Author: Cathy Wilson Title: Art Teacher Role: K-12 Classroom teacher Location: Helper, UT Date: 08-10-11 I attended Laurie Gatlin's workshop on making art journals (she calls them sketchbooks) so students can create pages with their own images and text writing. We do them, as she does, every Friday. I notice that these free days give me much more genuine imagery and artwork than giving just an open assignment. In these cases (open assignments), I notice that my kids like to use logos from sports teams, commercial imagery, that sort of thing. I know they love these things, but it strikes me that the images are not particularly personal, not really. What do you think? Are you satisfied/comfortable when kids use commercial images for their work?
	Author: Joanna Neas Role: Student Location: Easton, MA Date: 02-21-05 I think Choice-based Art Education is a great way for students to develop their own sense of artistic style and direction. By providing a basic demonstration at the beginning of class and then taking a step back to let the children use the principles to the best of their abilities, they have the freedom to play and experiment with different materials and methods. It is so important for the students to feel some sort of connection and passion for what they are making, which will lead to further drive and desire to express themselves through art.
	Author: Myriam Ramos Title: Art teacher Role: K-12 Classroom teacher Location: Fort Buchanan, PR Date: 03-05-04 I learned about the concept of choice-based art from Judy Decker, the Incredible Art Department and the Getty ArtsEdNet. I teach high school art which includes a painting class, a printmaking class and 4 sections of Art Fundamentals. I just realized that for the current assignment in the painting class, I have used a version of choice-based art. The purpose was to create an acrylic painting that included a human figure or figures. At first their sketches were clichés and looked like 5th grade quality. I was disappointed when I finally decided to show them examples of works by contemporary artists who paint the figure. I told them that there is no correct way of drawing or painting the figure and that I wanted each work to be different from one another. I am so pleased with the results so far! For the first time, they are taking their work home, they are coming before and after shcool to ask my opinion, and to share their progress. Now, after reading about your program at Freetown/Lakeville I am going to use the process with my smallest fundamentals class.
	Author:   Date: 10-27-03 In Response to Kathy Douglas's Art Show... I really connected with Douglas's problem with her school's art show. When-ever I went to a school art show, people would be quick to pass over work by students they didn't know. It was often fustrating because it seemed to completely defeat the purpose of an art show. I love how students in Douglas's class are not only particiapting in an art show, but complete the artist process by being able to show they favorite work. I understand the reason for limiting the art show to the third grade, but I wondered if Douglas planned any events to allow younger students to share their work with their peers.
	Author: Elizabeth Mojica Role: Student Location: Hyde Park, MA Date: 10-27-03 John Crowe: A Long Road to Choice at Bridgewater, MA... I think its great that he tries to work with what the kids generally want to do, and I think his grading system is one of the best ways to encourage the students as opposed to saying one project gets an A while another maybe a C which really may not mean anything.
	Author: E A Role: Student Location: Easton, MA Date: 10-27-03 Kathy Douglas' are exhibit is an amazing part of her art class and of Central School. The idea of involving the whole school in the art exhibit, by inviting all grades to view the artwork and comment on it. The parents also get more involved in their child's education by seeing their work, and Ms. Douglas gives them ample opportunity to visit the exhibit by keeping it open for a whole month. However, the benefit of the third grade art exhibit that I found most impressive were the responses of the students. The artists' statements show a deep understanding of techniques and vocabulary and the learnign experiences of the students. The way they described their processes was genuine and inspiring. The whole exhibit gave a strong sense of an artist community and really sets up the students in a great learning environment.
	Author: jessica leach Role: Student Location: Manchester, NH Date: 10-26-03 Lindsay Harden’s article shows us that freedom does not mean chaos in education. Lindsay doesn’t conform to the conventional just because that is how the school and other teacher are used to teaching, but finds her way instead. She found that allowing the students the choice to find their niche they would still learn and in fact become more engaged. Most important, by allowing the students freedom she didn’t have behavior problems to worry about. This allowed her time to work with the students and also observe the students. Sometimes observations can serve as very reliable assessment opportunities, not only in the art room, but also for those students who do not test well. In this time of standardization, we should really be opening our eyes to the development of students when they are given choices because it seems to me that they are more willing to learn and that is when they learn the most.
