C h o ic e -B a s e d A rt
C h oice-B ased A rt classroom s a re w o rk in g studios w h e re students learn
THE C O M M O N CORE O F
C H O IC E -B A S E D A R T
BYNANE. HATHAWAY
hoice-Based art teachers know
C that the design of learner-directed
practice varies from school to school
and teacher to teacher. Choice-based
art is practiced on a continuum, unique
to each teacher, school and setting. But
what are some of the “core” elements
Choice-Based programs share?
1 . T H E C H I L D IS T H E A R T I S T In Choice-
Based classrooms, students are re­
Unsung Heroes Art Competition
Free to Enter; $7,500 Grand Prize
O p e n to U.S. a n d In t e r n a t io n a l S tu d e n ts in G ra d e s 6 -1 2 .
C all fo r S u b m is s io n s : S e p te m b e r 1, 2 0 1 5 - F e b r u a r y 15, 2 0 1 6 .
D ry M e d ia , W e t M e d ia a n d D ig ita l/M ix e d M e d ia A c c e p te d .
G u id e lin e s + F re e Lesson P lan: w w w .L o w e llM ilk e n C e n t e r .o r g /a r t - c o m p e t it io n
D IS C O V E R the power to
16
Edited hy Nan Hathaway
th rou gh a u th e n tic a rt m a kin g . C o n tro l shifts from te a ch e r to le a rn e r as
students e x p lo re ideas a n d interests in a rt m e d ia o f th e ir ch o ice . This
c o n c e p t supports m u ltip le m odes o f le a rn in g to m eet the d ive rse needs
o f o u r students. Learn m ore a t te a c h in g fo ra rtis tic b e h a v io r.o rg .
garded as artists. This means teach­
ers strive to support student ideas and
initiatives, to provide choice in media,
subject matter or both, and to accom­
modate a variety of working and learn­
ing styles.
Choice-Based teachers are experts
at offering differentiated instruction
and learning opportunities that, in
many cases, are differentiated by the
learner, not the teacher.
Teachers in a Choice-Based class­
room are close observers of their
student artists, watching for oppor­
tunities to engage students through
emergent curricula—themes and
ideas that originate with the interests,
CREATE positive CHANGE through art.
Lowell Milken Center
F0RUnsung Heroes
S e p t e m b e r
ideas and needs demonstrated by each
unique group of students.
This means that while much of
the content presented is the teach­
er’s choice, an equally important part
originates from individual or groups of
students. How does it look day-to-day
or year-to year when the teacher does
not always know what will be taught
(or learned) by each class?
What happens is that each class
takes on its own unique flavor, and
individual students shine with their
own light. Learning experiences in
school do not have to be standard­
ized to be fair and equal. Instead,
honoring the unique nature of each
child-as-artist guarantees fair and
equal opportunity.
2. THE CLASSRO O M IS A S T U D IO
Travel the country—in person or vir­
tually through social media—and you
will find tremendous variety in the
physical spaces where art education
is conducted. Teachers adapt to “art
on a cart,” art in the cafeteria, art in
the community room between other
classes, art out back in a temporary
trailer (with no water, by the way), art
in the hall, art on the roof...
OK, maybe that last one is an exag­
geration, but the point is, not every­
one has a well-appointed classroom
with northern exposure, big windows
and plenty of storage. Choice-Based
art can fit all these settings—and
does! The important thing for most
choice studios is to develop systems
for autonomy whenever and wher­
ever possible.
Many Choice-Based studios are
arranged in media “Centers” such as
Drawing Center, Collage Center, Paint­
ing Center, and so on. Each center
has the tools, materials, references and
resources needed to inspire, instruct
and launch artistic exploration, experi­
mentation and practice.
2015 • 83 YEARS w w w . a r t s a n d a c t i v i t i e s . c o m
 Students are shown how to use and What do artists do? When design­ No two Choice-Based art class­
care for each center in turn, until the ing learning experiences for and with rooms are alike, just as no two teach­
whole studio is “open” and ready for students, this question acts as a com­ ers or students are alike. Choice-Based
community use. Students learn to come pass. By asking and seeking to answer art offers teachers and learners the
up with ideas for artmaking, choose this question, a culture of inquiry, opportunity to find their unique paths,
the media, techniques and processes discovery and craftsmanship devel­ nurture artistic dispositions, develop
that best fit their idea (or experiment ops. “Eight Studio Thinking Habits of individual strengths and interests, and,
and explore in order to develop an Mind,” described in Studio Thinking quite simply, to do what artists do! ■
idea), set up their work space, make 2: The Real Benefits of Art Education,
art, clean up and finally reflect on and frame the work of artists, and are Nan Hathaway teaches art at the middle
present their work. useful in introducing students to a school level and was named 2015 Ver­
A student visiting our studio for a consideration of all aspects of work in mont Art Educator. She is a member of
day noted “I like it here, I can see and get the studio. Teaching for Artistic Behavior Leader­
everything / need," and another, experi­ Artists Envision, Develop, Craft, ship Team and co-editor of “The Learner-
encing the studio for the first time as Stretch & Explore, Engage & Persist, Directed Classroom: Developing Creative
a sixth-grader, observed: “Everything I Express, Reflect and seek to Understand Thinking Skills through Art.” Visit her
ever wanted to do in art is here. ” the Art World. Using these eight habits blog: studio-learning, blogspot. com.
as a lens, students and teachers can
3 . T E A C H IN G A N D L E A R N IN G REFLECT develop an understanding of how art­
REFERENCES
A U T H E N T IC A R T M A K IN G PRACTICES ists work and why.
In Choice-Based art programs, stu­ Where students are recognized as • D o u g la s , K . M . . , J a q u it h , D .B . Engaging
dents learn about art and the art world artists in their own right and provided Learners through Artmaking. T e a c h e rs
C o lle g e P re ss, 2 0 0 9 .
through the hands, hearts and minds a studio in which to do their work, • H e t la n d , L, W in n e r , E ,. V e e n e m a , S ., a n d
of artists. Every effort is made to each unique, individual path toward S h e r id e n , K . Studio Thinking 2: The Real
provide authentic art experiences—to creative and artistic growth is hon­ Benefits o f Art Education. T e a c h e rs C o lle g e
teach for artistic behavior. ored and supported. P re s s , 2 0 1 3 .

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