October 26, 2010

By: Louis M. from Philadelphia, PA
Comments: 40

Posted By: Louis Mazza
On: 2/4/2007 1:09:36 PM

As a first year teacher in a brand new school, I am struggling with whether to impose a "foundations" type curriculum for the learners before they get to the project based, inquiry driven part of the curriculum that our school is supposed to be practicing. Can students learn the foundations of art and design while simultaneously working on a real-life community problem? When I went to art school the whole freshman year was devoted to basics like painting, drawing, color theory, practice by working on discreet assignments, before we declared a major in one area and moved on to self-driven projects. Looking back, I was frustrated with the assignments lacking an over-arching purpose. It felt like busywork to me. But I also learned valuable things about how artists see and think which informed the way I would approach my own projects later. Now as an educator I wonder whether the learners of today's high schools need to be hooked into an idea before they can develop the sustained interest it takes to create a good, well-thought-out, well-executed project/product. It seems that the young people i work with won't develop the discipline it takes to create anything unless they understand the real-world context. I should add that these learners are from low-income, inner city communities where they had previously little to no art education in school. Behavior is highly chaotic and sitting quietly and doing as instructed doesn't happen. Their lives outside of school are so intense that school instruction seems useless and irrelevant unless you can engage them in something that matters to them. Must kids learn the elements and principles before diving into the work? That's how we were taught to teach art. Is it still relevant?

Posted By: Deborah Klose
On: 2/10/2007 1:23:32 PM

As an experienced art educator in a brand new school in the city, I too find it difficult to work with students who have been selected from the entire city and not from a typical feeder school. These students do not necesarrily have an interest in the arts, come with little or no art background and have no idea how the arts have any relevent meaning in their lives. The elements and principles of art are the same building blocks used in kindergarten and by professional artists. Reinforcing these concepts each year gives students the tools to understand and be better able to apply these principles in other subject areas. No one is more surprised than our students when they finally make these connections. As this school year reaches midterm and Science Fair and National History Day projects are furiously being assembled, my students are finally beginning to understand why art! Don't be discouraged! It will happen.

Posted By: Franc Leo
On: 2/12/2007 12:03:17 PM

One of the examples that I have when teaching kids that have not had much design courses is the following: As designers we have to learn.Not only that. We have to educate those who are interested in our work. We must know the basics inorder to be able to explain what we do and why we do it. What is what we create and it's meaning. We teach, and those that creat must teach others. That is why the basic blocks are so important, no matter at what level you work; novice, amateur, professional, or other in-between. Franc

Posted By: Chrisovalantis Gailas
On: 2/28/2007 6:35:56 PM

Being from a brand new school that stresses the disciplines of architecture, engineering and design, we as a faculty see the same issues with our students. We assign various designing/building projects across the curriculum but students still have not grasped or are too lazy to implement the art of conducting a blueprint, scale, and in general thinking before doing. Hence, some work will not be the best of quality. As a teacher, you want to have the students more involved instead of just taking notes, but the basic fundamentals need to be studied and exercised before any major projects, I think, in order to receive high quality work from the majority.

Posted By: Kim Rakosky
On: 3/29/2007 3:35:17 PM

Here's my 2 cents worth and a couple of suggestions: The problem I have with the entire curriculum emphasis being "inquiry-based and project- driven " is that it's sort of like letting a surgeon go straight to surgery on a human before practicing on a cadaver. Conversely, "traditional" teaching is like expecting somebody to know how to swim in the deep end after reading a book on swimming but never having put more than a big toe in the pool. Teaching approaches have to be balanced and versatile in order to keep students interested and get optimum learning. Too much of the "student-driven" mentality leads me to wonder why I am needed as a teacher in the first place. I do not want to be a "facilitator"--I became a teacher to teach, not to prod kids into "teaching" themselves while frantically trying to keep the peace and hoping they all will "get it". Our kids (I teach across town from you-we met at CON) are quite capable of working in a (relatively) non-chaotic manner, but it takes lots of patience, discipline, and interesting and relevant assignments. An incredibly tough job for us. So, yes, they need to be "hooked" into something in order for the rest of it to work. May I suggest that you line up some local artists to come and speak to your class about their experiences when you begin a semester or school year (i.e. new class)? Try the Anti-Graffiti Network Mural Artists program and maybe some local galleries. You might try exploring the work of some Harlem Renaissance artists including their biographies to get your kids to relate to the basics of art and the evolution of artists with similar life experiences. The Whitney Museum has a terrific website about Jacob Lawrence that's interactive. You might try this link https://www.noma.net/local/resources.htm: Natl Organization of Minority Architects to get a local partner or speaker. Maybe you could start with a simple design contest and use the entries as a starting point for delving into the basics. If you'd like to hook up (electronically or personally) with my 4th graders next year that could work. Maybe your kids could make a video about the basics of design for my class... :)

