TEACHING STRATEGIES
MOTIVATION: When properly achieved, motivation can lead to the successful execution of various other teaching strategies. If students have an inherent drive or interest in the subject, a flow is created in the classroom. By motivating students, I expect that they take responsibility for their learning and creations- rather than passively accepting assignments and material. The majority of the excellent works I've witnessed have been made by students excited about what they were making, which resulted in a genuine desire to meet the challenges it posed. To elicit this motivation, it is vital that the teacher closely observes the interests and styles of each individual, as well as generates an energy of excitement his or herself.
DISPLAY STUDENT WORK: Whether presented outside the classroom, in the school lobby, or in a community building, displaying student work offers the opportunity for viewers outside the classroom to peek in. Not only is it a strong advocate for the arts, but it provides an open conversation about student progress, learning, and talent. Showcasing samples of exemplary work also gives classmates the opportunity to discuss their aesthetic opinions, preparing them for critiquing skills that they will use in the future. For those that have their work on display, it instills a sense of pride and achievement- one that they would be more likely to pursue again in their later projects. Also offered is the opportunity to reflect on their past works and note their progress throughout the year. Displaying student work gives all students the chance to see examples of great pieces and be proud of their classmates, as well as create a drive to achieve the same.
JOURNAL KEEPING: In order to keep a personal record of intellectual and creative growth, I encourage that students keep a journal. This serves as an outlet where they can collect all plans and approaches to an assignment or simply sketch an idea that had been following them all morning. Posing "do now"s during the first few minutes of class prepares their minds for the change in subject, as well as starts a flow of creativity by expelling any mental blocks. By creating a personal style of note-taking or sketching, students may find a technique that helps them approach challenges in other subjects. Journals can serve various purposes that go beyond planning future projects, such as visiting reasons that one may have failed and forming possibilities of addressing those problems. Whether filled with sketches, notes, blue prints or poetry, journals offer the students a means of recording valuable thoughts and progress, and a skill that can benefit any career path they may take.
HOMEWORK: In order to continue critical thinking and note inspirations to be found outside the art classroom, I believe that students should be assigned art homework. By doing so, art lessons would transcend the confines of simple construction within the allotted period and become as conceptual and universal as their science work. The mission is that this presence beyond the classroom would enable the students to make outside connections and apply aesthetic opinions to everyday visuals.
DISPLAY STUDENT WORK: Whether presented outside the classroom, in the school lobby, or in a community building, displaying student work offers the opportunity for viewers outside the classroom to peek in. Not only is it a strong advocate for the arts, but it provides an open conversation about student progress, learning, and talent. Showcasing samples of exemplary work also gives classmates the opportunity to discuss their aesthetic opinions, preparing them for critiquing skills that they will use in the future. For those that have their work on display, it instills a sense of pride and achievement- one that they would be more likely to pursue again in their later projects. Also offered is the opportunity to reflect on their past works and note their progress throughout the year. Displaying student work gives all students the chance to see examples of great pieces and be proud of their classmates, as well as create a drive to achieve the same.
JOURNAL KEEPING: In order to keep a personal record of intellectual and creative growth, I encourage that students keep a journal. This serves as an outlet where they can collect all plans and approaches to an assignment or simply sketch an idea that had been following them all morning. Posing "do now"s during the first few minutes of class prepares their minds for the change in subject, as well as starts a flow of creativity by expelling any mental blocks. By creating a personal style of note-taking or sketching, students may find a technique that helps them approach challenges in other subjects. Journals can serve various purposes that go beyond planning future projects, such as visiting reasons that one may have failed and forming possibilities of addressing those problems. Whether filled with sketches, notes, blue prints or poetry, journals offer the students a means of recording valuable thoughts and progress, and a skill that can benefit any career path they may take.
HOMEWORK: In order to continue critical thinking and note inspirations to be found outside the art classroom, I believe that students should be assigned art homework. By doing so, art lessons would transcend the confines of simple construction within the allotted period and become as conceptual and universal as their science work. The mission is that this presence beyond the classroom would enable the students to make outside connections and apply aesthetic opinions to everyday visuals.