	Author: Courtney Alleborn Role: Student Location: Easton, MA Date: 10-26-03 The children?s art show idea developed by Kathy Douglas I think is a great way to get children excited in their own artwork and bring confidence to what they create. By having the whole school involved in the show it becomes a huge event that the younger grades can?t wait until they are old enough to participate and show their work, making their excitement and creativity grow and grow. Then once the child is in third grade, not only does the child just share his work, but he is also treated like a true professional artist. The artist statements and visual pictures just add to all the work and effort brought into the show, and pull it all together, making the third grade art show seem like it should be in the MFA, not in the halls of an elementary school. However, the aspect of the art show that I find the be the best, is that the younger grades go around and write, ?fan letters? to the artists of their favorite work, how much more confidence can the artist receive then that! In all the children?s art show I find would be a huge success in any school with any grouping of students because of what it brings not only to the individual artists but to the school as a community.
	Author: Kathryn White Role: Student Location: Easton, MA Date: 10-26-03 After I read John Crowe’s A Long Road to Choice, it made me realize that teaching and getting things just right in the classroom can take a while. He knew he wasn’t connecting with the younger grades and decided to search for a new teaching method until it felt right. It was great that he chose the choice-based method of teaching. He had the freedom to do exactly what he wanted, could connect with the kids, and gave the kids the freedom they needed as well. In school, I never had the one-on-one that John Crowe has with his students. It would have really helped to have the teacher’s input or even to have a discussion on art. Also, I especially liked how he created a new grading system with pictures of the hand, brain, and heart. This is the kind of grading system I would use. It is a lot easier to grade with and a lot easier for the kids to know how they will be graded compared to the old system of just using satisfactory and outstanding. Everything he did to change his classroom created a great learning environment for all of his students.
	Author: Elizabeth Mojica Role: Student Location: Hyde Park, MA Date: 10-20-03 Diane Jaquith's K-5 Art Class, Burr School I think that the great part about her technique is observing the students, and trying to work with their needs and understanding, as opposed to ?forcing art down their throats?. She feels their vibe as they walk in, she has discussions in the beginning of class and from there she works her lesson plan. It varies from grade to grade and even year to year. She adapts her approach and plans to the kids needs, abilities, etc. Very few art teachers do that and I think that really helps the kids to be free and learn their own styles but also get a true understanding of art.
	Author: E A Role: Student Location: Easton, MA Date: 10-20-03 Pauline Joseph's K-5 art class at Cabot Elementary School seems to be one of the best experiences for young artists. The classroom is set up like many choice-based art classrooms, with the addition of ephemeral centers to introduce students to new mediums. Joseph also builds on lessons from each year. The fifth grade art student uses the skills and knowledge they gained from all previous years to create more advanced projects. One of the greatest aspects of Joseph's teaching style is the connections she makes between students art work and art from other cultures and time periods. It is a great experience when a student can see how their creation resembles a famous style and be encouraged to investigate it more deeply. Joseph's class is one I hope will be emulated in other schools.
	Author: Deborah Cruise Role: Student Location: Canton, MA Date: 10-19-03 I loved Diane Jaquith's idea of having students sit on the floor in a circle for a "meeting time" before and at the end of art class. As a sub teacher and a Sunday school teacher, I find that sitting in a circle and "sharing" are wonderful ways for students to connect with what they are going to be doing as well as each other. Letting them share in this format helps them to bond with the teacher and each other and makes the environment pleasant and open. Using this format at the beginning of a choice-based classroom that is made up of centers, is a great way to keep the students' focus and attention while going over the lessons, discussing a concept or bringing up routine classroom issue; and gives the teacher a chance to take the emotional and physical "temperature" of each class. Having down-time at the end of class to share and/or look at each other's work sets up a good transitional phase as well as an opportunity for additional learning through comparison and comments. I would not hesitate to incorporate this method in any type of classroom situation.
	Author: Kathryn White Role: Student Location: Easton, MA Date: 10-19-03 After reading Diane Jaquith's K-5 Art Class, it really made me think about the choice-based art classroom and how much freedom there is within it. The traditional classroom has tables with seats, specific materials for the projects on the tables, and the students must do what the teacher says and wants. Diane Jaquith, on the other hand, had five centers all around the room with a wide selection of materials, the rug for sharing and discussing the students' artwork, and after the teacher demonstration, the students could create any type of art they could imagine. After reading about how she adapted her classroom for choice-based art, what she can accomplish with it, how the students react to it, and how the classroom flows, it gave me a good feel and sense of how to setup and do choice-based art in the classroom. Choice-based art definitely seems to be the best way to teach art in a classroom.
