MANAGING THE ART ROOM

Alyssa Krepps

Suddenly faced with teaching online during the pandemic, I wondered if a flipped classroom would enhance student learning at the elementary level. Formulated at Harvard University, the flipped classroom is a pedagogical model driven by physics professor Eric Mazur’s Peer Instruction model. In a traditional higher education milieu, class time is used solely for a transfer of knowledge or concepts provided through teacher-directed lectures. In the flipped classroom, students are assigned core concept readings to complete before class, allowing class time to be dedicated to hands-on student-driven activities and collaboration with peers.

The intended focus of any flipped classroom is to build student ownership and independence.

The intended focus of any flipped classroom is to build student ownership and independence. The words “student ownership” piqued my interest as I considered how to build student interest and independence while teaching online. Upon further reading, I decided it was time to give this model a try. What follows are my discoveries and reflections on what works when implementing a flipped classroom at the elementary level.

The Flipped Classroom in Action
I began to implement this teaching method in my art room by watching and dissecting content or a recorded demonstration with my students at the beginning of each new lesson. I soon discovered this approach allows more one-on-one time with students and ensures demonstrations are thorough and consistent across classes. It also allows for a demonstration to be slowed down or repeated as many times as necessary. When students are working independently, they have the ability to refer to the content as much as needed using their own device.

Alyssa Krepps demonstrates clay techniques in a video for students. Photos courtesy of Alyssa Krepps.

This technique has become useful when I’m presenting new procedures or demonstrating specific techniques such as clay, tying a knot, or sewing stitches. I either create my own video demonstrating the process using a document camera or display and discuss an existing video. Either way, the video is later sent to the students. When previously teaching these techniques, I struggled with helping everyone in a timely fashion. By implementing this method, I can now direct students to specific sections of the video while they wait for my support. This encourages independence and confidence and is especially helpful for students learning from home.

The Flipped Classroom and LMS
Another great way to “flip” an elementary art room is by using a Learning Management System (LMS) such as Nearpod. Nearpod allows students to interact with content either independently or as a whole group on their own devices. Teachers can create a customized presentation that includes interactive activities, embedded questions that can be answered while watching a video, and various games. Teachers are then provided the data in real-time. This data can be used as a formative assessment to address student needs. 

An LMS such as Nearpod, Peardeck, or Blooket is instrumental for students who are learning specific facts, processes, or terms. For example, during the class prior to working with clay, I use a Nearpod titled “Ms. Krepps’ Clay Bootcamp” to introduce students to clay procedures such as supply distribution and cleanup. By front-loading this information, my students are able to dig into studio time and primarily focus on creating during class time.

Reflections on Using a Flipped Classroom
When initially concluding my research and implementing my findings into my classroom, I was overwhelmed by the thought of filming, editing, and uploading content for all my courses. However, I learned that when I am not able to find what I need on YouTube, I can easily record my first demonstration and later edit it to be used for subsequent classes. This alleviates the pressure to find the time within the school day to record the videos.

While the traditional flipped classroom is not geared toward an elementary art room, it has become an integral part of my classroom. The success of flipping instruction has evolved as I continuously gather and implement modifications in response to my students’ needs. My learners are now equipped with the additional tools they need to work independently as artists.

Alyssa Krepps is an art teacher at Nitrauer Elementary School in York, Pennsylvania. abkrepps@yahoo.com