MANAGING THE ART ROOM

A section of the final composition from students Austin and Rithwik. 

Jennifer R. Ferrari

In the choice-based studio, students pursue their original ideas and make decisions about their work. This learner-directed environment nurtures authentic art-making and empowers students to direct their own artistic discovery. Running a choice-based art room is neither a laissez-faire nor a complex task. By following a simple scope and sequence, art teachers can eliminate teacher-designed projects from their curriculums and encourage their students to start thinking like artists.

Children are capable of mining their own imaginations and experiences for ideas, but teachers can help the process along by posing open-ended questions that generate further exploration of themes and ideas that are of genuine interest to students.

In response to a prompt I gave students about personal identity and symbolism, a fifth-grader named Austin showed me some doodles he created on his sketchbook cover. His drawings caused me to ask additional questions to elicit specific information to help gauge and guide his interests: “What color scheme do you use in the designs?” and, “How do you determine the shapes and line quality?” It’s a teacher’s responsibility to ask these types of follow-up questions that both challenge and propel the student forward as they continue their work.

By following a simple scope and sequence, art teachers can eliminate teacher-designed projects from their curriculums and encourage their students to start thinking like artists.

When students control their own art-making, they develop a mastery of their chosen materials and tools. Teachers can support this evolution by providing short demonstrations in art-making techniques and care procedures, that help guide students as they begin making choices. Awareness and resourcefulness also develop as an aftereffect of this independence.

Austin had been exploring a very specific style of art-making (involving green sticky notes and dry-erase markers) for a few weeks and had carefully constructed a storage bin on the side of his desk to keep his materials safe.

A makeshift caddy for drawing tools.

Giving students an open, judgement-free, and encouraging space in which they can explore their ideas is essential. Offering possibilities to expand on an idea is one of our responsibilities as teachers, but sometimes stepping back and allowing discoveries and decisions to be made by students is best. Being an alert and flexible teacher is critical to a successful choice-based environment.

Austin’s drawings were created with a variety of lines, patterns, and colors. Occasionally, the colors bled through to the note underneath, which influenced the next design in his series. He collected them all in his sketchbook but quickly ran out of space. At this point, I asked if he had considered presenting them together in a series. He had, but he wasn’t sure how to combine all of his work into one piece. I offered him larger paper, and he said he wanted to give it a try.

Changing the role of teacher from “sage on the stage” to “guide on the side” is crucial to growing independent learners. We help students build the confidence to face challenges, pose difficult questions, and search for answers required to further their learning. Asking guiding questions that encourage students to reflect on their work and process develops their artistic and critical thinking. With this confidence comes the desire to share work and knowledge with others.

As Austin worked in the studio, I asked him questions about how he planned to organize his individual works on the larger paper, which he reflected on verbally. As the piece grew, Austin’s classmates began to notice and take interest in his art. A friend, Rithwik, asked to learn how to make the unique designs. Austin became the teacher and instructed Rithwik in his artistic process, reminiscent of an artisan guild’s master and apprentice structure. A third friend joined in as well.

Helping students to curate original ideas where they are authentically learning and making is the first step in thinking like an artist. Once this foundation is laid, much of what comes next will develop organically. To get the most out of a choice-based environment, share the teaching and learning responsibilities with your students who are eager to step up and take command of their education.

The three artists have created a vast amount of work, changing the colors of the designs and the canvas sizes and shapes as they progressed. Together, they formed an owner/co-owner institution and, as of today, they have plans to continue making art for both themselves and for their school community.

Jennifer R. Ferrari is the art teacher at Lane Elementary School in Bedford, Massachusetts. jennifer_ferrari@bedfordps.org, @theroomwithahue