These
links lead off of our website. Use them at your own risk. We
are not accepting new links at this time. The purpose
of Incredible Art Department is to promote art education. If
you find a link that goes to an inappropriate site, please
notify Judy Decker or Ken Rohrer immediately.
Curriculum Components
Discipline-Based Arts Education (DBAE)- An approach developed by The Getty Center for Education in the Arts,
is a framework that insures that all students receive a rigorous study
of the arts. It also involves the integration of the arts into any
curriculum. This framework has been proven through time and research and should be seriously considered by the new art teacher. DBAE does not have to be taught by an art teacher. It can be taught in a social studies or mathematics classroom.
Social studies teachers can teach history using famous works of art. A
mathematics teacher can teach geometry using proportional fractions
found in the Renaissance. It's a smart move for these teachers to use
DBAE because it reaches their visually oriented students and raises
test scores. This also works in reverse. The art teacher can
collaborate to support curriculum taught by other teachers.
DBAE presents a sound art curriculum including the following components:
- Art Production
- Art History
- Art Criticism
- Aesthetics
 Art Production-
The creation of art that ranges from wire sculpture to oil painting.
The production of art involves imaginiative and critical thinking
processes. The kinesthetic student is also stimulated because they
manipulate art tools and their hands. The production of art can guide
us through higher levels of thinking and contemplation of our
environment. The production of art can be found everywhere. You can
find it on murals in schools, quilts, sidewalks, buildings, and
studios. Most importantly, the creation of art is the expression of the
heart, mind and hand.
Art History- The examination of the contribution artists
and art have made to society and culture. Through the study of art
history, we begin to understand the mind of great artists and how they
responded to events and the culture of their time. We can see how
artists were influenced by other art styles and social change. Through
art history, we are able to peek into the photo album of time. Art
history works hand-in-hand with social studies as it helps us examine
historical events through the eyes of an artist. Art history begs the
questions of why it was created. How was it used? What was its purpose?
Art Criticism- The responding to, interpretation, and
critical judgment of specific works of art. The criticism of art can
vary from individual to individual. One may love an abstract painting,
while another may abhor it. Criticism simply talk about art. The viewer
will try to "get inside the head" of the artist. They ask themselves,
"What was the artist trying to say?" The audience also looks within
themselves and asks why they like or dislike a piece of art. Art
criticism involves higher levels of thinking and utilizes several areas
of Bloom's Taxonomy. Art criticism can be verbal and written; persuasive writing and interpretation of meaning.
Aesthetics- All of us react emotionally to works of art.
Art can upset us and make us feel good. Our values and idea of beauty
influence what we think about art. When we put our feelings about art
into words, it become art criticism. Aesthetics also helps students see
what kind of art and design pleases most people. This is helpful to
students when decorating their homes and even dress. Critical thinking
skills are also used with aesthetics. Discussions such as "Explain why
you feel that way," or "How did you come to that conclusion?" may
arise. Aesthetics sometimes goes hand-in-hand with art criticsm.
Assessment- Assessment is also an important
component to DBAE. The portfolio is a very effective way to assess the
progress of a student through time. When creating a portfolio, a
student and teacher should collaborate by setting objectives and
criteria. The student and/or teacher selects student work over time and
saves it for viewing in a portfolio. At a designated point, the student
reflects on each phase of the collection and criticises their own art.
The teacher considers the art and the reflections of the student when
coming up with a grade. To make it fair, an art teacher should create rubrics prior to making a judgment. The student should be aware of these rubrics at the beginning of the project.
Choice-Based Approach
The Choice-Based Approach
(Also called Teaching for Artistic Behavior or TAB) to art education is
based on research on learning theory, psychology, sociology, and
business. There are four contexts of the Choice-Based approach:
Personal Context- It regards students as artists and
gives students real choices for responding to their own feellings,
ideas, and interested through art. Students do a lot of self-discovery
and learning from having control over their subject matter, medium and
approach. The pitfall is that some students won't have any ideas or
self-motivation. In addiition, what does the art teacher do if a
student chooses an inappropriate subject?
Pedagogical Context- The Choice-based approach supports
multiple modes of learning and teaching. The art teacher uses a variety
of teaching methodes to reach students. Direct, indirect, whole-group,
demonstrations, discussions, small groups, and on-on-one
teacher/student contact are just a few methods used. The student is
taught and encouraged to become coaches and peer tutors and share
information with classmates and adults. The pitfall is students may not
choose assignments that address the local standards and/or
curriculum.They may also ignore art history.
Classroom Context- Students contruct knowledge and meaning while creating art.
Students are exposed to a variety of art concepts in short whole-group
instruction. They are encouraged to try something new every week or
continue working on one piece. The Choice-based classroom is arranged
to hold many resources and materials that facilitate group and
indepennt work. Materials are organized for easy access because choice
is an important part of the process. The pitfall is that the teacher
must have plenty of supplies around and keep them available to
students. There will be a problem if many students choose the same
project.
Assessment- Teachers use multiple forms of assessment in
the Choice-Based approach. Students have ongoing feedback and
assessments. Rubrics are negotiated between students and teachers for
projects throughout the year.Students and teachers review the rubric
upon completion of the art project. Students are also taught
self-assessment through journals, statements, presentations and
critique sessions. Teachers use these assessments to redirect
instruction. Assessments should encourage risk-taking and focus.
Students are graded on mastery of set standards rather than receiving
letter grades. The pitfall is that more than likely your school
requires a letter grade. The teacher must help with time management and
help students move forward.
You can get additional resources on the TAB Choice page.
Books
Links
|
