibilities for students:
I have written up a classroom monitor form, which has been approved by the
manager. Not only does this solve repeating myself to every student or spending
time locating them, it also shifts the responsibility to the students, which is
appropriate within this context.
Link to Slideshare doc:
http://www.slideshare.net/jacquelinesiegenthaler/art-room-monitor4blog
Increase communication with staff:
I have increased communication with co-workers through requesting feedback.
The planned feedback statistics will – when finished – be handed to each
therapist as a printout. I will see what happens after that and proceed
accordingly.
Meetings are yet to be arranged, but is also seems that through emailing
information or questions, ‘things’ do happen. This seems to be a quicker way to
get information ‘to and fro’ as it is flexible and not require a set time for everyone
to be in one place.
Written feedback to graduating students:
I haven’t started to hand out written feedback to the students yet. When I
thought about why that is I realised that: I might write some feedback for a
student, only to find they have left during their second of last week, even so they

3. would graduate in the week they would have their last Art class. This scenario is
not very predictable or motivating for me to put effort into written feedback.
I make a point of giving students verbal feedback in each class and I am tempted
to leave it at that. I do not feel like wasting my resources.
Overall thoughts:
It feels a little bit like I’m going in circles at this stage and/or referring back to
previous posts – or to responses to questions and looking at the same thing from
more and more different viewpoints but still making the same point…….
I think at this stage it is probably at: ‘as good as it gets’ within my facilitating
context.