{"id":11903,"date":"2017-05-16T12:40:18","date_gmt":"2017-05-16T16:40:18","guid":{"rendered":"http:\/\/tiie.w3.uvm.edu\/blog\/?p=11903"},"modified":"2025-05-21T06:26:54","modified_gmt":"2025-05-21T10:26:54","slug":"student-centered-art-classroom","status":"publish","type":"post","link":"https:\/\/tiie.w3.uvm.edu\/blog\/student-centered-art-classroom\/","title":{"rendered":"The student-centered art classroom"},"content":{"rendered":"

Structures\u00a0to support\u00a0student artists<\/h1>\n

\"student-directedArt is \u201cthe expression or application of human creative skill and imagination\u201d. To teach children that expression or application sounds like a lofty endeavor. But that is exactly what art teachers do in our schools every day.<\/p>\n

If art is the expression of creativity and imagination, then we need new models. Because art is about voice and originality. There is no right and wrong way to express your vision and creation.<\/p>\n

<\/p>\n

Why a new model for teaching art?<\/h2>\n

When I was in art class, the creativity and imagination was strongly guided and heavily directed. The art teacher would show the class, for example, a picture of Vincent van Gogh\u2019s Starry Night<\/a>, and then students would go to their seats with supplies and try their best to copy it.<\/p>\n

That was the model: the teacher would show us a\u00a0shining example, then we\u00a0mimicked it to the best of our\u00a0ability.<\/p>\n

And\u00a0I remember being worried that I wasn\u2019t doing it right.<\/p>\n

I worried that my creation was not as good as the teacher\u2019s. That mine\u00a0looked different. Yet knowing what I know now, I want to give that little girl a hug. Art is often about being original. Looking different. And art teachers should be giving students the opportunity to consider their own products and explore different methods – like a true workshop.<\/p>\n

 <\/p>\n

\"student-centered
Students in McReynolds middle-level art classroom at Rutland Town School are free to choose projects in a variety of mediums.<\/figcaption><\/figure>\n

When you walk into the\u00a0art classroom at Rutland Town School, in Rutland VT, you feel a sense of calm and productivity. Students work alone, in pairs or in groups, throwing clay, drawing, painting, working in papier m\u00e2che. They laugh and talk and whisper, moving around the room with purpose, focused and productive.<\/p>\n

They’re the very picture of\u00a0busy, working artists.<\/p>\n

The Inquiry Stations Model<\/h2>\n

McReynolds uses a stations model to allow for students to explore a variety of mediums and art. Her process is based on the principles and practices of Teaching for Artistic Behavior (TAB)<\/a>, a choice-based art education approach.<\/p>\n

The idea behind TAB\u00a0is simple: students are artists and the classroom is their studio.<\/p>\n

To that end, Mrs. McReynolds introduces one station at a time to her middle schoolers at the start of the year.\u00a0Students might try\u00a0drawing first, for example.\u00a0Then the next week, they\u00a0engage with\u00a0the collage station. Each week or so, the students\u00a0learn new mediums and are introduced to open stations for art inquiry.<\/p>\n

Over time, students make their own choices from a variety of artistic mediums. At the same time, McReynolds\u00a0gradually releases responsibility, giving students their independence in creating.<\/p>\n

\"McReynolds'
McReynolds’ collage station, complete with models, direction and inspiration.<\/figcaption><\/figure>\n

What makes it work?<\/h2>\n

Google Classroom gives structure to proficiency-based assessment<\/h3>\n

McReynolds has designed many structures to make sure this self-directed model works. She relies heavily on Google Classroom for students to keep her in the loop about their work. After some thinking about their choices, students go to her Google Classroom page and complete a \u201cProject Plan\u201d. The students inform\u00a0McReynolds\u00a0of their design and choices by filling out the plan. After students finish the project, they submit an \u201cArtist\u2019s Statement\u201d.<\/p>\n

Allowing students so much\u00a0choice in their projects requires\u00a0some rigorous management tools to keep up and to provide students with timely feedback. This Google Classroom-based system doesn’t just help\u00a0McReynolds assess student proficiency, it also provides students with timely, detailed, ubiquitous guidelines around those proficiencies.<\/p>\n

\n
\"Using