Vanessa Stott

Art 133
T/R 1-2:50 pm
October 19, 2017
Unit Paper 4
Throughout the big idea of play, there has been the notion of choices between teacher and

students. The choices reflect the way the teacher instructs and the way the student reacts and

portrays after the teachers instructions. The teachers instructions could have no choice, modified

or free choice. Research by Douglas and Jaquith (2009) discusses four practices that engage

learning through art making and teacher, student choices that alternate the results of such art. In

practice one the students are the artists and are allowed the control of all subject matter,

materials, approach etc. The student then realizes they can take risks within their art work.

Students learn more authentic and intrinsic learning through this practice. Practice two

introduces pedagogy through teacher roles. The teacher uses visuals such as VTS, to do

demonstrations and discussions that support constructivism theory. Then the student roles

provide self-direct understanding with inquiries about problem solving. Practice three is about

the context in the classroom such as structure of the class room, time management and

observation. Whole group demonstrations with exposure to varied context over a course year is

essential to the students active learning. Lastly, practice four deals with the assessment in a

positive outcome for students. Collaboration, merging students perspectives with teacher

observation makes feedback less aggressive. Completion is determined through stages of a

students art work and the effort that was put in. Through this type of evaluation, students show

off their skills and understanding with affirmation that they enjoyed and were proud of what they

made. These practices detail the knowledge for choice- based learning, but the ultimately choice

is up to the teacher to decide which type would be best for the students.
 Modified choice is where I feel comfortable in my teaching style. I think especially in art,

teachers need to have a give and take with their students. According to Pink (2005), laughter

can function like a benevolent virus- that it can infect individuals, communities and nations

(186). Humor and joyfulness in art work speaks to students who are still determining their own

style. My lesson plans with art will allow students to choose their content within mediation that I

know what it is ahead of time. This will create a barrier for other choices to be completely made

by them in terms of students media, materials etc. After the readings, I realized that no choice is

all teacher directed and does not match with the freedom that art provides students with. Full

choice might happen sometimes in the classroom depending on the curriculum because it allows

students to become problem finders and solvers, but when I am thinking of the best interest of

the students I feel that it can cause confusion and become risky.

References:

Douglas, K.M.; Jaquith, D.B. (2009). Engaging learners through artmaking: Choice-based art

education in the classroom. New York, NY: Teachers College Press.

Pink, Daniel H. A Whole New Mind: Why Right-Brainers Will Rule the Future. Riverhead

Books, 2012.