	Author: Courtney Alleborn Role: Student Location: Easton, MA Date: 10-18-03 After reading Pauline Joseph's story one paragraph impractical stood out for me. It was about how she made a distinct effort to bring to the children?s attention professional artists work, and she did this by relating the professional work to what they themselves were doing. I thought it was great how if a child did a piece of work that reminded her of another piece she would instantly go and try and recover this piece and then show it to the child. By doing this and bringing famous artwork to the attention of the students it definitely gets them interested into another aspect of art, the aspect of art appreciation. Also, with comparing the students? artwork to that of a professional artist, the students? self-esteem and art confidence defiantly increases, hopefully promoting a continuation in the arts.
	Author: E A Role: Student Location: Easton, MA Date: 10-13-03 After reading John Crowe's story, "A Long Road to Choice", I find his art curriculum to be a creative and innovative way of making art class more meaningful for students. First, I was very impressed that he discussed art so in depth with his high school students, something I wish my high school art teachers had done with me. I love the idea of discussing art with students of all ages, on an individual or small group bases, as Crowe does with his elementary and high school students. I agree with his grading system as well, showing it's not how "good" a project is that matters, but how much the artist puts into it. The concept of play and care projects is something I wish i had experienced in my art classes, not just at home. Learning from experiments (play) is how I discovered many techniques and what my personal preferences are. Having the opportunity to discuss them in class with teachers and students would make those experiments even more meaningful. Then to take the knowledge the students have gained to create a care project, seems like a great opportunity for the students to share their experience and to demonstrate their abilities. Prior to having survey's of the students' subject interest for projects, I think I would present the students with different subject matters and show them examples of paintings using these different concepts. This may give the students more ideas of what they would like to try. If the resources were available, I would try to expose the students to more art materials for each type of art. I would want them to be able to play with sculpture to create an object they would want to draw, and encourage the idea that no type of art is isolated.
	Author: Elizabeth Mojica Role: Student Location: Hyde Park, MA Date: 10-13-03 I think this is a very good way to teach kids that you don?t see for that long a period of time. It helps to make some demonstrations on the way the materials could be used but then they are given the freedom to utilize the materials any way they want. To be able to learn and then apply the knowledge received helps not only with creativity but also confidence in their own artistic styles.
	Author: Elizabeth Mojica Role: Student Location: Hyde Park, MA Date: 10-13-03 I thought the new curriculum was great, I wish I had the freedom to investigate and explore my own art and ideas, and even do some of my own research. Although I tended to be good, in the old artistic terms I just found the assignments boring and felt I was forced to do something I wasn?t interested in. The grading system was very flexible and didn?t just look at ability, which I think helps the students relax and just enjoy and express themselves.
	Author: Courtney Alleborn Role: Student Location: Easton, MA Date: 10-09-03 The aspect that John Crowe took on choice based art I found to be very interesting. From all that I have learned so far about choice based art it seemed to me, like Crowe, a lot would be going on at once, meaning pandemonium for a teacher! There would be so many aspects of art happening at once it might be hard to focus on topics and teach them to the best of the teacher?s ability; and students would be all over the place in the classroom a teacher might not be able to get close to their students. Still loving the concept of choice based art; this poses a problem for teachers that like to be close to students yet have a sense of control. Because of this the curriculum that Crowe developed, I find to be perfect. Not only does he allow the students to still have their choices, such as Kathy Douglas does with her students, but he allows for a general focus. Crowe gives a central focus for the artist, such as drawing for a semester, but in that he then offers so many choices. The students can still implement their own creativity choosing their materials for drawing and focus for their work, but Crowe can be there to help them on specific things, and teach all of them about the concepts of drawing at once. I think that Crowe has developed his own form of choice based art for the students, and it is a wonderful take off on the idea.
	Author: jessica leach Role: Student Location: Manchester, NH Date: 10-06-03 It is refreshing to see a story about someone having the drive to try something new. So many times the traditional approach wins out because it is easy, not because it is the best for the students.
