Posted by:
Katherine Douglas
K-12 Classroom teacher
East Bridgewater, MA

Topic:
Four groups needed for successful transition

Message:
When transitioning from a traditional art program to a choice-based environment, it's important to ensure that all stakeholders are well-informed. In my experience, there are four groups needing information and education to make a successful transition:

1. First, it is important to meet with the principal and/or art supervisor to discuss the rationale for the changes that you will make. An outline of the media and processes you will address via demonstration will reassure your supervisors that there will be ongoing, competent instruction. The research base for the changes can be accessed here on the LOOM. Supervisors need to be assured that although there will be more movement and a slightly elevated noise level in the choice-based class, that this action and conversation will be directly related to enhancing the work at hand.

2. Classroom teachers may need information on your plans, especially if you have been teaching required lessons directly related to classroom activities in social studies, for example. An offer to support classroom studies can still be made by a choice teacher because time can always be available to students choosing to continue classroom-initiated model building, play scenery designing, etc. When the children are interested in classroom topics they will often express this in their artwork, supporting the curriculum in an organic and authentic manner. Choice teachers can display visual references related to a classroom unit on sea animals, for example. Brief, whole group demonstrations can sometimes be scheduled to coincide with classroom units.  For example, I demonstrate paper sculpture techniques during the week of grade one mathematics lessons on solid geometry. Students can choose to experiment with constructing paper cones, cylinders, pyramids, rectangular prisms, and cubes. Classroom teachers appreciate this reinforcement and application of what students are doing in class.

3. Parents may be used to seeing very polished teacher-initiated work arriving home with their children on a regular basis. In choice-based teaching, the processes of authentic art making means that many pieces which produce learning may not be intended for display. A newsletter for parents can highlight the month's demonstrations, amazing discoveries in the choice classroom's centers, and include artist quotes about the working process. This helps keep communication and understanding flowing. Any exhibits in the school
should contain written information about the teaching and learning situation in the art class. Most of all, involved, invested students will advocate for your program at home.

4. Students, of course, will need a transition time to change from teacher directed to student initiated art work. The success stories throughout this Knowledge Loom spotlight on Choice-based Art Education contain strategies for making that happen.

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