Camille Lopez

Art 133
November 2nd, 2017

Unit Paper 5

Structures and systems are applied through symphonic composition in which educators

provide guidance and clarity of art lesson content, to maximize development for students. Daniel

Pink (2005), describes symphony as, the ability to synthesize rather than analyze, and to identify

relationships between unrelated fields to create new inventions. It is an educators symphony to

apply an art education lesson plan and relate it to standards-based 21st art education approach as

well as make it useful, appropriate, and fun, for each student. Standards based instruction is

designed to assess, report and complete an educational goal per each class lesson. The linking

of concepts in thinking about art with modes of making art is essential, if the art teacher is to

conceive of a curriculum that is consistent to both the ends it seeks and the means it uses to

achieve them ( Dorn, 1994, p. 16). To apply structures and systems and standards-based art

education approach, educators must examine the relationship between both contents, exercise

instruction creativity, and communicate class goals.

The approach of standards-based, and Chance Operations lesson will be applied in my

art education class as a future special needs teacher, of grade level four. To begin the lesson I

would introduce a printed prompt of basic art formations such as circle, square, straight line etc.

and picture examples of each formation. Art supplies of different colored crayons, pencils, chalk,

charcoal and black ink pens would be provided. I would pair students in a group of three to four,

according to experience and previous knowledge of all student abilities from past lessons. I

would then have simple sentence cutouts in a box and randomly pick out five instructions per

student. Each student would then create the assigned paper art formations on a large piece of
white cardboard. I picked white cardboard due to the texture when moving materials across the

paper grooves to stimulate the student senses. When students complete the first piece, I would

repeat the process again with new instructions per group. To include standard-based approach,

after completing the Chance Operations studio, I would set up a class discussion in relation to

an English standard of Speaking and Listening: (Engage effectively in a range of collaborative

discussions, one-on-one, in groups, and teacher led; with diverse partners on grade 4 topics and

texts, building on others ideas and expressing their own clearly) and discuss a prompt related to

the work completed.

 References:

Dorn, C. M. (1994). Thinking in art: A philosophical approach to art education. (p.19). Reston,

VA: National Art Education Association.

Pink, D. (2005). A whole new mind: Why right-brainers will rule the future. New York, NY: The

Berkeley Group.