By Nina Benson
To see the bigger picture or not, is the question…
…To micro manage at the sake of product is another question…
"…Tis’ nobler…" to have all the children create carbon copies of the same drawing or be creative?...
What is my goal as an art teacher?
At the early stages – I teach skills – the basics. I establish the academic page that the majority of the students are on. With regard to the middle stages; I ready students to apply those initial skills and thus produce art that is reflective of the knowledge those skills – This takes about two to three projects to achieve. By the time a student is at the end stages with their tenure with me; the expectation is for the students to self direct and apply all they have learned on multiple levels. I encourage creative freedom; where students freely choose various mediums as well as the direction of the outcome. I may supply the theme/topic, however, how each student arrives at the endpoint is their application of fore knowledge. I give the students the keys to the plane and they soar… most times.
In the earlier stage, my expectations are modest. Students are a full spectrum of skills, so lessons have the potential to serve as an assessment for my direction with a particular class. Does this mean that product is sacrificed in the wake of process – yes; especially when the goal is for the child to merely learn the use of the materials and acquire a basic understanding of art terms. At this level students may not have "skills" - they are "learning".
As young girls compare themselves to movie star images plastered on magazines at the check-out line and develop low self esteem as a result; students compare their finished products to one another and develop a low creative view of themselves as they determine that their product doesn’t measure up to those that have more talent or simply have done something more creatively.
My desire for students is to be accomplished with their understanding of the process; knowing that the accomplishment is understanding the use of the material and skills.
Regardless of stage, capabilities may often trump product, which is why it is so important for the student to understand that not everyone has the same abilities and the end result is not going to be the same. When a student is incapable of “producing” what is required due to challenges, it is my intent to not encourage the student to settle, however to “thrive” with the abilities that they have. I am determined that these students move forward with the understanding of knowledge of proper use of materials. Additionally, concerning the end product, I want students know that they have accomplished a goal. They would have done their best – which is why I stress with every student everyday to give their best everyday, no matter what it takes.
To see the bigger picture or not, is the question…
…To micro manage at the sake of product is another question…
"…Tis’ nobler…" to have all the children create carbon copies of the same drawing or be creative?...
What is my goal as an art teacher?
At the early stages – I teach skills – the basics. I establish the academic page that the majority of the students are on. With regard to the middle stages; I ready students to apply those initial skills and thus produce art that is reflective of the knowledge those skills – This takes about two to three projects to achieve. By the time a student is at the end stages with their tenure with me; the expectation is for the students to self direct and apply all they have learned on multiple levels. I encourage creative freedom; where students freely choose various mediums as well as the direction of the outcome. I may supply the theme/topic, however, how each student arrives at the endpoint is their application of fore knowledge. I give the students the keys to the plane and they soar… most times.
In the earlier stage, my expectations are modest. Students are a full spectrum of skills, so lessons have the potential to serve as an assessment for my direction with a particular class. Does this mean that product is sacrificed in the wake of process – yes; especially when the goal is for the child to merely learn the use of the materials and acquire a basic understanding of art terms. At this level students may not have "skills" - they are "learning".
As young girls compare themselves to movie star images plastered on magazines at the check-out line and develop low self esteem as a result; students compare their finished products to one another and develop a low creative view of themselves as they determine that their product doesn’t measure up to those that have more talent or simply have done something more creatively.
My desire for students is to be accomplished with their understanding of the process; knowing that the accomplishment is understanding the use of the material and skills.
Regardless of stage, capabilities may often trump product, which is why it is so important for the student to understand that not everyone has the same abilities and the end result is not going to be the same. When a student is incapable of “producing” what is required due to challenges, it is my intent to not encourage the student to settle, however to “thrive” with the abilities that they have. I am determined that these students move forward with the understanding of knowledge of proper use of materials. Additionally, concerning the end product, I want students know that they have accomplished a goal. They would have done their best – which is why I stress with every student everyday to give their best everyday, no matter what it takes.