	Author: Rebecca Howe Role: Student Location: N. Easton, MA Date: 10-06-03 While reading the story about the Freetown-Lakeville Middle School, I found myself responding to Lindsey Harden’s assessment strategy. As a future teacher, I liked Harden’s choice to use documented observation and student self-assessment as a way to evaluate student’s effort, attitude, craftsmanship and conduct. While it seems like it would be a lot of work for the teacher to keep such detailed written accounts on each of his or her students, I think it is worth while work. As a student in high school, I was constantly in competition with other students in my art class. Often the grade I received did not reflect the amount of effort I had put into my art. In my high school art class, students who were naturally gifted received the “A” and the rest of the class was graded in comparison to those students’ work. Harden’s choice of assessment allows students to be seen as individuals and in terms of their own art, not other’s. Self-assessment, would have allowed me, as a student, to convey to the teacher the effort and personal success I had experienced; even though my art work was not “as good” as some of my peers. I would have be inspired to strive to develop my artistic self, instead of dwelling in frustration. Because of my personal experience in high school, I was not surprised to read that Harden experiences few behavior problems in her class. A student often acts out as a way to distract others and the teacher from his or her own difficulties, frustrations, and limitations. In a choice-based classroom environment, students have the opportunity to explore their interests and abilities without concentrating on how they may compare to other students in the class. By allowing students to choose their art, a teacher allows a student to own and develop his or her personal success.
	Author: Deborah Cruise Role: Student Location: Canton, MA Date: 10-06-03 I really enjoyed Cheryl McCabe's story about her private, choice-based art classes. In particular, her positive approach to self-evaluating student's own art contributes to the idea of problem solving in art by formulating problems rather than looking at failures. Additionally, her entire experience with Heather, the special needs student, shows the artist as a problem solver and broadens the value of art for all.
	Author: Kathryn White Role: Student Location: Easton, MA Date: 10-06-03 I really liked how Cheryl McCabe used her negative art experiences as a student and used those to make positive experiences for other young artists. Even though she arranged her classroom for choice based artwork, it really moved me that she took the time to restructure her room to fit the wants and needs of her students even more than she already had. Throughout all of my art classes throughout school, I do not remember having a teacher who would change their classroom to fit the needs of their students. It was always how they wanted it. This goes to show how much Cheryl McCabe cares about her students and others, and how much she wants her students to grow and flourish as artists. She really wants them to love and enjoy their own artwork as they have the encouragement and freedom she never had. I can remember being in 4th, 5th, and 6th grade, and our teacher would always choose still life as a project. There were only 2 scenes to choose from, and we would always have to do it in pastels. We never had a choice of materials to pick from, and the still life setups were limited. Each year I would dread it. We never had a choice and were not able to make any decisions regarding our still life projects. We never had any freedom in the project I despised, so how was I suppose to grow and flourish as an artist?
	Author: Courtney Alleborn Role: Student Location: Easton, MA Date: 10-05-03 After reading the story of Lindsey Harden?s art room at the Freetown-Lakeville Middle School I was reminded of my own experiences with my former art teacher Mr. Moore. As Lindsey was saying it was very hard to get the students inspired to create art, they had ?no ideas? or were always working on the same concentrations, friends gossip?. That type of student she was describing was me always working on the same idea. I could never come up with any new ideas for my art work, so I always ended up working with flowers, sunflowers to be exact; it was the only thing I felt comfortable working on and could make look realistic. Mr. Moore always encouraged me to try and work with other concentrations but I could never break away from my idea of flowers. One day Mr. Moore came into class and brought with him a plate full of foreign foods, none of which I recognized, and although unsure of certain things I tried them, and even found some new favorite foods. After we finished our little buffet he said, ?See how you didn?t eat the same food the whole time, you tried new things you were totally unfamiliar with, you have to do that with your art work also, then you may just find something you like better then flowers, but you have to try it out, break away with what you feel comfortable in and see what else there is to offer.? So Mr. Moore was, in his own way, offering to me my own choice based art, a variety of choices to try and experiment with, I just didn?t realize it until now!
	Author: Mary Messner Role: K-12 Classroom teacher Location: North Easton, MA Date: 10-08-02 Art teachers need to find ways to teach students the skills needed to create artwork that expresses the student's own original response.
