SchoolArts Magazine

Summer 2019

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

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14 SUMMER 2019 SchoolArts T H E O P E N A R T R O O M T here is one question that is often asked about choice-based pro- grams: Does choice-based teach- ing meet the standards, and if so, h ow? The answer is a resounding yes. The standards align perfectly with choice-based teaching, and in particu - lar, they align with TAB (Teaching for A rtistic Behavior). Here's how. Which Standards? Though there are state and some- times even local standards, for the p urpose of this article, we'll be refer- ring to the National Core Art Stan- dards, specifically, we'll be referring t o the eleven anchor standards for visual arts. The standards were cre- ated as a method to allow arts educa- tors to develop a unified quality arts e ducation program. The standards are constructed of four high-level An Overview of the Artistic Process To align the standards, our next step is to take a look at the artistic process students engage in when creating a work of art. The artistic process com - prises four phases: inspiration, develop- ment, creation, and reflection. Here's a n overview of the four phases along with matching student expectations: Inspiration: This is the beginning phase when students gather informa- tion by responding to artwork, artistic concepts, methods, or processes to generate a vision. Development: The second phase of the process asks students to make a personal connection with what they found to be inspiring, and design ideas that might later be developed into visual works of art. Creation: Once they have developed an idea, students plan and create works of art that represent their vision. Reflection: Upon completion of the art, students reflect on their efforts. If the work has successfully met the expectations of their vision, they may contemplate a method for presenting their work and sharing it with others. The Standards Realigned The artistic process follows a par- ticular order. First, it asks students to look at art. Second, it asks students to find inspiration in that art. Third, it asks the student to create art. Finally, it asks the student to reflect and pres- ent art. All four of these phases are covered by the Standards; however, they are not aligned. The Standards were not necessar- ily created to be used in any particular o rder. However, they are presented in order, numbered 1 through 11. We view in the following order; Creating, Presenting, Responding, Connecting. In this order they do not align with the Artistic Process. However, since the Realigning the Standards Ian Sands components—creating, presenting, responding, and connecting—and are considered essential for any arts-based program. An Overview of Anchor Standards To better understand how the standards align with choice-based teaching, it is beneficial to understand each of the four components. The following provides a general overview of each of the four core anchor standards: Creating: The first set of standards, which includes anchor standards 1, 2, and 3, is what most would consider the heart of any art program. This set covers the art-making process including generat- ing and organizing ideas, developing a plan, and engaging in the physical process of making art. Presenting: The next set, which covers anchor stan- dards 4, 5, and 6, asks students to consider why and how art should be presented to an audience. This includes deciding which work should be presented, determining how best to present the work, and what meaning might be conveyed through the presentation of the art. Responding: Anchor standards 7, 8, and 9 asks students to analyze art, interpret meaning behind the work, and evaluate the art. This set of standards may refer to students' work or may be extended to include responding to works of art in general. Connecting: The last set of standards, anchor standards 10 and 11, asks stu- dents to connect with art through either p ersonal experiences or outside sources such as society, culture or history. CONTINUED ON PAGE 38. Illustration by Ruby R, a student at South Brunswick High School.

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