We are now in the age of innovation, surpassing the collection, organization and transfer of digital information. As an art historian interested in cultural expression, I think of this as a socio-economic change guiding education that is understood by comparing Industrial Revolution to Digital Information to Innovation Age evolution. We taught literacy and math to compete in industry, we then shifted accessible knowledge through technology to globally connect (which gave artists unlimited visual resources), and now are progressing focus on effecting new ideas and methods in innovating ways with the integration of technology in the process. In the art room, the Information Age changed presentation of content, though students used ipads for portfolios, self assessment, visual literacy, and artist statement for a brief period of time when ipads were provided for the art room. Currently, artists are finding new ways to integrate technology into the process or final product. Kyle Lambert, http://www.kylelambert.com/about/ is one of my favorite innovators of technology and art.
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In order to understand how to foster innovation in the art room, I considered a short list of what innovators do: question, observe, collaborate and communicate, experiment, solve problems, be open to multiple perspectives, apply creative and associational thinking strategies. These skills share a symbiosis with 21st century learning skills: collaboration, creativity communication, critical thinking. My instructional growth in the art room will consider how to emphasize innovation awareness and skills, and integrate technology and innovation in art processes and projects. I will continue to seek funding for, or different options to include technology in the art room. I am comfortable with collaboration, and have started to build opportunities for students to gain inter and intrapersonal skills in art.
Chapter 2: Teaching at Three Levels: What, So What, and Now What
What:
Content knowledge and skills are a necessary starting point in the learning process. Mapping out curriculum goals with active, creative exploration that clearly articulates dual learning standards of age appropriate technology and 21st century skills would move students closer to developing innovation skills in the art room. In reality, I have discovered that it takes time to know or even nurture the learning and social culture of a particular class which then allows me perspective and flexibility to adjust learning outcomes. One example is my entire second grade, who are enthusiastic, curious, and motivated to be industrious. This grade level brought in chromebooks and searched National Geographic Kids to draw jellyfish for our Island Dreams themed art show.
So What:
Learners in a student-centered or constructive environment are more likely to be actively engaged and motivated if they are empowered by personalizing meaning with the capacity to use mediating materials and tools to communicate and share understanding of content. Physical environment and space are important factors in fostering a student centered art room. With the desire to change an industrial set up of art room tables to foster collaboration, students were polled and changes were made by students to emphasize connectedness with table configurations in the art room.
Above, 2nd grade students research and share ocean life information on National Graphic Kids to create jellyfish. Right, students collaborate to reconfigure art room tables to facilitate connecting. Far right, students voted on creating a mini surf board for the art show, and collaborated to problem solve a prototype using a paper plate, tape and scissors. |
Now What:
Encouraging student application of new knowledge and skills in innovative ways empowers students to find solutions to unmet needs. Given the art curriculum structure, innovation is a challenging art goal. However, our current curriculum includes student exploration or "play" under the learning target "interpretation of art experiences." Still, there are materials and time limitations. For example, after a unit that introduces and includes experimentation with clay tools and techniques, students have one chance in 50 minutes to construct individual meaning through a personalized project. I envision more flexibility with two dimensional art projects that expand over time and could integrate technology with available technology resources. Providing opportunities to use 21st century skills has changed my instructional pedagogy evidenced by an increasing enthusiasm in the learning environment that supports exploration of innovative skills. However, problem solving through empathetic design and creating for a specific audience is an achievable goal requiring time to research and plan, consideration of available resources, collaboration groups and roles, and development of assessment.
Chapter 3: Systemic Classroom Changes
"Collaboration, multiple perspectives, identification of 'out of the box' unmet needs and playfulness are critical elements of innovation, but they don't always fit into work space design." I agree with the author's statement, but do not feel it is altogether impossible. The challenge will be relying on teachers to alter plans that allow students to bring chromebooks to art class or utilize google classroom art lessons in spare time, or work with me on a dual project. Recently, I experimented with combining thinking skills with age appropriate digital skills to complete a science based project in art. While it utilized lower level and some higher order thinking strategies, the experience was very engaging for all students and improved interest, personal meaning, and art production. In addition, a group of older students were given a free day choice and most wanted to create animation of their clay fish on a piece of silk fabric using the art room ipad. Both experiences brought a new energy to the art room, and solidified my justification for technology resources to extend art production and visual literacy in various directions. Our team recently overhauled the art curriculum with detailed descriptors of achievement levels that do not include use of technology or soft skills, though project descriptions on grade cards can include them even if not required for assessment. As instruction includes development of 21st century skills in art lessons, it is important to communicate and thereby value development of these essential skills with assessment.