Curiosity powers artmaking. When given permission, students are naturally curious. They are open to unexpected answers and marvel when they learn something that connects to their prior knowledge. The realization that everything is connected and that the processes and methods we use to make the objects and systems around us are all relatively similar can be exhilarating.
I believe that creating an environment that continuously reminds students about the wonders of the natural world and the special ability of humans to invent, is supremely important to providing an engaging art classroom. An emphasis on making will create a framework for students to understand the importance of art as a vehicle into all other content areas.
This can be accomplished by practicing multiple craft processes with our students and making connections between methods and techniques. The teacher should often remind their students that school is not just a place for learning and simulation, but that it is part of REAL LIFE. A school is a place for living, expressing, celebrating nature and the gift of learning. Maintaining an art practice that reflects a curious and creative perspective, is the key to continuing that celebration and expression of nature, identity, and human experience long after one leaves the classroom.
And finally, in order to nurture a classroom that can think critically about the complexities and realities of the real world, a culturally responsive-sustaining framework that affirms each student’s unique identity and a commitment to differentiated instruction/scaffolding are critical. Art instruction naturally lends itself to these components of education and my personal pedagogical approach starts and ends with these standards.