Sasha，美國(guó)國(guó)籍，畢業(yè)于加拿大維多利亞大學(xué)藝術(shù)專業(yè)?，F(xiàn)任上海金蘋果雙語(yǔ)學(xué)校國(guó)際部純藝專業(yè)教師，精通英文、中文和西班牙語(yǔ)三門語(yǔ)言。

學(xué)生作品

The first question is in your opinion what's your ideal art class?

**個(gè)問(wèn)題就是，在你看來(lái)，你理想中的藝術(shù)課是什么樣子的?

My ideal arts class? My ideal art class would be to have unlimited material, unlimited supplies and be able to do whatever I want with the students. That's not very possible though.

我理想中的藝術(shù)課?我理想中的藝術(shù)課應(yīng)該是有取之不盡的素材，豐富的工具，并且我可以和學(xué)生一起做任何我想要做的事情。然而這是難以實(shí)現(xiàn)的。

What can they get from the art class? Can they achieve?

他們能從藝術(shù)課上得到什么?他們能夠有所收獲嗎?

Um, I think the students can achieve anything from any class but the students first must want to learn. So, I don't think it really matters if they take art or take science or take math, if the students don't want to learn they're not going to pay attention and they won't achieve anything from any class. So, the idea of my classes though is the students come here and they use their imagination and that's not something that many students get the opportunity to do in most classes. They don't have the opportunity to use their imagination. So, I hope when they come to this class, they learn something new, they're exposed to something new and they get to use their imagination and then let their imagination grow.

嗯，我認(rèn)為學(xué)生們從任何課上都能有所得，但是學(xué)生首先需要學(xué)習(xí)。我認(rèn)為他們上的是藝術(shù)課、科學(xué)課也好，或者上的是數(shù)學(xué)課也罷，這其實(shí)都無(wú)關(guān)緊要，如果學(xué)生不想學(xué)習(xí)，他們就無(wú)法集中精力，那么不管他們上的是什么課，他們都學(xué)不到東西。所以我上課的理念就是，讓學(xué)生在課堂上能夠發(fā)揮他們的想象力，而正是他們?cè)诖蠖鄶?shù)課上都沒(méi)有機(jī)會(huì)去做的。他們沒(méi)有機(jī)會(huì)發(fā)揮他們的想象力。所以我希望他們來(lái)上這個(gè)課的時(shí)候，能夠?qū)W到一些新的東西，他們能夠接觸到一些新的東西，他們能夠發(fā)揮他們的想象力，讓他們的創(chuàng)新能力得到提升。

How to set exams?

如何設(shè)置考試?

But that depends because I'm teaching them different concepts all the time. So, each concept has a different approach. For example, one project that I did with the students if you look around, we have a lot of different posters and these posters were supposed to be based off a style of art called constructivism. And you see a lot of these posters in China in the 1960's and 70's and you find them in other countries however not everybody can have understood. So, having one concept and having the students understanding the concept is one of the most challenging parts is, you can see some of the posters are very much in reference to the old school constructivism? But then a lot of them are not. So, some of the better ones, that one here, that one is the best of the back wall. That one on the corner. These are probably some of the best ones for constructivism.

考試的設(shè)置視情況而定，因?yàn)槲乙恢币詠?lái)都在教授給他們不同的概念。每個(gè)概念都有不同的方法。比如，如果你調(diào)查過(guò)的話，你會(huì)發(fā)現(xiàn)我有一個(gè)和學(xué)生一起完成的項(xiàng)目，我們做了很多不同的海報(bào)，這些海報(bào)的設(shè)計(jì)都是基于一種叫作構(gòu)成主義藝術(shù)概念展開(kāi)的。你可以在上世紀(jì)60年代和70年代的中國(guó)看到大量這樣的海報(bào)，你也可以在其它國(guó)家看到這種類型的海報(bào)，然后并不是每個(gè)人都能理解。因此在教授一種概念時(shí)，要讓學(xué)生理解這個(gè)概念，具有挑戰(zhàn)性的部分之一就是，你可以看到這些海報(bào)中有一些是非常接近老派的構(gòu)成主義的。但是這些海報(bào)中絕大部分又都不是老派的構(gòu)成主義。那邊的那張海報(bào)，是這面藝術(shù)墻上優(yōu)秀的一張。在角落里的那一張。這些可能是比較好的構(gòu)成主義作品。

