Choice-Based Art

Education Plan

by Danielle Davidson

R ationale

I first learned of choice-based art education last fall when I began taking
classes for my Masters degree at Mizzou. Until then, I had only done
project-based art, where every student follows a series of steps to create
cookie cutter art, meaning everyones project looked nearly identical. I
spent a lot of time doing whole-class instruction (as much as a whole class
period) in order to prepare students to complete the project. My students
and I dreaded these classes because they were long a boring. So, when I
learned about choice-based art, something clicked. I became an art teacher
because I have a passion for learning about and creating art. I want to
share that passion with my students. When I start a personal project, I
dont get on Pinterest and find something that someone else already
created, follow all their steps, and make the exact same thing. I become
inspired, research, practice, create, reflect, and refine. Why should my
students experience be less than authentic? Allowing students to go
through the artistic process allows to express themselves, learn 21st
Century skills, and shows them what is means to be an artist, not just how
to draw a line or mix red and blue to make violet.
Last school year, I began experimenting with choice. I gave my students
more choices in their work. Sometimes it was subject matter, sometimes
medium, sometimes both. Sometimes, I still gave them neither. I quickly
realized that projects with the most choice were also the most engaging. I
decided that I would fully transition to choice-based art this coming school
year, giving myself the summer to fully prepare.

Fifth grade landscape project that allowed choice in medium and location

C urriculum

I read Choice Without Chaos, by Anne Bedrick

and I really liked her ideas. I decided to use a
structure similar to what she shared in her book.
For K-1, I am going to use team boxes that have
supplies for them to choose from. For 2-5, they
will have full access to each center as it is
introduced.
I began by making a curriculum map. For each
grade level I figured out big ideas, weekly lessons,
and artwork that I would share by either
analyzing or
VTSing. While
writing the curriculum I filled in a
chart that organized lessons by
medium to make sure I had enough of
each.
A class period is 50 minutes long.
Students will observe me for a 10minute lesson, then have 25 minutes
to work, 10 to clean, and 5 to share
any finished projects. The first 8
weeks of lessons will be introducing
routines and centers or team boxes.
When a center is introduced students
will be shown where materials are, how to get them out, and how to put
them back. While students have supplies out I will be circulating to make
sure students know how to use supplies and understand routines,
reteaching as necessary. The rest of the lessons will be taught the first 10
minutes of each class. Students will either try the project from the lesson,
something inspired by the lesson, or some other idea they came up with. A
project might take them one class period or they might work on it for
several class periods. Two
exceptions will be a fourth
grade patriotic project that
will be displayed at Fine Arts
Night around Veterans Day,
and a the fifth grade visual
narrative. These two
projects will still allow
abundant choice, however
students will need to stick
with the theme given.

C enters

Next, I figured out what materials I would

need in each center. I went through my
lessons and made sure most materials
needed would be found at a center. I also
plan to have a special projects table where I
will have supplies that do not belong at a
center, like printmaking. Inventors
Workshop is an idea I got from Bedrick. It
will have recycled materials, craft supplies,
and other odds and ends. Students can use
supplies to build toys, sculptures, or
whatever else they are inspired to create.

A ssessment

I created assessment checklists for my students and myself to use each

quarter. Im planning to have my 5th graders start a blog and create onepage portfolios. If that goes well this year, I will have 3-5 do it next year.

R outine

Since choice-based art will be new to my

students we are going to need to spend a lot
of time teaching and reviewing routines. I
made a routines checklist to print for each
class. I plan to teach and review each routine
until the class is proficient. One of these
routines is to mark their chart each class to
show where they worked. This way I can
make sure that students are not spending all
their time in one center.

R oom A rrangement

I came up with a room arrangement that allows me to include all my

centers. I am also doing flexible seating this year, which will allow my
students seating options other than just tables and chairs.

C onclusion

I have been planning this transition to choice-based art for almost a year
now, and I am excited to finally get started. Taking this class in curriculum
has helped immensely. Ive included several things we learned in class, a
few lessons from my fellow classmates, and Ive been able to hear from
other teachers who use a choice-based curriculum. I know that having
choices in the art room will excite and engage my students. I think that
being prepared and organized as well as teaching routines and
expectations will be key to our success this year.