Analysis of Closed-Ended, Open-Ended and Laissez-Faire Teaching Activities

CLOSED-ENDED

OPEN-ENDED

To build skills in working with tools, materials,

and techniques

LAISSEZ-FAIRE

To promote creativity and problem-

solving skills

To motivate students through

exploration of media and processes

To promote understanding of art

concepts

To encourage self-expression for its

own sake

To encourage discovery learning

To develop skills in the creation of

a work of art

The teacher provides broad

criteria and some guidance.

There is minimum guidance from the

teacher.

The teacher provides several

examples of "right" answers.

Examples or criteria may not be

needed or provided.

Students must follow criteria and

are allowed freedom for individual
interpretation.

The activity may be process or

product oriented.

Purpose

There is maximum guidance from the teacher.

The teacher provides an example of what
should be done.

Students follow the teacher's step-by-step

instructions.
Characteristics

There is only one "right" answer and way to do

the assignment.

Appropriate Uses

techniques

instruction

Draw cubes using the rules of one- point

perspective as an introduction to the design of
a cityscape.

Throw a 6" cylinder as an introduction to

making wheel-thrown pots.

All work looks alike.

To introduce a new medium or

To learn skills, processes, and
concepts necessary for creation of process with which students experiment
an artwork

Create designs illustrating different

types of balance.

Create an artwork interpreting a

theme explored by other artists.

Each outcome is different.

Typical Outcomes
Success is determined by how skillful the student is in using Products reflect creative thinking
particular tools, materials, and processes.
as a result of individual
interpretation of criteria.

Inappropriate Uses

The activity is process oriented:

exploration of media and processes is
valued over making an art object.

To introduce the use of new tools, materials, or To generate ideas

To teach processes that require specific

Examples of
Appropriate
Activities

Students have freedom to explore

and discover without having to meet
preconceived expectations.

Explore the tactile properties of clay

as an introduction to creating clay
sculpture.

Experiment with color mixing to learn

what variations can be made.

Although an "artwork" may result, the

intention is to explore
processes/media.

Success is determined by what the

student discovers from the
experience while engaging in the
activity.

Closed-ended activities are inappropriate when Open-ended activities are inappro- Laissez-faire activities can be inapproused to make final products that are intended to priate when specific instruction in using
be creative.
tools and materials is required.
Closed-ended activities are inappropriate when
there are multiple ways to demonstrate learning
Open-ended activities are inapproof a skill
priate in assignments that require
one "right" answer.
or concept.

priate to teach skills and to promote

creativity. (Skill development often
requires instruction from the teacher.
Creative behavior requires students
to go beyond exploration of media
and processes to solve problems.)

Examples of
Inappropriate
Activities

Paint a landscape by copying a picture from a

nature magazine.

Use the paper cutter to make as

many 3" X 5" cards as possible
from a 12" X 18" paper.

Tell students to be creative!

Invite them to use any materials they

want to make a picture for the art
show.