Apply Teaching Theories and Models
Teacher
Theories and Models
Every teacher
teaches in different ways. While we may
use several of the same methodologies within our schools, we fine tune them to
fit our subject area and style of teaching.
How I run my art classroom differs from how a math teacher would run
their classroom. As teachers, we need to
define and formulate what our teaching methods are and how we will use them within
the classroom to best benefit the students.
The purpose of this assignment is to define a theory-based teaching
method for my own teaching. I will also
evaluate a video of how teaching methods are used within the classroom and how
effective the methods are for the students.
Theory-Based Teaching Method
Looking at my own theory-based teaching method I have found that it has changed through the years. I have moved more into an inquiry and discovery approach. While this approach may lean more towards subject areas of science, it is now being used within several different subjects (Burden, & Byrd,2016). I want students to go through the process of discovery within art. With this process, they try techniques, learn different methods, and create their own conclusions about how to use the material. This inquiry allows students to seek knowledge in an open-ended and creative way (Burden, & Byrd,2016). Students can then pull from prior knowledge when they are creating their work of art. Art truly is about discovering new techniques and ideas; to keep pushing yourself and asking, “What do I want to learn next?” Being an artist is not about artistic ability. It’s about the way we think and having an open mind to learning new things.
When I became an art teacher, I balanced the curriculum between students learning new techniques and letting students be creative. This fine line is being tread within my art classroom every day. Supporting student’s creativity is important to the student’s success and continued interest within the subject area. I am not interested in having my students create thirty identical art pieces. The art curriculum and teaching methods are also important to student’s success. This helps focus on how the curriculum supports the artistic development of the students (Lewin, 2005). We want to teach students to think and create for themselves.
Teaching Color and Creativity
The video Developing Students as Artists focuses on several different disciplines of art. The visual art teachers within the video, Ms. Zheutlin and Mr. Murray from New York, focused on the development of their students as artists as well as how to help the students become more self-reliant through art (Lewin, 2005). This is taught while focusing on a color unit in both classrooms. These teachers show two ways that they can incorporate color as well as encouraging students to be creative.
In the beginning art class, taught by Ms. Zheutlin, it shows her students around her as she is demonstrating and lecturing about their next project. She is moving on from teaching the students the color wheel, to teaching them how to use tint and shades. Tint is applying white to a hue, while shade is adding black. Mr. Murry then builds upon the color lesson and, when talking about color, has his students complete a still life focusing on hue, value, and intensity while using tint and shades. One of the most impactful things about these teachers was how they work together and incorporated previous lessons into current lessons. Mr. Murry even borrows one of the projects and color wheels to help jog the students minds about what they have learned the year before.
With the teacher instruction, two different techniques are used. In the beginning art class, Ms. Zheutlin uses a teacher-centered, direct-instruction model. This is used within the classroom because, “Students need to see how things are done” (Lewin, 2005). This is used with the techniques at the beginning of the projects. This method of practice helps students master the skills. This is so students understand how something is done before they can take the idea apart and rework the project into their own creative ideas.
Mr. Murry teaches using a student-centered, teacher-driven learning environment, where students are more in charge of their own work. His instruction involves reminding students the definition of words and using artistic vocabulary. Within the still life project, which is where non-adamant objects are set up and students study them to create a work of art, Students have the choices of how to create the painting, where to focus on, what elements they want to pull out, artistic styling and use of color. It’s important to let students do what they want to do. It develops their own confidence. (Lewin, 2005). Building student confidence within their own artwork is important for them to continue to grow as artists. The teacher is there to encourage the student to move forward with their art. Sometimes the only thing students need is an encouraging word to try something new.
Letting students take charge of their art allows them to discover and learn about their artwork and themselves. Students refer to Mr. Murry’s teaching strategies as reference teaching. He will give students ideas and references but reminds them they do not have to do exactly what he is saying. Rather they are to elaborate from the direction he gives (Lewin, 2005). Most of his class time is used moving around the classroom and answering student’s questions; helping with different techniques or ideas. He also helps students get things in the classroom, so they can stay focused on their artwork. This allows students to discover something new for themselves and create an understanding that they will carry with them (Lewin, 2005).
Discovery within the art classroom is part of my teaching philosophy. That is why this teaching method intrigued me. Having a teacher-centered approach helps build the skills, but within the art program, a student-centered style is more fulfilling to teach. Seeing how the students develop and grow as they create their own artwork is an amazing experience. You get to know your students through the arts and see their personality and artistic style.
The teaching methods that go along with teacher-centered and student-centered models in art is a lot of demonstration and projects. Demonstrations help show students different techniques and students get to visualize the method. This can help students to see what teachers want them to do. Next, the teachers would allow practice, which allows students to master the skill. The teacher would decide what needs to be practiced before students move on with the project. Teachers must decide between what practices students need to go in depth on and what ones to simply introduce (Burden, & Byrd,2016). The teachers also use discussions to talk about students work of art and show examples of art. Involving the entire class lets other students reflect and critique the artwork. Within the video, there was very little direct lecturing but a lot of one-on-one conferencing and brain-storming with students. Since art is so subjective, this method helps students the most in helping them create conclusions within the art, and what they needed to do next within their works. Another thing both teachers did was have students self-assess their own artwork. This helps students verbalize what they were going for and allows the teacher to understand what the artist is trying to communicate.
Effectiveness of the Lesson
After watching the video, I found there were many effective methods of teaching. Teachers used the different techniques to keep students engaged and give students the information they needed to succeed on the project. The teachers knew the student’s skill level and how to build upon student’s prior knowledge. When students started to work, students were engaged and actively making decisions for their artwork. They talked with the teacher, asked for help, and used the resources they had. While the teachers did demonstrate different techniques, allowed practice, and gave input, students were allowed to have creative freedom and create their work of art. Students’ works of art represented their own personalities and what they wanted to communicate with their artwork.
Looking at the video, I found one area that could have gone better. This was with the assignment choice of a still life. Having students paint still life is a tried-and-true method of teaching painting from real life. I believe that something that would have been more effective to the students learning is changing up the criteria for the assignment. This could have been done with students focusing on the lighting of the project and lighting up the still life in a different way. The assignment could have been changed so students were not allowed to use the colors they see but create a color scheme along with the artwork. When students first start to paint from life, it can be difficult for them to stay engaged. This is because students may think it needs to look like a photograph rather than a painting. They have a hard time at this age understanding that their work doesn’t have to be realistic, but artistic. One student was afraid to try a new technique because she was worried about ruining her project. This could be overcome by allowing students to have more creative freedom with their color choice and making sure the students know that is ok to take risks and explore the art.
Conclusion
Not all teaching methods will work with every student. Mixing varieties of methodologies will help engage the students’ interests (Burden, & Byrd,2016). Keeping students engaged will help with creating interest and finding the best way to teach the students. We all learn in different ways. This assignment reminds me what I want my students to learn and how important the different methods and teaching theories play in my teaching. When it comes to teaching, I just want my students to have the best experience in discovering and creating their artwork.
References
Lewin,
M. (Producer). (2005). Developing Students as Artists [Video
file]. Annenberg Learner. Retrieved from Academic Video Online: Premium database.
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