Doug Anderson

Professor Ward
Art 133 am
11/4/15
Unit Paper #5
Throughout history and across cultures people have been concerned with structures and
systems. Standards and guidelines are a way of putting structure to how educators teach children
things in schools. Society has seen many structures like this in every workplace. In the National Core
of Art Standards, it says that my target group (4 th graders) should be able to brainstorm multiple
approaches to a creative art or design problem and collaboratively set goals and create artwork that is
meaningful and has purpose to the makers. The pictures that we chose were from a list of artists that
the professor chose but the way we combined them all into a collage was up to us. This was a good
exercise of free play as well as structure. Our class added different colored light and music to appeal
to more than one sense. The structure of our lesson plan will include an appeal to more than one
sense as well.
When we did our first studio of this studio of this unit we had some structure on our page.
They werent instructions but they were requirements and we were free to use them in any way. In
Walkers book in Chapter 7 on page 116 he states, If students are overtly encouraged to question,
take risks, experiment and so forth, they will more likely follow a discovery process when creating
artworks. (Walker, 2001) He means here that an open structure in art is that children need to learn.
Our first studio was a good example of this because it only gave a few requirements then we could
add on and interpret the requirements in our own way. In making a lesson plan in an elementary art
class, I would make the children work together in groups similar to how our class did on the last
studio and they will also set goals such as the amount of certain materials or the emphasis on line,
shape, movement or rhythm in their works as well. This incorporates teamwork and collaboration
like in the standard for creation. Structures and systems are important for the assignments in art but
not as much so in the actual art itself.

Walker, S. (2001). Teaching meaning in artmaking. Worchester, MA: Davis.