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.

Issue link:

Contents of this Issue


Page 42 of 54

2 800-533-2847 | 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 specifically in regards to a choice-based program: Does choice-based teaching meet the standards and if so, how? The answer is a resounding yes. The Standards align perfectly with choice-based teaching, and in particular, they align with TAB (Teaching for Artistic Behavior). Here's how. Which Standards? Though there are State and sometimes even local standards, for the purpose of this article, we'll be referring to the National Core Art Standards. Specifically, we'll be referring to the eleven anchor standards for Visual standards may refer to the student's 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 the student to connect with art through either personal experiences or based on outside sources such as society, culture or history. An Overview of the Artistic Process To align the Standards, our next step is to take a look at the Artistic Process the student engages in when creating a work of art. The Artistic Process in complied of four phases, Inspiration, Development, Creation, and Reflection. Here's an overview of the four phases along with matching student expectations: Inspiration: This is the beginning phase where the student gathers infor- mation by responding to artwork, artistic concepts, methods, or pro- cesses to generate a vision. Development: The second phase of the process asks the student to make a personal connection with what they found to be inspiring, and design and idea that might later be developed into a visual work of art. Creation: Once they have developed an idea, the student plans and cre- ates a work of art that represents their vision. Reflection: Upon completion of the art, the student reflects 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 partic- ular order. First, it asks the student to Re-Aligning the Standards Ian Sands Arts. The Standards were created as a method to allow arts educators to develop a unified quality arts education program. The Standards are con- structed of four high-level components that are considered essential to any arts-based program. These include Creating, Presenting, Responding, and Connecting 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 compo- nents. The following pro- vides 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 cov- ers the art making process including generating and organizing ideas, developing a plan, and engaging in the physical process of making art. Presenting: The next set, which covers anchor standards 4, 5, and 6, ask the student to consider why and how art should be presented to an audience. This includes decid- ing which work should be pre- sented, determining how best to present the work, and what mean- ing might be conveyed through the presentation of the art. Responding: Anchor standards 7, 8, and 9 asks the student to analyze art, interpret meaning behind the work, and evaluate the art. This set of CONTINUED ON PAGE 38. Illustration by Ruby R, a student at South Brunswick High School. CONTINUED FROM PAGE 14. Wouldn our students love to see their artwork on the cover of our Art Advocac onthl lanner? We would! Eac ear, Davis Publications creates a planning calendar full of artist birthda s, holida s, quotes, and articles on advocac . In 2020–2021, our cover will showcase student artwork that reflects on celebration. Submi our students' work toda For more information, visit . our program, an our students! PROMOTE A U G U S T 2 0 1 9 – A U G U S T 2 0 2 0 Planner MONTHLY A R T E D U C AT I O N A DVO C AC Y G U I D E Standards were not meant to be presented in any order, we have the freedom to rearrange their order. When re-ordering the standards to the following: Responding, Connecting, Creating, and Presenting, we notice how well they align with the Artistic Process phases; Inspiration, Develop- ment, Creation, and Reflection. Here is an explanation of the Artis- tic Process again, along with the rear- ranged, aligned Standards. Through the Artistic Process: • First, students Respond (Anchor Standards 7, 8, and 9) and are inspired (Inspiration Phase) by art. • Second, students Connect (Anchor Standards 10 and 11) and develop an idea (Development Phase) to convey meaning. • Third, students plan and Create (Creation Phase) (Anchor Standards 1, 2, and 3). • Finally, students reflect (Reflection Phase) and Present (Anchor Stan- dards 4, 5, and 6). By rearranging the order of the Standards and aligning them with the Artistic Process, it is easy to acknowl- edge which Standards a student is cur- rently working through. Furthermore, there is evidence of how and when each Standard was met. Finally, when a student has completed the four phases of a project, they will have met all the Standards. 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 now from Davis Publications. Create new and uniquel nclusive wa s fo our class to work together building art that explores image-making at its most epic. Rooted in the power of collaboration, the PiktoTape Method builds confidence and motivates students to develop innovative solutions to design challenges. Discover the fun and engaging process of drawing together with tape. Grades K–12. Spiral bound. $49.95 INTRODUCING To learn more, visit . 38 SUMMER 2019 SchoolArts

Articles in this issue

Links on this page

Archives of this issue

view archives of SchoolArts Magazine - Summer 2019