Jenna Conrad

Art 133, Unit Paper 5

Professor Amber Ward
The big idea of structures and systems are an aspect of teaching and the classroom
setting the is inevitable to have. Developing art curricula in todays schools requires
those responsible to provide thoughtful answers to the curriculum questions of whom to
teach, what to teach, and when and how to teach it (Dorn, 2009, pg. 1). Incorporating art
into the classroom isnt always the main focus that the teacher has due to it not being a
priority, or sometimes even a requirement. For this to happen smoothly for educators,
there are guidelines for them to refer to, reminding them that they must also follow their
own set of instructions being the teacher. When a teacher involves the students with art, it
makes them think in a whole new perspective, many times it will make them feel more
relaxed and enjoyable rather than when teaching a subject. The art enables us to have
experience we can have from no other source and through such experience to discover the
range and variety of what we are capable of feeling (Eisner, 2002, pg. 1). Children need
variety and involving that in the structure of the classroom is very important, while it
makes it easier to grasp their attention for a longer amount of time.
For my future third grade class, I will have a solid and set structure of how the
classroom will flow for that year. The large part that I will spend a little more time with is
art, because they need the chance to exercise their imagination and emotions. This will
become a regular occurrence for them as they will have to involve art with different
subjects on a weekly basis. It will also be useful to me to utilize the websites and safety
walk throughs, in order to properly portray that to the classroom.
Dorn, C. (2009). Thinking in Art: A Philosophical Approach to Art Education. Reston,
VA.
Eisener, E. (2002). 10 Lessons the Arts Teach. Yale University.