Escolar Documentos
Profissional Documentos
Cultura Documentos
work lime. noticing individual student art direc- in,g " Less e xperi enced artists often team
What are the basics that everyone tio n, the teacher can target lesso ns to up with stud e nts with more developed
needs to know? A short hands-on support individual inquiry and pursuit. sk ills in collabora tiv e p roj ects. There is
demonstration often suffices when intro- Noting and illust rating ties between ampl e opportunity for lea dership and inno-
ducing a new art material or tool. Asking student art and the a1t of others. across vation in these self -selected groupings , this
an essential question ("What do ar1ists time and across cultures, the teacher one compri sing Jack son , Max and Adam .
do?'') might be a way to provoke discus- can address art history and aesthetics
sion and raise awareness about art-relat- in a way that is pcrsonaUy meaningful.
ed topics. Sometimes an interesting For example, if the teacher notices
object is displayed and considered. a stude nt is usi ng big blocks of color in
Often, original art (student or adult) a lar ge-scale painting, a picture of
is viewed and discussed, as are art color-field atiist Mark Rothko could be
reproductions or video clips. shared . Const ru ct ing this sort of per-
Introducing topics this way assures sona l connection between student-gen-
that standards are addressed for all stu- erated art and that of the larger world
dents. Most students will move off onto of art can have a high impact.
their own work following the whole
group lesson, while others slay and work INFORMAL PEER-TO -PEER Skyler. Strategy #S: " Student Expert s
with the new concept, material or tech- TEACHING The art room Tea ching Whole Group." Sometime s
nique. Students know they have the provides opportunities for through both practice and pa ssion , students
option of further exploring this new students to attain specific, develop specialized skills w ith specific
material al any point during the year. s oug ht-afte r skills. Often a material s or processes. Students who attain
Since the classroom is set up for stu- student becomes an expert with a cer- a high level of proficiency mak e enthusias
dents lo access on their own, they can tain mate rial or procedure and can tic tea cher s in their ar ea of specialization .