Chapter 5 “So how am I supposed to do it?” 2011

This chapter focused on the role of the art teacher, whether you are a designated art teacher or a general elementary teacher the chapter provided tips and insight to incorporate. “As a leader you plan for a variety of learning experiences and prepare the materials and resources for the initiation of the project, but also are prepared for the possibility that students may change the shape of the course and eventual outcome” (2001, pg. 50). This quote encompasses most of the key ideas from the reading; even though teachers are typically “leading” a classroom it is not necessary for there to be steps to follow, rather present the idea and see where it goes. This may seem unsettling for some teachers however when it comes to art we want to set the least number of boundaries for our students. This connects with the next key idea, which is that students learn to do by doing, art does not need to be perfect therefore, students should be allowed to learn about art through trials. Once an example is presented with or without instructions it sets standards which children may try to strive and result in frustration. This goes back to the quote, that art should be a free-flowing exercise as its results will vary between students and even change from the intention.

Teacher will have the opportunity to observe and acquire students’ talents, identities, challenges along with the skills and knowledge they will have developed over the course of the school year. The reading also talked about practice of reflection in action, it can be said that art should be valued for process over product, this can be an important value to take into practice as future art teachers. Some of us may not be artistic but that is okay, the process of art includes asking question and experimenting which can be of value for children. For instance, I am not artistic or very creative however I find the process of drawing very calming for me. Another key idea which teachers can take with them is to avoid too much information in the beginning of an art lesson, too much instruction and direction can cause resistance and frustration within children, to which may affect them when they get older. Instead teacher can try to go through an inquiry based learning, where students are provoked with questions about art works and art techniques. Teachers can also try to use storytelling, showcasing art work and imagination to build a connection between art and students.