Process over product in Art Education: A Student Centered Approach to Making Art
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Transcript of Process over product in Art Education: A Student Centered Approach to Making Art
PROCESS
OVER
PRODUCT
IN ART EDUCATION
A STUDENT CENTERED APPROACH TO
MAKING ART
By Christine Miller
Williams High School, Plano ISD
February 2015
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.
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.
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
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…
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
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.
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.
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.
STUDIO THINKING
OUTLINES HABITS REAL
ARTISTS USE
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
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
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
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
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
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
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
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
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
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
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
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
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
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!
RESOURCES
• Artful Thinking - http://www.pzartfulthinking.org/index.php
• Bain, Christina. (2008). What’s the Big Idea? Retrieved from: http://ntieva.unt.edu/download/teaching/Curr_unit/What%27stheBigIdea.pdf
• Miller, Christine. (October 15, 2013). Christine Miller – Question Formulation Technique. Retrieved from: https://vimeo.com/76950785
• Miller, Christine. (April 09, 2014). Essential Question Strategies & Question Formulation Technique. Retrieved from: http://www.slideshare.net/tagartteacher/qft-presentation-w-o-embedded-video-33325098
• Miller, Christine - photographs and/or artwork in this presentation
• The Right Question Institute - http://rightquestion.org/education/
• Spiral Workshop – Art Education Program, School of Art and Design, University of Illinois in Chicago. https://www.uic.edu/classes/ad/ad382/sites/SpiralWorkshop/SW_index.html
• Studio Thinking (8 Studio Habits of Mind). Retrieved from: http://www.artiseducation.org/research-tools/tool/studio-thinking-8-studio-habits-mind