Envision...Plan...Create...Reflect
Recently I noticed a huge spike in views of my previous post about implementing choice based visual arts classes, and it reminded me... I never posted my first attempt at implementing a full choice based model within my classroom this past year!!
The image to the left is a written out version of an artistic process to students. They use this document to guide themselves through their artistic thinking, and to prompt conversation which leads to a deeper understanding of what they're doing, and reflection upon their process. Being at a bilingual school, of course this is in English and Spanish so all students can utilize it. Also, students use a small foam square/piece of paper throughout the class to place it on the step they're on so I know where they are in their process and can prompt with proper questioning.
The document to the right is how we begin brainstorming what a student wants to create. They first complete the "Art Search" where they find a piece of artwork they find unique or inspiring. This piece typically guides them and helps them
Envision for the next page "Creation Brainstorming" where they begin to
Plan their own project.
What comes next?
CREATION of course! Once students have finished their creation brainstorming page, we hold a mini-conference where we go over exactly what they have
envisioned and the way they
plan to execute their design. This conversation is crucial and many times students end up revising their plan 1-2 times before moving on to the
create stage. For classroom set up, I typically have students sit within the same artistic media, or project type so they can assist one another when they encounter a challenge. This also creates a great classroom environment as it pushes students to build friendships with classmates they might not usually choose to socialize with in another environment!
Above you can see an image of one student working on a landscape, and another is working on the interior design of a building. The image on the right shows students in the
reflection stage. The artist of the piece chose to create a collage of various soccer items, and wanted help arranging each individual piece he made. Rather than immediately coming to the me for help, he sought out the advice and thoughts of his classmates. This involved 3-5 classmates, which sparked a larger conversation about composition, balance, and symmetry.... all without the assistance of the teacher!!!
(I can't lie it was one of those proud moments that made you want to cry, but also left me feeling a little useless since they could do it all themselves!!!)
Above are some final product examples from students in my first attempt at a full choice based instructional model. Not only did it push my students to
envision and
create these amazing final products, but it truly increased their motivation, investment, and sense of pride in themselves and their work. I've never had students ask, beg, and plead for me to come pick them up during morning recess, lunch, and their average recess so they can continue working on their project. Students also gained a sense of ownership and responsibility for their classroom. Students did a remarkable job keeping supplies orderly and taken care of!
Notice the folder on the table in the third image? It's the equivalent of an art vocabulary word wall in one compact file folder! I'll be doing a blog post on it soon! It's a great bilingual teaching resource!!
