My son tells me that he’s been offered the opportunity by his university to teach an evening class in the summer session this year – twice a week, four hours per session (5-9 pm). It’s a survey course on modern art. They would pay him about $5,000 to do it, which is really quite a lot, and he’s flattered by the offer, since he’s still only a master’s degree student, although he’s almost done with that. (It’s usually only Ph.D. students who get offered this kind of opportunity – maybe none of them was willing to volunteer!) He’s never taught any class, of any length, on his own before, as opposed to being a T.A., which he has done, He’s obviously old enough at 26 to make his own decisions, and he’ll probably accept, but I do kind of wonder how one teaches a four-hour class, never mind in the evening! I’ve never even heard of a regular class that long, and neither has he. What’s he going to have to do, give the students breaks for milk and cookies? Naps?
I can’t imagine having to lecture for a 4 hour course, but if it’s a discussion-based class? That’s not terrible.
Also yes to breaks.
Stretch breaks for sure!
My S took a few night classes as an undergrad…yes they definitely had a break in between! I’m sure your S can talk to people who have taught that type of class and get some ideas. Maybe break it up into parts – ex. lecture section/discussion section etc.
Congrats to him on getting this opportunity!
I have taken many three hour once a week classes. Yes, it’s customary to give a ten minute break in the middle so that everyone can be more comfortable. Generally, the plan is lecture/discuss/break/lecture/discuss/end. For a survey course on modern art, it might be easier to have more lecture/discuss cycles, since you want the art to be fresh in people’s minds for the discussion.
(And hi Donna, how’re you doing?)
I imagine that it’s supposed to be a lecture class at least in part, because it’s supposed to be a survey course for students with no previous knowledge of art history. Presumably he can show slides part of the time, but nobody could do that for too long without everyone falling fast asleep! Especially in a darkened classroom in the evening!
How flattering for your S!
Art classes often have some slides to show examples of the work to enliven the lecture. It is not unreasonable to have a 15-minute or so break in the middle of the class, so folks can stretch, use the facilities, make arrangements, use their cell phones, etc during the break.
I would expect students to bring their own refreshments and abide by the school and class rules on where, when and how they can be consumed.
Our D had a long cinema class at night that we attended with her (not positive whether it was 4 hours but think it was). I didn’t see anyone present nodding off and we found it fascinating. As part of the class we saw a Hitchcock film and some vignettes of his other films. It gave us a different frame of reference. The prof did call on students and get responses as well.
Hi, dmd, I’m doing OK. How about you?
Many classes are 3 hours at night (law school night courses are usually 1.5 hours, and then another class 1.5 hours). I took several where a movie was shown and then a discussion followed or the discussion was held another night.
Are there trips to art museums included? Maybe that’s why they are scheduled for a 4 hour block.
I’ll have to ask him, but I very much doubt that there are any art museums open at that hour in or near his university! So no trips, I suspect. And yes, I’ve heard of three-hour classes too. Never four hours, though. His plan was to write his master’s thesis this summer, but hopefully he can still do that if he budgets his time well. (I don’t mean to sound like he’s in high school, but I can’t help secretly worrying, even at his age, especially because he’s never taught a class by himself before. But I’m sure he’ll manage. He always has.)
I can’t imagine a 4-hour lecture class at ANY hour. I think he should be able to find creative ways to break it up. It depends on the number of people int he class, but one idea would be to hold part of the discussion, or even the lecture, with everyone who is able on their feet, moving around. Add physical elements, maybe creating using the techniques of the artist under discussion. Splatter. Color field, Collage. What does it feel like? what happens that is deliberate and accidental, and how does it work.
PS Glad to see you, @DonnaL
Summer classes are usually condensed into fewer weekend than a traditional semester during th academic year. That’s why it’s probably 4 hours each session.
I would suggest having two breaks. One at the 1 1/2 hour mark, and one at the 3 hour mark. View the class as three separate sections.
I took a 4 hour summer language class (but not at night!) which was divided more or less into lecture, discussion and in-class assignments.
Tell you son to ask the admin if he can teach it as a hybrid class–with 2 or 3 of those credits taught online. That way he will only have to engage the students for half that time every night. There are TONS of open source curriculum available that he can use for the online lessons/homework.
I teach a hybrid math class two nights a week. We meet for 2.5 hours each night. I can’t imagine keeping anyone engaged for 4 hours at a time. That is an inefficient way to learn.
@DonnaL – glad to hear it. Doing well here, too.
@DonnaL, I strongly urge you to send your S this article to read when considering how to structure his class:
https://alumni.stanford.edu/get/page/magazine/article/?article_id=91851
It just appeared on another thread and I found it fascinating and illuminating.
I have taken many classes that last for several hours. They generally give us a 5-10 minute break every hour, plus a break for lunch. With a four hour evening class, definitely breaks, and more than one, way too grueling otherwise. You don’t want people nodding off in class.
Congratulations to your son!!
I did something similar when I was in grad school, though it was not one 4 hour class, I have 2 2 hour classes once a week (often the same instructor taught both). I would recommend taking breaks in there, maybe a 10 or 15 minute break 2 times (maybe each hour ie at 2 hours, 3 hours). The other thing I can think of is to make sure it isn’t all 'lecturer lectures, people take notes" (where in movies they satirize this when week by week, kids have something recording the lecture, and by the last week, the teacher’s lecture is a recorded playback, too).Faced with that, I would try to have discussions with the class, have them talk, or maybe even for a given class, have people prepare something for the topic at hand as a homework assignment and they do the lecture on their section…keeps it interesting.
Having electronic clickers that students have to vote on answers is a good way for them to be engaged, as are small group discussions and having different groups and members of the class present. Great Stanford article on teaching that engages students!
He should check the departmental polices on breaks, class structure, etc.