My Approach to Teaching

Discipline-Based Arts Education (DBAE)- An approach developed by The Getty Center for Education in the Arts, is a framework that insures that all students receive a rigorous study of the arts. It also involves the integration of the arts into any curriculum. This framework has been proven through time and research and should be seriously considered by the new art teacher. DBAE does not have to be taught by an art teacher. It can be taught in a social studies or mathematics classroom.

Social studies teachers can teach history using famous works of art. A mathematics teacher can teach geometry using proportional fractions found in the Renaissance. It's a smart move for these teachers to use DBAE because it reaches their visually oriented students and raises test scores. This also works in reverse. The art teacher can collaborate to support curriculum taught by other teachers.

DBAE presents a sound art curriculum including the following components:

* Art Production
* Art History
* Art Criticism
* Aesthetics

Curriculum imageArt Production- The creation of art that ranges from wire sculpture to oil painting. The production of art involves imaginiative and critical thinking processes. The kinesthetic student is also stimulated because they manipulate art tools and their hands. The production of art can guide us through higher levels of thinking and contemplation of our environment. The production of art can be found everywhere. You can find it on murals in schools, quilts, sidewalks, buildings, and studios. Most importantly, the creation of art is the expression of the heart, mind and hand.

Art History- The examination of the contribution artists and art have made to society and culture. Through the study of art history, we begin to understand the mind of great artists and how they responded to events and the culture of their time. We can see how artists were influenced by other art styles and social change. Through art history, we are able to peek into the photo album of time. Art history works hand-in-hand with social studies as it helps us examine historical events through the eyes of an artist. Art history begs the questions of why it was created. How was it used? What was its purpose?

Art Criticism- The responding to, interpretation, and critical judgment of specific works of art. The criticism of art can vary from individual to individual. One may love an abstract painting, while another may abhor it. Criticism simply talk about art. The viewer will try to "get inside the head" of the artist. They ask themselves, "What was the artist trying to say?" The audience also looks within themselves and asks why they like or dislike a piece of art. Art criticism involves higher levels of thinking and utilizes several areas of Bloom's Taxonomy. Art criticism can be verbal and written; persuasive writing and interpretation of meaning.

Aesthetics- All of us react emotionally to works of art. Art can upset us and make us feel good. Our values and idea of beauty influence what we think about art. When we put our feelings about art into words, it become art criticism. Aesthetics also helps students see what kind of art and design pleases most people. This is helpful to students when decorating their homes and even dress. Critical thinking skills are also used with aesthetics. Discussions such as "Explain why you feel that way," or "How did you come to that conclusion?" may arise. Aesthetics sometimes goes hand-in-hand with art criticsm.

Assessment- Assessment is also an important component to DBAE. The portfolio is a very effective way to assess the progress of a student through time. When creating a portfolio, a student and teacher should collaborate by setting objectives and criteria. The student and/or teacher selects student work over time and saves it for viewing in a portfolio. At a designated point, the student reflects on each phase of the collection and criticises their own art. The teacher considers the art and the reflections of the student when coming up with a grade. To make it fair, an art teacher should create rubrics prior to making a judgment. The student should be aware of these rubrics at the beginning of the project.

Fine Art is Smart Art @ SJA!

Hi and welcome to your SJA FineArts eClassroom. My name is Mrs. Abell and this is my 5th year at SJA. I absolutley love teaching art and am so thankful to teach in a community that has a great appreciation for the arts. I am always available for questions and discussions concerning the arts and my students. Please reach me at sabell@sjoa.org should you have any questions or comments.