SchoolArts Magazine

FEB 2019

SchoolArts is a national art education magazine committed to promoting excellence, advocacy, and professional support for educators in the visual arts since 1901.

Issue link: http://www.schoolartsdigital.com/i/1067372

Contents of this Issue

Navigation

Page 45 of 54

T H E O P E N A R T R O O M R ecently, each member of my fam- ily gave me new clothes for my birthday. Later that night, we decided to go out for dinner to celebrate. I thought it would be consid- erate of me to wear my new gifts. My wife gave me a few new button-down shirts. I picked out a red plaid shirt and put it on. My daughter, who has the most fashion sense, gave me a purple fedora hat, which I placed on my head. Finally, my son, who has little fashion sense, gave me a lime-green tie. I tied it round my neck. My wife took one look at me, laughed, and said, "You're not wearing that. You look ridiculous!" She was right. In an effort to make everyone happy, I tried to squeeze too much together. Each piece of clothing might have worked separately, but not all at the same time. Trying to put together things that don't always go together isn't just for poor dressers. Art teachers sometimes run into this issue as well, especially when writing lesson plans. We want to cover artists, we want to teach techniques, and we want to introduce new concepts. We want to do this all in one lesson, especially if we are familiar with writing discipline-based art education (DBAE) plans. However, this type of planning doesn't fit well in an Open Art Room, where every student may be working on a different type of artwork. One solution to con- sider is modular teaching. Modular Teaching The modular teaching approach is based on the concept of emergent cur- riculum, which allows the teacher to plug in content as they deem neces- sary for the needs of the class. In this method, the teacher presents content range of different media and styles, is an excellent way to provide art-mak- ing inspiration. Slideshows of a par- ticular artist or a type of artwork can easily be compiled. Better still, com- bine the slideshow with a video. Web- sites such as ThisIsColossal.com or BoredPanda.com are excellent sources of intriguing artists and artwork. Suggested Artists: • Chris Wood: Light series • Terry Border: Bent Objects series Module Two: Topic Tuesday Understanding how artists think and work is at the heart of the art-making process. Artists rarely sit down and create art without first thinking about why or how they are making it. In a more structured class, artistic behav- ior units can be used to create unit plans. "Artists Steal" (SchoolArts magazine, April 2017) or "Artists Solve Problems" (SchoolArts maga- zine, October 2018) are two examples. However, in an Open Studio class, these same artistic behaviors can be presented as stand-alone concepts without attaching a project lesson. As in module one, slideshows of a particu- lar artistic behavior can be compiled. Likewise, there are many videos and TED Talks that could be presented. Building a D namic Art Program with Modular Teaching Ian Sands as individual packets of informa- tion. Packets range from artists and artworks to artistic concepts to tech- niques, demos, and warm-ups. Unlike the DBAE lesson plan, modular teaching isn't a method for presenting projects. Modular teach- ing enhances the Open Art Room by offering inspiration in the form of art- work, concepts, and techniques, while students' artwork and project ideas are still self-directed. The following modules are provided as a suggested method for presenting information to your class. Each school and each art class are unique, so it is up to the teacher to determine which packages and in what order the mod- ules will be presented. Module One: Meet the Artist Monday Presenting an artist or genre of art- work first thing on Monday is a great way to start the week. Introducing students to a variety of artworks from traditional to contemporary, in a wide Modular teaching enhances the Open Art Room b offering inspiration in the form of artwork, concepts, and techniques CONTINUED ON PAGE 41. Caption 12 FEBRUARY 2019 SchoolArts CONTINUED FROM PAGE 12. Advertiser Index Advertiser Page ACMI 41 AMACO 15, CIII Bailey 13 Blick Art Materials CIV Davis Publications CII, 7, 16, 45, 46, 47 Kiss-Off 41 NAEA 4 L&L Kilns 2 Skutt 1 The SHOP Page Beautiful Stuff 43 Beautiful Stuff from Nature 43 Curator's Corner 43 Documenting Children's 43 Meaning The Open Art Room 44 Royalwood 44 SchoolArtsRoom 44 Youth Art Month 44 THE ORIGINAL K iSS-OFF ® Stain Remover Before you throw it away... try Kiss-Off! KissOff.com "I had gotten blue oil paint on one of my fall coats... I felt like I should give Kiss-Off ® a try and lo and behold no more dried on oil paint! My jacket was saved." ~Malissa Removes: Ink · Oil Paint · Grease · Makeup · Blood · Lipstick · Coffee · Red Wine · Grass Stains & More Ideal for Classroom, Travel & Art Studio MADE IN THE USA Suggested Concepts and Artists: • Artists Are Inspired by Science and Math, Nathalie Miebach • Artists Collect and Synthesize, Angela Haseltine Pozzi: Washed Ashore Module Three: Techniques on Friday One of the questions those unfa- miliar with student-driven teach- ing ask is: How do students learn techniques? With a traditional art lesson, a skill is taught and then the student is asked to incorporate that technique into a given project, but this isn't always the case in the Open Art Room. "Techniques on Friday" is one method for the choice teacher to make sure his or her stu - dents are learning new skills. Start each Friday by presenting a new skill or technique to your class. Students might work on these skills in their sketchbooks or on material provided by the teacher. These lessons would be relatively short, perhaps twenty minutes in total. The skills do not have to relate to any particular assignment or project. Each tech - nique taught can be a stand-alone exercise with the sole purpose of pro - viding students with a new tool for their artistic toolbox. Suggested Techniques: • blind contour line drawing • exploring textures • negative space drawings • balance, proportions, facial fea- tures • introduction to photography Ian Sands is a visual arts instructor at South Brunswick High School in South- port, North Carolina, and co-author of The Open Art Room, available from Davis Publications. artofsouthb.com SCHOOLARTSMAGAZINE.COM 41

Articles in this issue

Links on this page

Archives of this issue

view archives of SchoolArts Magazine - FEB 2019