Can anything be sadder than work left unfinished? Yes, work never begun.

-Christina Rossetti

My Theories on Education in the Studio Arts

“Art teaches empathy and compassion for other cultures.” - Stephanie Shaffer

“Art makes us question our surroundings and how we fit into them.” -Stephanie Shaffer

Arts learning can improve motivation, concentration, confidence, and teamwork. An example of this is seeing my students wear their medals after V.A.S.E.

“We’re going to dinner. Are you going to keep that on?” I asked one of my students, who was just given a medal and a perfect score out of all the finalists. To which she replied, “Hell yeah!” She was so proud to be among the select few to receive such an award. Art has given many students the opportunity to be recognized for their achievements, which no other discipline gives them. A 2005 report by the Rand Corporation about the visual arts argues that the intrinsic pleasures and stimulation of an art experience do more than sweeten an individual's life; according to the account, they "can connect people more deeply to the globe and open them to fresh ways of seeing," producing the foundation to form social bonds and community coherence (McCarthy, 2005).Art teaches problem-solving (Vygotsky, 2010 p 11). Art education teaches that there are a plethora of ways to find solutions.

Children learn best by playing. In order for learning to occur, children must be able to interpret meaning and feel a sense of belonging, regardless of their perceived situation (Vygotsky, 2010). Through play, children evaluate events based on relevant values, rules, and expectations. Interactions, exchanges, joint activities, and scaffold experiences create meaningful opportunities that aid in informational retention.

Art teaches problem-solving (Vygotsky, 2010 p 11). Art education teaches that there are a plethora of ways to find solutions. Children learn best by playing. In order for learning to occur, children must be able to interpret meaning and feel a sense of belonging, regardless of their perceived situation (Vygotsky, 2010). Through play, children evaluate events based on relevant values, rules, and expectations. Interactions, exchanges, joint activities, and scaffold experiences create meaningful opportunities that aid in informational retention.

The most effective teaching tool is using humor and plays to build relationships. Play is mutually voluntary; a person must want to play and be invited. Bringing together the community to make a difference in the tone of relationships between the players may lead to differences in understanding of the situation, self, and others (Vygotsky, 2010 p. 50). Knowing your kiddos is critical for setting boundaries, making assignments, providing reminders, encouraging participation, and fostering the attitudes of the corporation. Simply knowing a child's name makes a difference in the teacher-student relationship. With this knowledge and the child's willingness to be vulnerable through play, I can encourage the kiddos to practice Studio Habits of Mind.

My room looks very similar to my fellow teachers (pictured above) on two campuses by year's end. The environment is very informal but full of inspiring materials. Both campuses produce extremely successful students. We know that children learn best through play, but how does one bring that into the art room? For the past few years, I’ve done extensive research on how to organize a classroom so that it’s organized in a way that students can independently navigate themselves to get the supplies they need. The best resource I’ve found is the inquiry model of classroom design and instruction. Every student has the opportunity to play and experiment with a variety of materials that are introduced. The room is set up in centers and the materials are organized aesthetically pleasing with instructions on how to utilize the supplies. This way of teaching and organizing is designed to accommodate diverse learning styles and artistic behaviors (Douglas, 2009 p17). Classrooms are arranged with low open shelves so children can see what’s available and get what they want without assistance from the teacher or interrupting the class by asking permission for something. The materials will have a designated area that is clearly marked in a child-friendly way with photographs or drawings as well as the printed name of the material that belongs there, children will have the power to get what they need and also to put it away when they are done (Wentworth, 1999).

This allows easy access for students who miss class to stay caught up with the pace of instruction. It also allows students who need repeated instruction to absorb new information at a convenient time. I use many of the videos of artists working with the same themes or media shared with me by Christine Miller through Evernote. I’ve borrowed her “Artist of the Day” philosophy for idea generation and cultural relevance. Next year all students will be issued an iPad. At that time I will require students to create blogs within their Google account because it is secure and private when it is linked to their school e-mail. The purpose is to give students opportunities to learn about online collaboration, and internet safety and etiquette. Why do you care? So students can be more employable and retain employment once they are hired.

References:

McCarthy, K. F. (2005). A portrait of the visual arts: Meeting the challenges of a new era. Santa Monica, CA: RAND.

Connery, M. C., John-Steiner, V., & Marjanovic-Shane, A. (2010). Vygotsky and creativity: A cultural-historical approach to play, meaning making, and the arts. New York: Peter Lang.

Douglas, K. M., & Jaquith, D. B. (2009). Engaging learners through artmaking: Choice-based art education in the classroom. New York: Teachers College Press.

Wentworth, R. L. (1999). Montessori for the New Millennium : Practical Guidance on the Teaching and Education of Children of All Ages, Based on a Rediscovery of the True Principles and Vision of Maria Montessori. Mahwah, N.J.: Routledge.

Vygotsky, Lev S.(1971) The Psychology of Art. N.p.: MIT. The Psychology of Art. Web. 24 Apr. 2016

Get in touch at Stephanie@StephanieShaffer.com

Selected work- Under Construction

This selection is wheel thrown and extruded stoneware. The glaze recipe has a high oxide content which causes the glaze to look metallic. Before these pieces were put in reduction they were spritzed with alcohol and allowed to cool in the reduction bucket.

Page updated

Google Sites

Report abuse