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Teaching in Art
Marvin Bartel, instructor
Student teachers and supervising teachers are
referred to the printed publication, 2001-2002
STUDENT TEACHER GUIDE, Goshen College and Cooperating School Communities.
Student Teachers in Art are
supervised by a faculty member from the Art Department and from the Teacher
Education Department with primary supervision from the Art Faculty.
Student teachering is an awsome opportunity to learn and to serve. The primary responsibility is to learn from and collaborate with the supervising classroom teacher. As a temporary classroom worker and apprentice, the student teacher does everything possible to leave the classroom teacher and the students in a better position at the end than they were found at the beginning.
Before accepting a placement, there should be a visit between the teacher and the student teacher. The supervising teacher and the student teacher need to gain assurance that they are able to accept each other's philosophy of art education.
There needs to be a regularly scheduled set time for the supervising teacher and student teacher to discuss and process all that happens. During the initial week or weeks prior to teaching, the student teacher is encouraged to learn by doing all the routine paperwork involved in managing an art class. The student teacher needs to arrive in the mornings early enough to be present when the supervising teacher arrives. At the end of the teaching day, the student teacher needs to stay as long as the supervising teacher stays, or as long as their is work to complete, which ever is longer. Any changes in these expectations need to be clearly communicated and agreed upon in advance.
Art student teachers are in a unique position to help their students cultivate art skills, art knowledge, and creativity. Here are a few ideas new teachers may want to keep in mind.
Some art teachers
unintentionally foster student dependency when they answer compositional
questions for their students. When a student asks for advice, how can an
art teacher phrase questions to encourage students to think for themselves
and develop several ideas in their artwork? Often a student can set up a simple experiment to learn how to solve a problem or make a choice.
Critiques in the
important dynamic art learning. Some art teachers avoid critique sessions
because of some unpleasant experiences in the past. How can art teachers
define and teach guidelines to assure that student interactions will be
positive, informative, and helpful during a student critique session?
Image flooding and
examples compared to preliminary practice
from art history or from last year's class are seen as a quick and expedient
way to get acceptable looking work. However, sometimes the work is
done without much real thinking about the concepts involved. Sometimes
the examples prevent students from trusting themselves and their own ideas.
How can art teachers clarify concepts and provide preliminary planning
activities to help students learn to develop their own thoughts and ideas
that do not rely on visual examples by other artists? How can we
get students to practice and gain confidence with technique, process, and
materials before proceeding to the final product? How can we get
students to develop idea lists and thumbnails to develop their own ideas
from experience and observation actual objects, scenes, and people without
copying from others art or from photos?
How to include art
How can art teachers
make art history relevant to recent studio activities? How can students
themselves take responsibility to present art history topics to each other
in the classroom?
Links for Review
Links to many art education topics
How to observe and
journal in an art classroom
How to plan and
teach an art lesson
How to teach idea generation
Transfer of learning
How to grade artwork using a Rubric
What is graded in art
A Rubric for the discussion of artwork.
Conducting art critiques
Writing a test for art.
© Marvin Bartel, all rights reserved
Goshen College students may print a copy for their own use.
Posted Fall Semester, 2001, page updated Feb. 2006