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Process over product in Art Education: A Student Centered Approach to Making Art



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This presentation highlights how to create more flow in a students' art making process. Emphasizing process over product in art education creates a student centered approach. Different strategies and techniques are incorporated into the author's lesson plan format: Question Formulation Technique, Artful Thinking, Studio Thinking, Big Ideas, and the Spiral Workshop featuring ideas by Olivia Gude and others.

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Process over product in Art Education: A Student Centered Approach to Making Art

  2. 2. MAKING ART RELEVANT TO OUR 21ST C. STUDENTS Putting emphasis on the end product instead of the process of making art can frustrate student and teacher alike. Emphasizing the process helps light the way for artistic exploration.
  3. 3. MY OWN “ART TEACHER SOUP” SO MANY ART IDEAS AND THEORIES! Many people are talking about ways to heighten student engagement in art making. My graduate studies and years of classroom experience & experimentation have led to a lesson plan that blends many great ideas and methodologies together.
  4. 4. My pedagogy has grown as I have synthesized the resources, ideas, methodologies and strategies I have studied. The lesson plan format I am currently using is intended to create more flow in the art making process for both teacher and student. A NEW APPROACH IN MY TEACHING - FLOW
  5. 5. I don’t offer up this plan as “the” way to teach art, but as one approach a teacher can use to create more student engagement in K-12, community or museum art education programs. THERE ARE MANY PATHS…
  6. 6. This lesson plan approach incorporates the language and/or ideas of the following: • Question Formulation Technique • Studio Habits of Mind • Big Ideas/Enduring Ideas • Artful Thinking • University of Illinois in Chicago Spiral Workshop • Olivia Gude (the BIG voice in my ear!) PRIMARY RESOURCES
  7. 7. QUESTION FORMULATION TECHNIQUE Many of our students don’t utilize questioning in their learning. This book and website teach students how to ask their own questions.
  8. 8. SEE QFT IN ACTION Watch this video to see how QFT is used in the art classroom. You can also view a PPT that includes the students’ reflections from the lesson highlighted in the video.
  9. 9. STUDIO THINKING 2 Instead of talking to my “students” about what goes on in the “art classroom”, we try to replace our language with “artists” working in a shared “studio space”. We practice Studio Thinking, using language real artists use when they make art.
  11. 11. Big Ideas (or Enduring Ideas) are things common to all people like: love, fear, dreams or home. When students center their art making in a Big Idea, they begin to tell their own story and connect their art to their unique life experiences. See Dr. Christina Bain’s PPT presentation about Big Ideas. BIG IDEAS
  12. 12. Artful Thinking is a process of looking, thinking and questioning. When added to the art making process, students enter more deeply into the art they see which leads to connecting more deeply to their own art making. ARTFUL THINKING
  13. 13. The University of Illinois in Chicago’s Spiral Art Education workshops encourage flow in student art making. Edited by Olivia Gude, this site features examples of investigation, questioning, thinking and meaning making in student art making. This resource brings together the components outlined in this presentation and is one inspiration for creating flow in my own teaching practices and my students’ learning experiences. UIC SPIRAL ART EDUCATION
  14. 14. BRINGING IDEAS TOGETHER Objectives for the art making process in my lesson plan: • Create more student engagement • Build in more play and investigation • Use Big Ideas, Enduring Ideas • Incorporate language from Studio Habits of Mind • Use questioning strategies • Emphasize process over product • Build in reflection throughout art making process, not just at the end
  15. 15. INTRODUCTION Start the project with a fun, exploratory investigation/disc overy activity. Let your students play with materials and techniques. Studio Habits: Stretch & Explore, Develop Craft
  16. 16. The teacher or student selects a Big Idea to create individual meaning for the student’s art making. IDEATION Studio Habits: Understand Art World, Express
  17. 17. RESEARCH Research can be inserted in any part of the process – students can research artists, ideas, techniques and processes at appropriate times during their creation process. Studio Habits: Understand Art World, Envision, Develop Craft, Stretch & Explore, Reflect
  18. 18. QUESTIONING Engage in a quick questioning process (QFT or Artful Thinking) for the student/artist to create the driving questions for their art project. Studio Habits: Understand Art World, Reflect, Envision
  19. 19. Record Big Ideas, questions, potential answers to questions, observations about materials and process, and design ideas in their sketchbook to document their thinking. VISUAL THINKING Studio Habits: Envision, Observe, Reflecting
  20. 20. Organize a plan in their sketchbook (real world 21st c. skills): size of work, materials needed, processes artist proposes to use, source of inspiration, then submit the proposal to the facilitator (teacher) to support implementation of their plan. PROPOSAL Studio Habits: Reflect, Develop Craft
  21. 21. Time to create! The student/artist should be itching to start their work with all of the exploration, questioning and thinking they have done! It’s time for some serious, focused play! IMPLEMENTATION Studio Habits: Develop Craft, Engage & Persist, Observe, Envision, Express, Stretch & Explore, Reflect
  22. 22. REFLECTION/ASSESS MENT Reflections and assessments should be an ongoing process by both instructor and student. Formative assessments can be group critiques, informal conversations with instructor, or notations or questions that arise during the creative process and are noted in their journal. There should be a shift to assessing the process instead of the product, which relies heavily on effort and persistence throughout the project. Studio Habits: Observe, Reflect, Persist, Understand Art World, Express
  23. 23. Student and teacher should reflect on the process and the product through a variety of questions that the student answers. An Artist Statement can be written as a culminating activity. Formal assessments can be made first by the student and discussed with the instructor to agree on a final grade. COMPLETION Studio Habits: Express, Observe, Reflect
  24. 24. TIME FOR FOCUSED PLAY Teaching and learning are creative acts and yield the best results when we are in a “flow state”. Try out these ideas in your art studio and “play” with them! Find things that resonate with you and your students and weave them into your teaching. Let your teaching practice bubble up from your own life experiences to create your own artful teaching style!
  25. 25. RESOURCES • Artful Thinking - • Bain, Christina. (2008). What’s the Big Idea? Retrieved from: pdf • Miller, Christine. (October 15, 2013). Christine Miller – Question Formulation Technique. Retrieved from: • Miller, Christine. (April 09, 2014). Essential Question Strategies & Question Formulation Technique. Retrieved from: video-33325098 • Miller, Christine - photographs and/or artwork in this presentation • The Right Question Institute - • Spiral Workshop – Art Education Program, School of Art and Design, University of Illinois in Chicago. ml • Studio Thinking (8 Studio Habits of Mind). Retrieved from: studio-habits-mind