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Category: Zoom

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How to teach on Zoom (quick and dirty)

Hopefully we won’t need this long, but if we do, we can all learn together.

Me on Zoom, captured by Chrissy Pahucki.

Mary Byrom started teaching by Zoom a few weeks before me and she kindly helped me set up a protocol that works. Yesterday, Mira Fink asked for tips. I was answering on my cell phone so couldn’t be as specific as I’d like. Mira, this post is for you and anyone else trying to navigate the shoals of teaching in the age of coronavirus. It’s a quick-and-dirty way to get started teaching online; hopefully we won’t need this long, but if we do, we can all learn together.

I’m using the pro version of Zoom, which sells for $14.99 a month. I chose it for the following features:

  • No time limit, which allows for a three-hour class without interruption;
  • Full interactivity; we won’t have to have discussions via “chat” only;
  • “Share screen” function, which allows me to lecture with slides. If you want to do a prerecorded demo, it’s possible;
  • “Pin screen” function, which lets students keep me on the main screen while others are talking;
  • “Mute/unmute” which cuts down on the ambient noise.
My physical set up, after the laptop and phone have been removed. I can swivel the pochade box so my phone camera can shift between the easel and still life.
Physical setup

My laptop is on a small table below a large monitor. This is my painting monitor, doing double duty. Perched on the monitor is a small USB webcam. My phone is in a flexible gooseneck phone holder attached to my pochade box. This is easily adjusted, yet strong and stable. I have a power bank taped to the top of the box. This powers my phone through the entire three-hour class.

Yesterday I learned that double sign-in also prevents the meeting from disconnecting if one of your host devices freezes.

The webcam is aimed at my face. The phone is shooting over my shoulder at my easel. Be sure to mute and turn the sound off on one device or you’ll get a nasty ringing feedback.

Because I’m teaching in both watercolors and oils, I have each setup on a separate small folding table beside me. I have a small rolling task chair. Unfortunately, the Zoom platform really discourages teaching from a standing position, since the camera area is so small.

I have two diffuse photo lights I set up as fill lights. One is aimed at my face, and one at my still life.

Prep for a class about combining reference photos. Normally, my photos would be on my monitor, but for demonstration purposes, they’re on a board.

Class prep

Mary Byrom encouraged me to create a written class outline and a syllabus, because online teaching is less interactive and responsive than live teaching. This was great advice. I have a six-week syllabus and an outline of what I want to cover in advance. Of course, I am constantly tweaking this based on the needs of my students.

We are almost never going to paint from photos in my class, even if we’re trapped inside. That means my students also have set-up to do. Each weekend, I send them:

  • A link to the upcoming class;
  • A description of what I want them to set up for their still life.
An composition exercise from a Zoom class.
Meanwhile, I prepare lecture notes and create a slide show. This is generally about twenty slides long, and covers a specific topic. It can include exhibits specifically made for this class or masterworks by others. Despite my writing experience, I’m finding this tricky. It’s way too easy to overload students with information.

I demo specific points about painting, but I generally don’t demo every week. If that’s all we offer, students are better off buying an instructional video than taking a class.

I don’t like to do long demoes, but I do demonstrate specific points and skills as we go along.

Class structure

In a live class, people usually show me their homework when they arrive. It’s been an uphill battle to remember to ask for it. After we’ve reviewed last week’s assignments, I go through my planned lecture.

I teach a specific painting protocol, so most of the class is watching people execute that protocol while incorporating that week’s lesson. I go round-robin through the class, just as I’d walk around my studio. I look at each person’s work, make suggestions, and then move on to the next person. The downside to Zoom is not having the time to stand there thinking. The upside is that others in the class can look and comment on what’s being shown. Often, my students are more insightful critics than me.

Class size

I generally limit my classes to twelve people in real life, so I’ve done that with these Zoom classes as well. It seems a natural limit that works well for me.

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How do you teach effectively with Zoom?

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?
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Be careful what you wish for

One in five houses in Maine is someone’s vacation home. The potential implications of COVID-19 are terrible.

Four Ducks, Cape Elizabeth Paint for Preservation, by Carol L. Douglas

One thing I’ve dreaded doing was striking out upcoming events on my website. As I’ve written before, I think the plein air festival has lost its punch. Because of this, I deleted all but a few key events in 2020. The ones I kept had strong revenues or provided unusual opportunities for painting. Then cancellations started flooding in from organizers rightly worried about promoting events they can’t deliver. Now I’m left with what I’d thought I wanted: a summer where I can concentrate on painting here at home, and where I can run my studio-gallery without interruption.

Of course, I don’t know whether anyone will be able to come. Like everyone else, I have no idea what shape the summer will take. The state of Maine is on lockdown. That’s not irrational: one in five houses in this state is someone’s vacation home, the highest percentage in the nation. That makes us very vulnerable to visiting pathogens.
Ottawa House, Parrsboro International Plein Air Festival, by Carol L. Douglas
But tourism is one of our top economic drivers. In 2018, over 37 million people visited Maine, spending $6.2 billion and supporting 110,000 jobs. The cost of this lockdown, if it continues through the summer months, is incalculable. The cultural costs are being felt already. Our bicentennial was March 15, but the state had to postpone a host of celebrations that have been years in the making.
In the near future, I’ll be teaching painting via Zoom. Teaching via the internet is going to be radically different from teaching in person. I need to figure out new ways to prepare, since we won’t all be looking at the same scene, carefully curated to address a specific issue in painting. The issue isn’t technology; it’s creating projects that are doable in students’ homes.
Ocean Park Beach, Art in the Park, by Carol L. Douglas
I’m kicking myself for not paying more attention to Katie Dobson Cundiff while we were in Argentina. She teaches at Ringling College of Art and Design. Her students were all sent home while they were on spring break. While the rest of us were larking around the glaciers, she was creating a template for remote teaching.
The only analogy in my lifetime was the economic collapse of 2008. My income fell by 2/3 in one horrible year. Both painting sales and classes were way down. My strategy was to stop showing and selling until the market had time to recover. Even my teaching practice was reduced. Instead, I used that time to focus on my own development.
I don’t think the current crisis will have the same shape as the 2008 crash, but I’ll probably do something similar. I’m retracting, watching, and trying to be nimble. And I’m really curious about your ideas.

But first I have to feel better. I’m entering week four of being ill. This morning, I’m breaking my quarantine to drive to my PCP’s office for further testing. If I get arrested, you can send me a file in a cake.