Intentional Inclusion in Art Education

 

      I firmly believe that the art classroom is a space where real, meaningful learning that contributes to the intellectual growth of students happens, as opposed to the common misconception that art classes at school are a time for traditionally negatively-connoted ‘arts and crafts’. Art education facilitates problem solving, visual communication, expression, experimentation, and can also act as an interdisciplinary link for information concurrently being taught in other classes. Since I view art education as a multifaceted area of study, I bring that same philosophy to my lesson plans. 

      Art education scholar Olivia Gude (2013) advocated that art projects should be “...designed to open out into unexpected possibilities, not narrowed into predetermined channels.'' (p. 10). In developing my lessons, I emphasize giving my students freedom of choice when creating in my classroom. When students are given choices and different avenues through which they can solve problems, this creates the opportunity for risk-taking and mistake-making, which I believe to be imperative in the learning process. The promotion of continued experimentation, trial and error, and problem solving has been one of the most beneficial factors in my own art education experiences, thus, I want to create a similarly choice-based environment in my future space. Not only are my lessons designed in ways that allow for creative freedom, they are also intentionally designed to include opportunities for peer collaboration and conversation through group seating (Broome, 2013), as sharing ideas and building interpersonal relationships allow for a more welcoming environment in which students are not afraid to take risks.

      Furthermore, I strongly believe that students should feel intentionally included in every choice I make in my teaching. I have found that designing my physical environment so that “...all students feel a sense of belonging, regardless of their needs and differences” (Broome et al., 2019, p. 39) is imperative in promoting psychological security (Broome, 2013). This sense of belonging further promotes students’ ability and willingness to make mistakes, and therefore, learn. I intend for my classroom to be one where students are encouraged to creatively problem-solve, experiment, and above all, explore their creative interests in ways they may not have previously been able to.

 

References

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Broome, J. L. (2013). A case study in classroom management and school involvement: Designing an art room for effective learning. Art Education, 66(3), 39-46.

Broome, J. L., Bobick, B., Ruggiero, A., & Jesup, C. (2019). Responding to the challenge to care: Suggestions for art education curricula. Art Education, 72(2), 36-41.

Gude, O. (2013). New school art styles: The project of art education. Art Education, 66(1), 6-15.