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TS3: The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
3.1: The educator designs learning environments that support individual learning marked by active engagement.
Evidence 1: Art classroom layout plans.
Description: These documents are a plan for a future classroom. The first map is designed for the K-4 grades, and the second for grades 5-12. The third document includes materials, supplies and equipment to be included in the art classroom, divided into the six different stations. The layout is designed around a Teaching for Artistic Behavior (TAB) classroom where students are encouraged to interact with their learning environment by selecting the tools and materials that they need, and being in charge of their own exploration and discovery. Students learn individually, at their own pace, with materials that interest them, heightening the level of active engagement. National Core Arts Standards that are addressed with this classroom design are: Anchor Standard 1: Generate and conceptualize artistic ideas and work and through the Enduring Understanding: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals.
Art Classroom Layout Plan (K-4).pdfArt Classroom Layout Plan (5-12).pdfAnalysis: With such a classroom design, students gain a sense of ownership not only of the space, but of their learning as well. Active, engaged learners is what we seek to create, as art educators! The process in which this TAB art classroom is introduced to students is by "opening" a station every few classes, at the start of the year. Once students gain confidence and an understanding of what is required to find, utilize, and respectfully return artmaking tools and materials, they earn a new station. Once all of the stations are open for their use, students can choose from a wide range of artmaking possibilities, selecting materials or methods that most interest them. As students gain interest in their artmaking, they stay engaged and are able to learn individually.
Art Classroom Layout Plan Details.pdfEvidence 2: Lesson Plan: Handmade Art Journals.
Description: This lesson plan, adapted from Lisa Bresler, includes making the cover, decorating and cutting the paper, and binding the pages of an art journal, so that students can then use it for their weekly sketches and note taking in art class. The National Core Arts Standards addressed here are: VA:Cr2.1.6a - Demonstrate openness in trying new ideas, materials, methods, and approaches in making works of art and design. This lesson is sure to teach students at least one new skill as it requires the use of paste paper which is not commonly used, as well as book binding, which few sixth grade students have yet learned, making this a great example of this Core Arts Standard.
Analysis: What better way to engage students in their weekly sketches than to have them make their own sketchbook / journal? In this lesson, students are taught how to use paste paper to create the cover of the journal. They also get to experiment with paper decorating techniques with a variety of media, as well as learn how to book bind. Once complete, students have an art sketchbook / journal with a closure that they can fill with their artwork and writing, further engaging them in the artmaking process. This journal making lesson is accessible to all level students and is a great lesson for setting students up for success. Students become part of a learning environment that is positive and rewarding.
Lesson Plan - Art Sketchbooks _ Journals (2).pdf3.2: The educator designs learning environments that support collaborative learning marked by positive social interaction.
Evidence 1: Book: Engaging Learners Through Artmaking: Choice-Based Art Education in the Classroom (TAB).
Description: With the plan of setting up my future classroom as a TAB learning space, I have been reading and re-reading Engaging Learners Through Artmaking: Choice-Based Art Education in the Classroom (TAB). This is a great resource for anyone who is thinking about teaching art using the framework for TAB or for current TAB teachers wanting additional ideas or supports for their decision to bring more choice into the art classroom.
Analysis: There are many benefits to running a TAB art classroom, one of them being that students are encouraged to reflect on their work with others and support each other in their artistic endeavors. Instead of having every student work on the same project, in the same way, where much comparison of abilities and outcomes can occur, the TAB classroom allows for students to accomplish their own goals and eliminating the need to compare one's work to a classmate's. In Engaging Learners Through Artmaking, we can see how a TAB art room creates a space for peer instruction and support: "Peer coaches, who sometimes struggle in the academic realm, get validation from helping their classmates. Some learners form collaborative groups and pool information. With so many choices available, students demonstrate competency at various times in various realms, resulting in many opportunities for students to mentor and be mentored" (p. 37). Allowing for there to be more than one "expert" in the room, students take on leadership roles, supporting one another and allowing for collaborative learning marked by positive social interaction.
Resource: Douglas, K. M., & Jaquith, D. B. (2018). Engaging Learners Through Artmaking: Choice-Based Art Education in the Classroom (TAB). Teachers College Press.
Evidence 2: Investigative Inquiry lesson with worksheet.
Description: For the high school art students, once we moved to online learning, the Advanced Art students were given a prompt to create personally relevant art. They viewed a slideshow and video of artist Jordan Casteel and were then asked to look at these questions to form their own plan for artmaking. I created this worksheet for them to have ideas in mind before meeting online as a class where ideas were then shared and discussed.
Analysis: Although learning online takes away the benefits of in-person interactions, we sought to continue providing an environment where students could come to class with an idea, share it out, and receive feedback from their peers to help guide them on the next step: artmaking! I created this worksheet to help guide the students' thoughts and prepare themselves to come to class to present. The positive social interaction is highly valuable for young artists, especially in a time when they are expected to stay at a distance from each other and learn online rather in a classroom.
Investigative Inquiry - Worksheet.pdfGoogle Sites
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