Kindness to self first [Re]Design(ing) an art curriculum begins with a compassionate focus on self-care. At the heart of the creative spaces is the facilitator or teacher, an important element in shaping the creative learning space. Prioritizing self-care is an act of kindness by doing so, educators also cultivate and foster a successful creative learning community. When teachers are at their best, the entire creative community benefits. In the next few sections, we will explore how to simplify the studio environment and instruction to lead towards a wholesome classroom community and improve a teacher’s well-being. Read Kindness to Self First: Passion-Driven Studio Pt. 1 HERE Streamlining elements and instructional practices in the creative space, particularly in choice and play-based setups, can significantly reduce stress for teachers. These spaces heavily rely on the environment as a key feature for the practice. Making simple reductions and transformations into the creative space environment will have a big impact on a teacher's well being and how students function and work independently in the space. Traditional choice-based studios focus on opening centers in an orderly fashion starting from 2D materials and moving towards 3D. There is a common misconception that choice-based art studios have to follow this linear progression of opening centers and choices available to students. This traditional practice may not fit a teacher’s passion and strengths and time with students. Start Unconventionally Following the traditional progression of opening centers may not allow an adequate allotted time for students to learn 3D, fiber, printmaking, or other unique art mediums. Many choice teachers find that after a few years of implementing a choice studio, students may get bored with the same progression of opening centers. It also depends greatly on a teacher's school rotation and scheduling. So, starting the year with an unconventional art medium will instantly engage students and ensure that efficient time will be available to teach the medium. In doing so, educators empower students to think beyond the conventional boundaries of artistic expression, encouraging them to embrace creativity in its various forms. Furthermore, by developing a new progression and sequence to the creative space, teachers may reignite and bring new excitement to their teaching practice and to students. Opening centers in unconventional ways can be exciting, yet it’s important to consider some cautionary advice. Teachers should take into account these two simple tips to have a successful opening of the creative space. Begin with Minimal Supplies When introducing the new center, focus on starting with minimal supplies. This approach will help students not feel overwhelmed and allows them to master foundational techniques. So, if the teacher is going to start with sewing, maybe start off with just a stitching demo that uses small cardstock or fabric. The intention of opening centers in this matter is to allow more time for ample learning. The teacher can revisit the center, providing further demonstrations, with the option of adding additional materials gradually. Provide Two, Low-Maintenance, Simple Choices Offer students a selection of two additional centers to kickstart their creative journey for the school year. There may be a potential influx of students that want to explore unconventional material choices, maintaining a balance in choices is crucial for the overall success of the creative space and the teacher’s sanity. These additional options should be easy to maintain and require minimal setup, allowing students to be independent. Drawing and blocks would be an example of low-maintenance centers for students. [re]Design your Curriculum Journal Page[re]Design your progression by using the scope and sequence table. Start by looking at the calendar and writing in the weeks of the school year. Plot out week-by-week a progression of opening centers/art materials to students. Start out with the most unexpected art material and medium!
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At the beginning of each year, I (Jessi) would find myself opening the drawing and collage studio to start the school year with my students. The repetition of starting with something so familiar and unappealing to my students (and myself!) became boring. This prompted me to [re]design the opening of the studio in a non-traditional format. Through reflection, I realized that my own artistic passions and practice were absent in the studio. I also felt that I could simplify the studio because I spent most of my time managing the mess instead of my students. Kindness to Self First [Re]Design(ing) an art curriculum begins with a compassionate focus on self-care. At the heart of the creative spaces is the facilitator or teacher, an important element in shaping the creative learning space. Prioritizing self-care is an act of kindness by doing so, educators also cultivate and foster a successful creative learning community. When teachers are at their best, the entire creative community benefits. In this blog series, we will explore how to simplify the studio environment and instruction to lead towards a wholesome classroom community and improve a teacher’s well-being. Streamlining elements and instructional practices in the creative space, particularly in choice and play-based setups, can significantly reduce stress for teachers. These spaces heavily rely on the environment as a key feature for the practice. Making simple reductions and transformations into the creative space environment will have a big impact on a teacher's well being and how students function and work independently in the space. Traditional choice-based studios focus on opening centers in an orderly fashion starting from 2D materials and moving towards 3D. There is a common misconception that choice-based art studios have to follow this linear progression of opening centers and choices available to students. This traditional practice may not fit a teacher’s passion and strengths and time with students. The first part of this series will explore a passion-driven progression of centers. Next week, we will feature opening centers in a non-traditional format and the week after will have more tips and tricks! Passion-Driven Progression of Media Centers Teachers need to focus on what they value most in their studios, their own artistic practice and passions. This is the simplest form of doing an act of self-care. For instance, if a teacher has a profound love for working with 3D media such as clay or mixed-media sculptures, starting the center with this focus can bring an immediate spark to the studio. Students will see their teacher’s excitement and passion and be inspired to explore sculpture alongside their teacher. By allowing teachers to align their instructional approach with their strengths and passions, a more dynamic and engaging learning environment can be created. The students will also see their teacher as an artist; an important foundation in choice-based pedagogies. Beyond that, when an art educator shares their art and creations with students it models an act of kindness. It will encourage students to share their art and feel safe within the creative community. A departure from the traditional linear progression in establishing centers can lead to a more passion-driven learning experience. By empowering teachers to initiate art materials based on their strengths and passions, we not only cultivate a more engaging environment but also inspire students to discover and pursue their own artistic passions. [re]Imagine Your Curriculum Journal Page
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