	Author: Cara Janczunski Title: Student Role: K-12 Classroom teacher Location: N. Easton, MA Date: 10-08-02 In doing my own artwork, I could call myself "a child of the Crowe's." John Crowe and his wife Maryjean Viano Crowe have been mentors of mine throughout my college career. I completely believe that the artist should have choices and be able to get completely engrossed in a project they LOVE. For example, in a course I took called "The Big Picture," an Advanced photo course with MJVC, I don't think I set foot into the darkroom. Instead, I became completely engrossed in the cyanotype process and transferred photo images to fabric and made a quilt. Whereas others changed topics of their work several time throughout the semester, my final project started the very first week. I don't necessarily believe in deadlines. Here at Stonehill, I have been blessed with my own small studio in which to work on whatever I choose, should it be my painting, drawing, printmaking, or photography displays. Its a definite self-esteem booster to see your work go up. If at all possible, I'd love to see each student get his or her own space to create in. Don't be afraid to jump in and get dirty!!
	Author: Sarah Mirza Role: K-12 Classroom teacher Location: Easton, MA Date: 10-08-02 Art teachers need to assure that their students are enjoying creating the artwork that they are making. Often, children make "parent pleasers," or projects that simply show that they can use art materials. When teachers make sure that students have a say in their work, the students can then become artists, and learn to enjoy art.
	Author: Barbara Russell Title: Student Role: K-12 Classroom teacher Location: Easton, MA Date: 10-08-02 As George Szekely states in his book, "Encouraging Creativity in Art Lessons," "If each child is to fully experience what it is to be an artist, he or she needs to be treated like one." He goes on to explain that artists are not told what to do as students in a normal classroom setting may be. Artists must truly be able to create and explore using his/her unique individualism.
	Author: Amy Sweeney Role: K-12 Classroom teacher Location: North Easton , MA Date: 10-08-02 In order to change students into artists, teachers should encourage their students to be creative and utilize their own talent to the fullest. Students should be taught basic skills of art and then allowed to elaborate on those skills independently so that they can experience authentic personal art making.
	Author: Li Yuan Li Title: student Role: K-12 Classroom teacher Location: Easton, MA Date: 10-08-02 I think the most important aspect of teaching anything is to get the student's interest. This might require some time and close observation of individual students but it will definitely pay off.
	Author: Katherine Douglas Title: Classroom Educator Role: K-12 Classroom teacher Location: East Bridgewater, MA Date: 10-08-02 Just imagine: turning the classroom upside down...and, as the teacher, seeing my job as giving the students what THEY need so that they can learn what they need to know!
	Author: Kelly Carroll Role: K-12 Classroom teacher Location: Easton, MA Date: 10-08-02 Art teaching, specifically in the classroom, needs to change so that there is less dictatorship and telling. Instead students should be given multiple opportunites to create art of their own with less criticism. Instead of giving a specific art "project" for everyone to make the exact same way, allow diversity and creativity. It turns the students into artists.
	Author: Melissa Rich Role: University Location: Norton, MA Date: 10-08-02 With today's art "projects," children are given a project to complete, and once finished, the classroom teacher ends up with 20 some odd carbon copies of the same project. This does not allow for any creativity within the students' minds to be exhibited. To allow for structure AND creativity, we could try a theme for the day (week, month, etc.), and give children a basis for their project, then allow them to try things as they wish.
	Author: Amanda Puopolo Title: Student Role: K-12 Classroom teacher Location: N. Easton , MA Date: 10-08-02 Art teaching must change so that children are able to choose what they want to make. When a child is able to choose what they are making, they can make it their own. When it is their own, they can experience authentic personal art making. If it is important to them, then they can take on the job of the artist.
	Author: Erin Ambrose Title: Stonehill College Student Role: K-12 Classroom teacher Location: Easton, MA Date: 10-08-02 Art teachers should not make the assignments so detailed that every student's art work come out looking exactally the same. The more freedom the student has the more creative thier artwork will be.
	Author: Kati G Title: Miss Role: K-12 Classroom teacher Location: North Easton, MA Date: 10-08-02 As a teacher you have to make certain that you do not try to mold your students in the artist that you have always wanted to be. Students should be able to be their own person. They should be able to decide what they think is art to them.

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