SchoolArts Magazine

May 2016

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 19 of 50

H I G H S C H O O L APPAREL e l e v a t e d Stephanie Silverman T here has been an exciting shift in education lately, and creativity and the cre- ative process are finally in the spotlight. As art educators, we have known the value of creativity all along, and whether we realize it or not, we are masters at employing both systematic and interdisciplinary problem-solving methods. I am often asked how I come up with my assignments, and more often, how and why students' results continue to be so successful. I have found that what works best in my classroom is the development of an open-ended problem that can be interpreted an infinite number of ways. However, a framework of limi- tations must always exist in order to provide constraints. Without question, this approach can be quite scary for the art educa- tor and requires a nimble and flexible teaching style. Since the outcome is not fixed or known, it demands a complete surrender to unpre- dictability. As an example, I've broken down my success- ful and fun found-object apparel design project into systematic stages. 15

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