SchoolArts Magazine

OCT 2014

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 40 of 58

topics with me as they worked. One student shared that he battles with dyslexia and has found in art a way to transcend his disability. Another shared that she some day hopes to find her birth mother in the Ukraine. These are topics that aren't in my lesson plan or rubric, but instead are chosen by students. Giving them a voice in the process of developing art- work expands the planned curriculum in ways not originally envisioned. Reflective Critiquing Asking students to present and respond via the critique process prompts some profound thoughts, both in the written responses to their peers' work and as they reflect on their own art-making processes. The critical thinking involved in this eval- uation is part of the creative process at the highest levels. I am so proud of the work these students do, and I hope that their discoveries last a lifetime. Assignment: Handmade Artist Books Present the following objectives and process to your students: Create a handmade book using either altered art or handmade binding techniques. Use your original illus- trations to create the cover and six double-page spreads within the book. High School Studio Lesson problem-solving involved as students learn how to make a book by hand. The technical process, though, is only one part of the assignment. Sharing Voices The thinking process that students engage in over the course of the proj- ect is difficult to capture through a rubric, yet this is where the real learn- ing and development takes place. Stu- dents connecting to what personally matters is a vital part of this process, and students share stories of many R ecently on my blog I dis- cussed attending the National Art Education Association (NAEA) convention, where one of the big themes was about the process of art-making, not necessar - ily the product. The focus on process allows students to "fail" in productive ways as they creatively solve the prob - lem of a specific assignment. It struck a chord with me that art is about the "big picture;" that it's the ideas and thinking process that produce truly complex art. The new National Art Standards embrace this idea, as they involve four aspects of the art process: creat- ing, responding, presenting, and con- necting. These concepts draw a wide perimeter in which to teach and learn. Process in Practice Students in my drawing, painting, and digital photography classes explore themes that are personally relevant to them. The resulting work is beautiful, but it's the process of creating that is truly inspiring. There is also technical MAKING MEANING WITH Jeanne Bjork Handmade BOOKS Giving students a voice in the process of developing their artwork expands the planned curriculum in ways not originally envisioned. 36 October 2014 SchoolArts

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