Well, some of these students I've had for a few years already and I've had them for English students before I taught them art so I know their backgrounds, some of them, quite well. Not this class as much but other classes I've known the students already for two years and I can honestly say the thing that brings me the most pride and happiness is not every student is good in every subject but every student is talented. Whether that talent is for chemistry or physics or math or language, every student has a talent and I have students, we could call them perhaps, naughty students in other subject and perhaps they don't excel in most academic fields it's nice to see that when they come into an art class and can see that they can excel at something. They can do well at something. So, that part I like. To be able to take a naughty student and see them excel and grow and explore something different.

有一些學(xué)生已經(jīng)在我這學(xué)習(xí)幾年了，在我給他們上藝術(shù)課之前，我教過(guò)他們英語(yǔ)，所以我了解他們的背景，其中有一些學(xué)生是非常優(yōu)秀的。不是在這門課上，這些學(xué)生我已經(jīng)教了他們兩年其它的課。老實(shí)說(shuō)，最讓我覺(jué)得驕傲并且高興的并不是所有學(xué)生在每門課上都表現(xiàn)得很有天賦。不管這個(gè)學(xué)生的天賦是在化學(xué)專業(yè)、物理專業(yè)、數(shù)學(xué)專業(yè)或者語(yǔ)言專業(yè)上，每個(gè)學(xué)生都有他的天賦。我有一些學(xué)生，可能這些學(xué)生在其它課上表現(xiàn)得并不好，他們?cè)诖蠖鄶?shù)學(xué)術(shù)領(lǐng)域表現(xiàn)得并不出色。那么如果我看到他們來(lái)上藝術(shù)課時(shí)，能在某方面有出色的表現(xiàn)，這就是件好事。他們能夠在某方面有所收獲就行。這就是我所喜歡的一點(diǎn)。能夠讓差生沉浸到學(xué)習(xí)中，看著他們?cè)谀撤矫孀兊脙?yōu)秀，看著他們一路成長(zhǎng)，能夠探索一些不一樣的東西。

How do you improve their motivation?

你是如何提升他們的自主性的呢?

Well, I don't think you can improve a human being’s motivation and creativity. A human being is either motivated or they're not motivated. Motivation comes from within.

我認(rèn)為一個(gè)人的自主性和創(chuàng)新性是無(wú)法被揠苗助長(zhǎng)的。人類就分兩種，一種自主性很強(qiáng)，一種毫不自覺(jué)。動(dòng)力是源自內(nèi)在的。

What kind of method?

你用了什么方法呢?

Well, once again I don't think that motivation is something that can be purely taught. Motivation is something that you have as a person. You either want to learn and grow or you simply do not want to learn and grow. So, I don't necessarily not motivate students. I try to get students excited and I hope that through certain images and techniques of art that they get excited and that that excitement is their motivation to want to do those projects. Okay.

再說(shuō)一遍，我認(rèn)為光靠教是無(wú)法激發(fā)一個(gè)人的動(dòng)力的。動(dòng)力是你自己身上本來(lái)就有的東西。要么你就是很樂(lè)于學(xué)習(xí)和成長(zhǎng)，要么你就是單純地不想學(xué)習(xí)，也不想進(jìn)步。所以我是不能推著學(xué)生前進(jìn)的。我嘗試激發(fā)學(xué)生的激情，我希望能夠通過(guò)某種能激發(fā)他們熱情的藝術(shù)形象或者藝術(shù)技巧去激起他們，點(diǎn)燃他們心中的動(dòng)力，讓他們自發(fā)地去完成這些項(xiàng)目。就是如此。

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