Posted By: Lee Sappingfield
On: 4/2/2007 12:04:42 PM

I agree with Chrisovalantis Gailas, though I do think certain skill set are needed before application project take place. We open with a problem-solving activity, but the invest weeks on skill building. Ours consists of CAD, manual drafting, value drawing, color theory, and perspectives. We will end our quarters with projects and do skill building activities to start the first and second quarters.

Posted By: Lisa Liu
On: 4/2/2007 10:01:34 PM

II would think students need some kind of elements and principles before they can dive into a project. If they have an area that truly interest them, but lack the foundations to build on or the skills to bring it to fruition, then that’s a problem too. Interest is important, but by itself, it's not enough either. It can become just about doing something, and not actually fulfilling the learning objective. Can students learn the basics and at the same time find real life connections that make it interesting for them? If students have to wait near the end to make real world connections, then they make lose interest. I teach younger students, and I find that that they accept the "foundations" work, but don't know how to approach more open-ended inquires. My curriculum is very lock step, and from the start, students are not used to thinking about WHY or HOW things work. They just want the answer and be done. It's problematic because students are not challenged to be critical thinkers or active learners. For them, it's harder to engage in inquiry-based learning. Learning to question and make connections to the real world is a skill that has to be practiced.

Posted By: Donna Sharpe
On: 4/3/2007 10:10:58 PM

Lisa, I whole-heartedly agree with you. Many of the students who come through my library seem to be stuck in what I call "testing mode" - only concerned with what they'll be tested on and little interest in the higher levels of Bloom's taxonomy.

Posted By: Lisa Liu
On: 4/5/2007 11:09:19 PM

It really is a weakness in the testing culture we have now. It's not just the students. I feel like the school system says they're interested in higher order thinking, but what they really want to see are the test results. I think if we targetted the higher order thinking, the factual and recall skills would also be present. The problem is that it's takes longer (and is harder) to develop critical thinking.... perhaps not by March, which is when my students take their high stakes testing.

Posted By: Tonya Adison
On: 5/9/2007 2:00:25 PM

Kim summed it up very nicely. Balance is natural; ask my good friend and colleague, Chris Gailas! I do not think teachers, students or bureaucrats need to have an "either-or" mentatlity. Ideas and approaches are meant to coexist. Whatever one believes, it is most important that she/he is able to articulate her/his reasoning to others. We seem to be a society that values higher order thinking in theory, but are unwilling to invest in its nurturing. There is a seeming underlying expectation that at some point an epiphany will occur. I am not convinced. Of course you need the building blocks to really appreciate something and eventually do it well. The real question is where has patience gone? This question is not limited to students. We microwave water! Itis unfair to ask the students to wait, when we are unwilling to do the same. Everyone needs everything yesterday. Who can wait until tomorrow?

Posted By: Kathleen Lee
On: 6/11/2007 2:09:23 PM

I have taught through problem-based service learning for over 10 years. I can tell you that my kids always did better on state tests than others because they use what they learn in class outside of class to solve real problems. It takes time and lots of planning. Sometimes with service learning, youth voice is all you hear about. The academics seems to be left out and what you have is community service instead. If anyone needs more information I can help. I have produced national models in this area, and the students really do learn more if it is done correctly. Believe it or not, it is a combination of everything you all talked about.

Posted By: sudha singh
On: 6/13/2007 10:37:05 PM

With Louis and Kathy's postings , I am the third person from the same new school responding .Yes, teaching our learners for understanding,is definitely a challenging task that needs to be be done at a price. Kids are used to an old middle school system mindset,where they can do as they please and do or not do the work assigned to them , or chosen by them. Does this make our job challenging? Positively so. Yet, we make every endeavor to reach out and get them to respond to some level of thinking that change can only happen with them as willing partners in learning. The best of teachers cannot make an unwilling party learn anything. Once this level is there , we can have responsive learners. One on one work can be an added asset for struggling learners. Writing is the most difficult block they face, so I have tried having them free write on what matters most to them , it has had some positive results.

