I have the wonderful opportunity this week to work with Dr. Kimberly Sheridan a professor and one of the authors of Studio Thinking 2: The Real Benefits of Visual Arts Education. The conversation for Studio Thinking, Teaching for Artistic Behaviors (TAB), or Choice education in the art room has been growing in the arts community for quite some time. The book is helping to solidify many of my beliefs in how I teach and ways to vocalize the importance of teaching art.
My classroom is very close to the studio atmosphere and has included a gradual transformation of how I think and approach lessons. Reflecting on my most successful lessons the concepts of Studio Thinking or Habits of Mind connections can be made.
Part of our discussions questioned how time is spent in the art room. Seeing data that broke down time into segments was interesting to contemplate how we use our allotted time into categories of student work time, demo/lecture, critique, or exhibition time. Many administrators come to observe demo/lecture time when in reality the great learning may blossom in the interactions between teacher and student during studio time. The moments when a teacher can walk around the room and visually assess the progress students are making, redirect when needed, and encourage students to boldly continue forward in their efforts can be meaningful in student growth/understanding. I am contemplating how I can best evaluate class time to make the most of our 47 minutes of learning in the Capitol of Creativity next year.
How do you assess your use of time?