Elementary Art - Teaching Methods that Promote Learning

I believe the best teachers use multiple methods of teaching, and adapt those to the individual classes they teach.  Not all students will respond in the same way to different forms of teaching, however, I feel that the best approach is to try to be as varied as possible from the beginning, to keep students engaged.

When I was in college for my undergraduate degree, I had to take a few World/American history courses (not Art History, those came later), and in high school and my first history classes in college, it was my least favorite subject.  Most of the classes were focused on the politics of the time, or general dates and facts of the people at the time, and all of them "taught from the book."  We had to read about these times in our text books, which were almost exactly what was reiterated to us in the lectures.  We listened, gathered the facts and then regurgitated them back to our teachers and professors by way of tests.  I was looking forward to the day I no longer had to take history classes.  That is until I took a history course with a female professor (her name unfortunately escapes me at the moment), who taught the class in a completely different way.  The course was on American history from around the 1500's until early 20th century.  We did have a book, but instead of having us read and then listen to a lecture practically verbatim, the professor would come in and just talk off the top of her head, and tell stories about the historic times we were learning.  She would interject with personal anecdotes, and I would sit and listen fascinated by her story telling abilities.  Instead of asking us to read and memorize a list of dates and facts, she had us watch movies about the topics we were learning about (the Salem Witch trials, or slavery, for example), which reinforced visually what we were learning.  She also had us take the topics we were most interested in, do research outside of our text books by reading interesting historical books that were written about the topics, and write papers that included not just regurgitated facts, but also our own opinions and thoughts about the way things were.   She employed a multimodal way of teaching that completely changed my view on history. History became one of my favorite topics and still is to this day.  Although I went on after that class to take art history classes that were similar to the ones I had taken before, I was able to start to think more critically of what I learned, and was more interested in doing further research beyond just memorizing dates and names.  Not only did my professor teach in a way that made me excited to learn, about a topic I had previously had NO interest in, she actually taught me ways to be a better teacher overall, long before I even thought about teaching.  She taught me about being a connoisseur of a topic, taking all of the elements of something and knowing them fully, so that you can combine the aspects to create a dynamic and unforgettable curriculum. 

As I am learning to be an art educator, I find myself remembering my own learning experiences and trying to teach in a way that is both engaging, memorable and will connect to the students who are not just interested in making art, but also those who think that art is a waste of time.  My undergraduate professor did that for me, with history, and even though I don't consider history a large part of my career, it is something that continues to fascinate me and interest me and informs what I do as an artist and in my life in general.  If I can get students to feel that way about art, for those making it a career and those who are not, I truly feel that future generations will be living happier, more fulfilled and well rounded lives.

Elementary Art - Lesson Planning Using Traditional Media

"Learning how to manipulate materials is an important part of developing a sense of self in relation to the physical world.  The use of a variety of materials can help young students to begin to understand that they can make their own mark on the world.  In learning that they can create something, they begin to develop a sense of the power of humans in general to create their environments, and their own power as individual to make a contribution.  In this way, students can develop a sense of their relationship to visual culture, including an understanding of the specific ways in which they can contribute to it." - Boughton & Freedman

As I mentioned in my previous post, I truly believe that knowing the origins of something, not just reading about but actually partaking in the actions, materials and ways of doing something that is considered "old fashioned", "obsolete" or "traditional" is very important to the development of artistic ability and also appreciation.  It creates a respect not just for the ways things were, but also for the new technology that we have, which makes thing so much easier and accessible.  The very act of "getting messy" with materials ignites all of the senses, and connects on a deeper level than just using a digital or computerized tool.  New technology can sometimes separate us from what is created as if we are surgeons performing a delicate procedure through a curtain.  The traditional methods of art making give us the opportunity to know creating at the most base level - through touch, sight, sound and smell (and taste?).

During my time as a clinical teacher, my fourth graders first project was to create a collage (or assemblage) out of several materials including magazines, stickers, sequins, ribbon, glitter and more.  They used glue to assemble their works on canvas boards.  At one point, one of the students poured some glitter onto her canvas board that had glue and let some of it spill off onto the table and floor.  She expressed some concern about the mess.  I came up and said "Making the mess is part of the fun, isn't it?" She laughed and relaxed a bit, and agreed.  It was fun to give them a safe space to make a mess, because that can be a huge part of the creative process.  Sometimes neatness and order are necessary for a calming and productive environment, but the opportunity to create without fear of keeping things "clean" can lead to greater risk taking and more meaningful art.   Of course, I would still encourage students to clean up after themselves, but not to worry about the proverbial "staying within the lines." That tactile experience of feeling and working with materials can lead to "more state mindfulness and broader attentional focus (Kaczmarek, 2016)." Those are working skills that are not just beneficial to creating art, but also throughout other school subjects as well.  This speaks to the interdisciplinary aspect of art, as well as combining things such as visual culture within the school curriculum.  The more interested the student is, the more focused and aware they will be and willing to learn.

