SchoolArts Magazine

MAY-JUN 2012

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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Page 14 of 52

Managing The aRTRooM Strive for Artistry Tricia Fuglestad N agging doesn't motivate trade quantity for quality. This isn't students to do great things; always an easy choice. It may require at least that is what I have altering expectations from students, found. They seem to have administrators, and parents about how an amazing ability to not hear me many pieces can be completed in one when I start sentences with "Don't school year. My goal is to have five forget to . . . " So I began using the finished pieces of art for the year at magic of computeach grade level. ers to communiI began using the magic of This approach also cate my important computers to communicate requires training (nag-like) messages students to think my important (nag-like) in unexpected and of producing art in messages in unexpected engaging ways. At thoughtful steps and engaging ways. last, my students over a span of started to listen time. to my concerns. This changed their Good artistry is an evolving notion artwork, changed my frustration level, in my artroom. When I look back at and, best of all, inspired students to the artwork my students have made take pride in their art. over the past dozen years or so, I see that what I thought was good has changed based on my knowledge of Teaching good artistry students' abilities, my strategies for Some art experiences help students instruction, my time constraints, explore processes and techniques or, more commonly, the unforeseen by allowing them to get messy, take issues that arise during art producchances, and fearlessly play. However, tion. When I repeat an art project, I I'm not talking about those experitry to reflect on what went wrong or ences when I refer to artistry. Instead, right, and what I can improve about I teach artistry to my elementary stumy instruction, and the process. dents to help them build their skills and produce the best-finished products possible (as explained by Mr. CraftsMotivating Videos man who keeps a tidy ship, vimeo. Managing students and supplies has com/6389581). everything to do with success in the artroom. If students come into the Good artistry needs to start with artroom as if it's still recess, you'll a decision from the art teacher to 12 May/June 2012 SchoolArts have trouble getting them to focus on thoughtful art-making. So, to help prepare my young artists for artistry, I created these motivating videos: • StayNeat ( • TheListenPlea (vimeo. com/6363696) • BlahBlahOops (vimeo. com/6388953) • TheArtRoomAnthem (vimeo. com/4845385) avoiding Mistakes To help students avoid common mistakes, I created the following videos: • YoungSloppyBrush (vimeo. com/6192408) • ComplementaryinEveryWay ( • InterviewwithMr.Pencil ( • WhiteSpotInspector ( • BlackMarker (vimeo. com/6397263). My aim is to create a culture of artistry in the artroom and make it a place where the expectation is for students to try their best and show pride in their work, whatever it takes. TriciaFuglestadisanartteacherat DrydenElementarySchoolinArlington Heights, Web Link

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