Modifying Choice

I often write about my Studio class, which is almost completely student-directed. I teach other classes, however, and this post is about the painting unit I teach in Beginning Art.

I am part of a four-teacher department and we all have at least one section of Beginning Art. We've agreed on teaching the same media based units but we all approach them a bit differently, while including the same big concepts. This works well because students all have the same general knowledge when they move on to the next level and we have room to teach in the ways that are best for each of us.

In my painting unit I want to do two main things; teach process and technique with watercolor and acrylic, as well as atmospheric perspective, and offer a variety of meaningful ways for students to apply their learning.

I start the unit with process and technique practice. This is directed by me and everyone participates, because I want them to understand how to use both types of paint. It's as short as I can make it while covering the skills that I consider foundational for understanding how to use the materials I'm introducing.

Next, I introduce the theme “The places you'll go”, which asks students to paint a place they would like to go. It can be a travel destination, a memory, historical, from the future or from media like movies, literature, games or shows. I selected this theme because I want to see the application of the learning we've done about atmospheric perspective and because it's fairly expansive with lots if room for interpretation. Students can make multiple choices inside this theme, including:

• Type of paint (some chose to combine)

• Style

• Interpretation

• Content

• Size

The level of choice in this unit works well to meet my goals. Technique and process learning are directed by me so everyone has the same foundational knowledge. I selected a theme that supports further practice with the big concepts of the unit but also creates space for lots of meaningful choice.

Modifying the level of choice to best support learning is something TAB teachers do with the idea of “the child is the artist and the classroom is their studio” always in mind (Jaquith and Douglas, Engaging Learners). The directed learning component in this unit helps students understand how to use the classroom studio. It also makes sure they are prepared for any class they decide to take next in our department.

Of course, the real marker of success for me is the personality, voice an variety in the paintings they created.