References:

Boughton, D., & Freedman, K. (n.d). Chapter 1 – Introduction to Art Education. In Elementary art education: A practical approach to teaching visual culture. New York, NY: McGraw Hill.

Stanko-Kaczmarek, M. & Kaczmarek, L. (2016) Effects of Tactile Sensations during Finger Painting on Mindfulness, Emotions, and Scope of Attention, Creativity Research Journal, 28:3, 283-288, DOI: 10.1080/10400419.2016.1189769 

Elementary Art - Creating with Newer Media and Performance

Technology is constantly changing.  There always seems to be a new device, a new app or a new way of creating every year.  How can we keep up with the rapid growth and flux of new and emerging media?  Although we can learn about it in school, it seems that often once we learn something fully, it becomes obsolete.  We are therefore, constantly learning, alongside our students and even often from them.  This does not make the educator obsolete, but rather redefines our role in the classroom.  We become a mediator, a facilitator and a collaborator.

Learning happens everywhere, and doesn't stop when a student leaves school.  Humans learn throughout their lives from each other and their experiences, and having the strong foundation of confidence in your ability to harness that knowledge into new forms of seeing the world can provide you with the tools and skills to live a more successful, productive and happy life. This foundation starts with the teacher, and these life skills are taught in the classroom.  It is our job as art educators to open up these opportunities for our students.  Using new technology is one way to help them cultivate their skills as both artist and scientist.  It combines creativity with the newest forms of tools at our disposal - tools that they will not only see in their art room, but also use throughout their lives.

Although I am a strong advocate for newer technology, I think that having the knowledge of what has gone before is really important when implementing it. If we only learn to write by typing on a computer, if it breaks, are we unable to communicate?  We need to crawl before we walk and walk before we run.  This creates a deeper appreciation of our tools and a fundamental knowledge of the way things work.  When I was in college, I went from using film and a dark room, to film and a scanner with Photoshop, and shortly after graduating, technology changed again and I had to buy a digital SLR camera.  Film still lingered, and does to this day, but mostly in a nostalgic or hobby sort of way.  It has a certain aesthetic that is slowly but surely dying, as the people who are learning today were born at the time that digital was emerging as the primary way of doing things.  However, I do think it is important for students to learn about film and USE it, to see it on its most basic level, so that they can truly wrap their minds around how the new technology was built.  To not be able to instantly see what photos they are taking, and to gauge lighting, and focus and depth of field and shutter speed based on their knowledge, rather than what the camera tells them is "correct." To experience the mistakes that inevitably will happen; to encourage them to take risks as they move up to new technology and have it "easy."  To give them the confidence to know that they can do this, because they could do it the hard way.

When cameras were invented, I think people assumed that painting and painters, such as those who would paint portraits, would become obsolete, since we were able to capture "truth" in likeness.  However, even though painting has become less of a "necessity" in life, it has never gone away.  It remains as fine of an art form as ever, and garners a great deal of respect from those who do appreciate art.  It simply has been redefined, just as the role of the art teacher has become redefined, and the tools we use have been redefined.  Art, education and technology will be constantly in flux far into the future.

Elementary Art - Lesson Planning

“If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.”  
― John Dewey 

John Dewey believed that curriculum in schools is not a fixed thing, that it is ever changing to reflect the time is a part of.  What made curriculum successful 100 years ago is not going to be the same thing today.  Curriculum should reflect the interests, lives and culture of the students who are learning from it.  Visual culture has a huge part in this type of education, especially when learning about art. Art encompasses everything from what is in our museums and galleries to what is on our streets, in our homes, and on our screens.   

What kind of lessons can we teach to students who are influenced by so many things outside of their school?  We can take what they know and integrate it with what they are learning.  We can start with their own histories, cultures and interests and compare and contrast them to the lives, cultures and interests of those they don't know.  Art is the ultimate and universal tool to communicate thoughts, ideas and messages that can influence and change the lives of others around you.   It is important to first teach understanding of our world, and other people, and then to teach creative ways to connect to the world, and then build upon those as the changes come.  "This means that art curriculum includes social, psychological, historical, material and other types of information about and analysis of great works of popular and fine art and artists as well as students’ own artistic production.  In other words, contemporary art curriculum is a creative process that is the realization of a social consciousness concerning art making and viewing (Boughton & Freedman)." 

