An open-ended prompt and independent lesson.
Once my students know how to use a wide variety of media, set up for the day, and can clean up independently, I like to toss them a theme to explore. They can essentially choose any media they would like—but I’ll encourage a student who has done 4 acrylic works in a row, ‘how about we try something else?’
The theme for this series was “Me and My Shadow.” I showed them about 9 examples of where shadow was an important expressive element. (See the PDF below)
The theme for this series was “Me and My Shadow.” I showed them about 9 examples of where shadow was an important expressive element. (See the PDF below)
| Me and my shadow samples |
When my students do independent work, part of that is to complete some scaffolding worksheets in my book HERE, (Teacher’s Edition HERE) and some samples can be seen in this previous blogpost HERE. Part of that scaffolding means that on their own they need to seek out 4 examples by artists other than those I presented, and reflect on 3 ways they can approach the subject. They’ll likely do Idea #1, but if that falters or proves to be too difficult, we have 2 back-ups.
They do a thumbnail sketch to share with me and a peer. Then a full size sketch that gets a written peer review, and then they start of their chosen media. I have 80 minute periods, so these independent projects take us about 2 to 3 weeks from introduction to grading. As they work I check for daily participation. (More on that HERE) Our rubric addresses how deeply they explored the media, how personal a connection they made to their work, their attention to detail, daily “Studio Habits,” and documentation of their process (written reflections, critiques, research, etc.)
As a teacher, I operate as their media specialist. If they need individual tips on how to use their media, what will work over plaster, or how to achieve a particular texture, I’m there for them. I circulate, check progress, re-focus, check in individually, and mostly offer encouragement.
Though this lesson was done by my art 3 students, I have done open-ended lessons like this with my middle-schoolers as well, once I know they are being responsible with our materials (and not before). More on scaffolding media HERE.
I appreciate the diversity of the results in these open-ended explorations. How about you?
They do a thumbnail sketch to share with me and a peer. Then a full size sketch that gets a written peer review, and then they start of their chosen media. I have 80 minute periods, so these independent projects take us about 2 to 3 weeks from introduction to grading. As they work I check for daily participation. (More on that HERE) Our rubric addresses how deeply they explored the media, how personal a connection they made to their work, their attention to detail, daily “Studio Habits,” and documentation of their process (written reflections, critiques, research, etc.)
As a teacher, I operate as their media specialist. If they need individual tips on how to use their media, what will work over plaster, or how to achieve a particular texture, I’m there for them. I circulate, check progress, re-focus, check in individually, and mostly offer encouragement.
Though this lesson was done by my art 3 students, I have done open-ended lessons like this with my middle-schoolers as well, once I know they are being responsible with our materials (and not before). More on scaffolding media HERE.
I appreciate the diversity of the results in these open-ended explorations. How about you?
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