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    The document discusses structures and systems in art education. It notes that while subjects like math and English have clear standards, art is limitless and allows for multiple solutions. As a teacher, providing themes, examples, and models can help students expand their ideas but forcing specific structures during open studio time is inappropriate. Having student groups come up with and structure their own art projects is a good way to understand standards and systems in art.

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    The document discusses structures and systems in art education. It notes that while subjects like math and English have clear standards, art is limitless and allows for multiple solutions. As a teacher, providing themes, examples, and models can help students expand their ideas but forcing specific structures during open studio time is inappropriate. Having student groups come up with and structure their own art projects is a good way to understand standards and systems in art.

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    © All Rights Reserved
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    12 views1 page

    Unit5 1

    Uploaded by

    api-302641381
    The document discusses structures and systems in art education. It notes that while subjects like math and English have clear standards, art is limitless and allows for multiple solutions. As a teacher, providing themes, examples, and models can help students expand their ideas but forcing specific structures during open studio time is inappropriate. Having student groups come up with and structure their own art projects is a good way to understand standards and systems in art.

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    of 1

    BarbieNolan

    ProfessorWard
    Art133pm
    November5,2015
    Unit5
    Thebigideaofstructuresandsystemsisheavilyprevalentinmanyschoolsand
    classroomstoday.TheCommonCoreStateStandardsisastructuredsetofstandardsthatthe
    childrenareexpectedtomeetattheendoftheyear.Althoughthesestandardscanbeappliedto
    subjectssuchasmathandEnglish.Arthasnorealstructuresorsystemsthatartistsmustabide
    byinordertocreateart.TheartsteachchildrenthatproblemscanhaveMOREthanONE
    solutionandthatquestionscanhavemorethanoneanswer(Eisner,2002).Inartarethereare
    noboundariesorlimitsorrulesthatyoumustabideby.Artistscanstructuretheirartworkina
    certainwayandfollowdifferentsystemsbutartitselfislimitlessandfree.
    AsateacherIwouldalwaysapplyathemeorspecificconceptforeachclass.Thiswould
    helpstudentsbrainstormandexpandontheirideas.Itisimportantasateachertoprovide
    examplesandmodelsforthechildrenwiththeintentofthembroadeningtheirknowledgeofart.
    Structureintheclassroomisgreatwhenteachersuseittoencouragechildrentotakerisksand
    explorewithdifferentsuppliesanddifferentstylesofart.Ifeelitisinappropriateasateacherto
    forcestudentstofollowaspecificstructureduringtheiropenstudiotime.AsateacherIwould
    splitmystudentsintosmallgroupsandthenhaveeachgroupcomeupwithaproject.Within
    theirgrouptheywouldcomeupwithanartprojectandchoosehowtostructureit.Thisisa
    greatwayforstudentstounderstandtheuseofstandardsandsystemsinart.

    Eisner,E.(2002).
    Theartsandthecreationofmind
    .NewHaven,CT:YaleUniversityPress.

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