Meaningful Choices NAEA Webcast
The world of art education is changing. With advancements in technology and changes in culture, society, politics, and more, the disciplines of art can expand beyond the standards. New art standards realize that children do not just master techniques but can make connections to the world and maximize opportunities for exploration and experimentation in the art world. Art educators have to decide how they can expand their teachings to expand the minds and abilities of art students.
Young artists are learning how to make artist statements and choose from a range of materials and techniques. We want young artists to expand purposes and processes of art education. We need to create conditions that artists can act like artists. Combining craft with experimentation is important. We need to identify cultural constraints that students already bring to the classroom. We need to articulate assessment models that allow for freedom in the art room.
Themes are important for teachers to begin discussion, start collaboration, expand ideas, and open the door to opportunity. Children take something ordinary and change it into something entirely new. Transforming materials and loose parts, which transforms the artist.
A teacher talks about how she has never been able to create a template for a self portrait. But her children made portraits spontaneously and in diverse unique ways. There are a variety of approaches and outcomes.
Questions:
When you are working on a long term project, how can you repeat the concepts, themes, and connections at the beginning of each new day of working on the project so that students still have artistic freedom but it still connects to the beginning learner obejectives?
Young artists are learning how to make artist statements and choose from a range of materials and techniques. We want young artists to expand purposes and processes of art education. We need to create conditions that artists can act like artists. Combining craft with experimentation is important. We need to identify cultural constraints that students already bring to the classroom. We need to articulate assessment models that allow for freedom in the art room.
Themes are important for teachers to begin discussion, start collaboration, expand ideas, and open the door to opportunity. Children take something ordinary and change it into something entirely new. Transforming materials and loose parts, which transforms the artist.
A teacher talks about how she has never been able to create a template for a self portrait. But her children made portraits spontaneously and in diverse unique ways. There are a variety of approaches and outcomes.
Questions:
When you are working on a long term project, how can you repeat the concepts, themes, and connections at the beginning of each new day of working on the project so that students still have artistic freedom but it still connects to the beginning learner obejectives?
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