Art Teaching Philosophy
"Tell me and I’ll forget; show me and I may remember; involve me and I’ll understand." This Chinese proverb sums up successful teaching method in my opinion. Students will not react to the same lesson in the same way. Each group of students will be different, year-to-year. Some methods will reach one group more than with another. Teaching for Artistic Behavior (TAB) is a choice based method, and is said to allow the most highly creative art making because it is done at the student’s will. However, I believe in the early stages of an artist’s career there are some lessons that need to be taught in studio, which will not be learned by choice. Students need a working knowledge of techniques for different materials, and a sense of consistency provided by organized lessons. If the teacher-student ratio is high, then the TAB approach may be more ideal. However, for thirty students in a class with one teacher, a more structured, organized, and enriched lesson plan needs to be arranged, which makes Discipline Based Art Education (DBAE) the better choice.
I believe that it is important for the student to practice studio work that is meaningful to him or her. If a lesson has no meaning to the student at this point in their development, then it is less likely that his or her best effort is put forth, and there is danger that he or she will not continue in the arts. If forced to paint a still life of meaningless objects, a student may grow tired of art, even though they are talented. Instead, the principle techniques should be taught in a controlled situation, such as practicing chiaroscuro on containers, but the final project demonstrating this ability should be done with whatever subject the student wishes. If they wish to paint a seashell instead of a container using the same value principles then this is fine. Although a seashell is more challenging, it is worth the experience with proper guidance.
Learners in my class will be expected to try new things and even explore an abstract mode of work. Realism should not be the only goal in art making. Young learners should stretch past what they find comfortable creating. Abstract work can be fun and show a lot of compositional principles. It is important for students to enjoy creating just for the sake of creating. A six-year-old should be allowed to make a Valentine’s Day Card in February, even if this is not fine art. Crafts help with technical skills and hand-eye coordination. It is necessary once in a while for a young child to have fun with art materials.
In addition to meeting state standards and teaching art fundamentals, there should be a connection between art and the other classes that students are enrolled in. This could be as simple as using what the students are learning in science class about the properties of water in a lesson on watercolors in my class. Different “experiments” with water could be combined with exploring art techniques with watercolors. Another area could be language arts used with visual arts. The students could depict a scene that they then write a short story on. There are many ways to make learning more active and connected for more meaningful knowledge and comprehension.
Providing an enriched curriculum for my students will allow them to discover aspects of art that will free their creativity and imagination. I believe this method of DBAE teaching will promote active learners who will continue their aesthetic experiences outside of the classroom.