For our first lesson, my teaching partner and I are using a book that our students are currently reading "The Kindness Club" by Courtney Sheinmel.  In it, a student starts a club focused on being kind to others, and makes a birthday party for another girl who recently lost her mother.  For our lesson, we are going to discuss several things, including why is it important to be kind, how we can show kindness to others, and then create visual representations of these acts of kindness.  We are going to discuss how visual art sends a message to others, so we are not just celebrating kindness for ourselves, but sharing the art with others to spread that message of kindness.  We are also going to discuss how public art is part of our visual culture, and how art on the street that is accessible to everyone is sometimes a better way to share art than keeping it locked up in a museum or a gallery.  We hope to incorporate all of these lessons in our teaching, while also creating artwork.  We want to combine meaning and personal story with art making.  "In art as in all school subjects, education should be as meaningful and authentic as possible.  As a result, curriculum should include opportunities for student self-directed learning as well as teacher directed learning (Boughton & Freedman)."  In this way, the students will not only be learning from us, but learning from each other and from themselves. 

References 

Boughton, D., & Freedman, K. (n.d.). Elementary art education: A practical approach to teaching visual culture. New York, NY: McGraw Hill. 

Elementary Art - Making and Viewing Visual Culture

In order to create visual culture, one must view it.  In order to do that effectively, we have to create critical thinkers of our students, rather than those who take our visual culture at face value and enjoy imagery based on what is most popular, or what someone else feels is important. “Critical reflection is important to artistic production and to everyday viewing experience in a democracy where analytical viewing skills are ideally necessary to assist individuals in making important decisions” (Freedman & Boughton, p.4).  I think an important part of critical reflection is to look inward, not just at what you like and dislike, but examine the place you come from, the culture you are a part of, and how you are privileged or otherwise.  Starting from a place within, rather than the socially influenced is important in developing the confidence in student’s criticality, so that they can form their own opinions, make informed decisions and ultimately, create more meaningful art that is both powerful on a personal level and engages with society.

It is important to maintain this level of constant investigation, into ourselves and what we create, as well as what others think and do.  We can start by teaching this to the very youngest of children, as they do notice their worlds around them and their visual culture, practically from birth.  My children have been viewing television and You Tube from a very young age, however, visual culture is not just what we see on our screens.  It is all around us and influencing us on every level.  Today, I took my kids to Dairy Queen, which we pass almost every day on the way to and from their school.  Although we have been there many times and they love ice cream in general, today my 8 year old son noticed the Dairy Queen logo, and he said “It looks like lips.” Instead of saying “Oh yeah, it does!” and leaving it at that, I kept the conversation going and said, “Maybe they did that on purpose, so that you would think of your mouth when you saw it and how delicious their ice cream is.”  He found that interesting, and I told him that a lot of logos are made to give us messages that aren’t readily apparent, so that we get the message they want to give us without knowing quite why.  This type of critical thinking is important for self-reflection, because you want to understand your feelings and why are you having them when you react to imagery, and not just make snap judgments.

Image retrieved from: http://www.lehighvalleylive.com/warren-county/index.ssf/2017/12/dairy_queen_sign_auction.html

Image retrieved from: https://pixabay.com/en/lips-lipstick-mouth-red-teeth-2024681/

It is also important to teach students that visual culture is not just trickery or subliminal, but that it can be used to inspire new ideas.  My brother, Andrew Lowery, started a company called RealWear, which created the HMT-1,  a wearable tablet computer, meant to facilitate training and industry.  The design was based on the character Boba Fett’s “Range Finder” from the Star Wars movies (check out the full story athttps://www.realwear.com/products, and scroll to the bottom of the page).  Although the original was not functional, the idea behind this inspired new technology, and that type of art making and popular culture has done the same thing many times before and probably will far into the future.  Not just in a galaxy far, far away, but on our own planet.  The meaning behind art does not just have to be an emotional response.  It can be functional as well.  It can inspire us to live better lives.

Images retrieved from: http://www.realwear.com

References

Boughton, D., & Freedman, K. (n.d.). Elementary art education: A practical approach to

teaching visual culture. New York, NY: McGraw Hill.

Products - RealWear. (n.d.). Retrieved January 26, 2018, from http://realwear.com/products