Monster Mash: Learning Real-World Skills in a Creature Creating Art Class

Bernard, Sara. (2008, February). Monster mash: learning real-world skills in a creature creating art class. Eutopia, Retrieved from http://www.edutopia.org/classroom-special-effects-studio 

Summary:
High School art class all too often recalls memories of skipping school, drawing on desks, gluing half-hearted macrame together, or making signs for the school dance.  However, at the Berea High School Visual Effects and Design class, students create and design their own projects, for themselves and high paying clients.  Bernard's article profiles this unique classroom and the teacher who gives students opportunities to learn and explore as the community, movie industry, or their imaginations deem appropriate.  Jim Bycznski, the class' founder and teacher works with the students according to their ability level in a hands-off fashion, allowing for their creative passion to take over.  Mentioned several times in the article, it is just this teaching style which attracts students to the classroom.  As they progress through the class they are given more difficult tasks, and many students return year after year to participate in projects.  
The classroom utilizes a number of machinery and technology to create their gory and monstrous creations.  Often the students will build a new piece of equipment to accommodate their needs for a particular assignment.  Movie industry professionals, local businesses and restaurants as well as personal collectors have solicited items from these creative students and are willing to pay.  
Many schools would likely gawk at the materials used in this classroom, for the advanced technology used and created cost a lot of money.  However, receiving payment for projects has enabled the class to develop even further, and while the school district provides some funds, the students who participate are asked to pay a $30 materials fee.  The cost seem very justified as the students in this class have often pursued careers in creative fields.  Because Bycznski incorporates many disciplines in the classroom, the students are more successful in other content areas as well.  Science technology and chemistry are required when painting or melding materials, fulfilling project proposals incorporate English and Literature, and researching industry products require a historical knowledge of the field.  This class seems to offer much more than macrame to the students, and all who attend are aware of the privilege they behold.

Response:
I found Bernard's article incredibly inspiring.  Learning about other educators dedication to creativity and student's interests fuels a desire within myself to learn more and stretch my abilities for my future students.  The many quotes included from students in Bycznski's class were also encouraging.  Their desire to explore independently, but with guidance from an expert increases my belief in being a facilitator in the classroom, rather than a dictator.  I hope that as I teach  my students, I will be an enabler in their education, helping them learn to help themselves, problem solve, and ask deep questions while knowing where to search for the answer.  The students in the visual effects and design class are encouraged to analyze problems and create solutions.  A foundational part of learning requires asking probing questions and searching for the answer.  I hope my students find my social studies class as valuable, interesting, and creative as the design class, and I will work to encourage creativity whenever possible.