Designing studio structure

Designing studio instruction that engages students with meaning making is a complex task. All the various components of the art making process- big idea, personal investment, problem solving, acknowledge base, formal choices, media choices, subject matter, teaching skills- must be integrated into a holistic learning experience for students. (Walker.P95). A summary from Walker book, for better and successful units plan first: conceptual framework: should include: a big idea, key concept, essential questions, and key artistic concepts. Secondly, supportive instructional activities and it should explore key concepts about the big idea, address the big idea through the unit artists and artworks, learn about relevant artistic ideas, and develop a body of knowledge specifically for art making about subject matter, media, and techniques. Third, art making activates: this will help, explore, and express the big idea.  Finally, the assessment that helps to evaluate students understanding of the big idea, essential questions, and key artistic concepts. (p.96) In art class, these steps need to be there to help the teacher to focus on the main goal that will help the students to get better understanding of the lesson, and to keep the students engaged in making art and learn about art.  On the other hand, some students don’t like art and don’t like to learn art. Then the teacher should plan B or another supporting lesson for those who would not like art. For example, connect art with reading a book or a novel, or writing an assay or a poem that have the same big idea. And I like the idea that divided the art making activity into many different small projects instead of one huge project. Students may feel bored while making the same project every class. Sometimes we need to make something different. Also by making this and have variety of skills and thinking, students will improve their thinking skills and problem solving skills.