Posted By: Catherine Perry
On: 6/21/2007 12:31:11 PM

I had an interesting conversation a while ago with a friend who never taught, comes from a very priveleged backgroundof wealthy, well - connected and established artists and designers in her family. Her comment about teaching was that it's a very intuitive thing, and that teaching the basics (Elements of Art, Foundations of Design, etc) is really just illuminating what's already there. She compared teaching about line, color, form, etc. to teaching critical reading skills: image, tone, metaphor, etc. What she said is that most people have a well developed eye and create things that exemplify the basics when they are creating art. Conversely, not everyone knows to look at author's tone, the imagery, metaphors, etc. when they read. In other words, she feels that creating art or designs always involve some basic usage of the basics. She essentially felt that teaching these concepts merely illuminates what's already there. I do believe that people naturally have the basics of aesthetic construction, but I do wonder whether or not we need to point it out. I'm wondering if we can just go to the project based work, then backtrack and point out the 'basics' while looking at what's already been done? In my experience, teaching the elements and principles of visual art is very helpful for critiques or for viewing art, but I can never grasp on whether or not it's helpful prior to creating art. What are others' experiences?

Posted By: Susan Miller
On: 6/22/2007 6:23:52 PM

I struggle as a teacher and as a parent with the test culture that we live in, and with the entire issue of what motivates our students. Do they work just for the reward and encouragement that we, as adults and authority figures give them? How, then to get to more inherent qualities, and the natural desire to learn. In my practice, as an art teacher with young children, I feel that it is important to give exposure to ideas, skills and materials and as much as possible, to encourage the students to EXPLORE and MAKE DISCOVERIES. So many kids, even young ones, are looking to please us, and the kids that I teach are privileged. Is it any wonder that middle schoolers and high schoolers are not that motivated from within? Even in the young ages, certain children have been targeted as being "talented" by their teachers and parents, and others always feel lacking. I try to integrate materials and ideas that draw upon some of the natural instinct, drive and curiosity (think about kids designing in the block area) rather than the ability to draw well, which is not the sole or most important criteria of creativity. So I have had some success with some students who have not seen themselves as the "artists" in the class- paper mache, foam core board sculpture and design, monoprints are some of the lessons that bring out these students.

Posted By: Louis Mazza
On: 6/23/2007 3:36:39 PM

Susan, you make a very interesting point about kids looking for the reward and how we, as a culture, value the grades they get. It's like a contest and it does not require a whole lot of self-driven inquiry. This is going to serve us very poorly in the future as children from other countries sail past our students in academia and go on to dominate the global economy.

Posted By: Louis Mazza
On: 6/23/2007 3:42:53 PM

With the help of all who have posted here, I've come to the conclusion that the didactics of art education (elements + principles, et. al) should be reinforced concurrently with the projects that we do. To borrow from Catherine's post above, these things need to be illuminated as they work, but should not be a prerequisite.

Posted By: Vicki Dalton
On: 11/15/2009 11:01:44 PM

Thanks to all of you for posting. I found this to be a very interesting link. Good things to think about as I continue my quest to help students become successful adults.

Posted By: Kyle Kleckner
On: 11/16/2009 3:24:49 PM

I would definitely recommend establishing strong classroom management and culture before transitioning into project-based learning. Otherwise, it can break down and not get any learning at all!

Posted By: Don Domes
On: 11/17/2009 9:36:20 PM

I do a lot of project based and inquiry based learning. It has to be blended carefully with solid basics and foundations. I hold the projects as the carrot to get the kids to understand and demonstrate small pieces of basics. We loop in and out of small achievements that become the foundations for larger endevors. Differentiating instruction for the students is also key as they learn as such varied rates. Getting the classroom into this modus of experience is critical. You have to be super organized and have very strong classroom management to establish a space that is safe for all students and where the crazyness of many different projects does not create a wild unmanaged senerio. I use a PA system and up to 40 video cameras that cover my 3600 square feet of lab and classroom space. The kids need to know that you are aware of everything. Volunteers also make a huge difference so that kids can get more than the minimal adult time you are able to spend with them. I have visiting teachers as well as people from business all the time and my kids really begin to realize how privaleged they are when so many people come to see what we do.

Posted By: Sarah Rooney
On: 11/29/2009 1:19:53 PM

I understand that students must be able to practice what they're taught, but I also believe that students need to understand the basics. For instance, as a history teacher, students need to know that basic "story of the creation of the United States" before they can truley understand the US Constitution. Anyone who has ever taught math the new IMP method, knows that the basics still need to be taught on paper. Students still need to know how to add and subtract, multiply and divide. When taking standardized tests, students still need to know the basic information. Students can be engaged and interested in learning, but if a teacher is not giving the students the information that they need to know, then the teacher really isn't doing their job...