Don't touch things without permission. Only ask questions when it's appropriate. Generally, by the middle of 2nd grade, our students have internalized these messages regarding respect and orderliness in the classroom. As a K–8 visual arts teacher, I've noticed how students' innate curiosity about their surroundings diminishes as the years go by, often at the prompting of well-intentioned teachers reminding students to "wait and see" what materials they'll need before touching anything. Although I do appreciate the lesson in respect, I sympathize with my students, knowing that feeling that paint brush on their hand or squishing the clay with their fingers would pique their curiosity for learning.
After all, even the art classroom can have a stifling effect on student inquiry. So, after years of keeping "special" art materials organized inside my art closets so that nothing would happen to them, I decided to make them visible and readily available to all students. This meant letting go of some control—knowing that the scrap box of decorative papers would end up messy and that googly eyes and beads might end up on the floor. But the pay-off in engagement was worth it. As students entered the art studio in the first weeks of school, wide eyes and excited smiles lit up their faces as they scanned the room, looking at the myriad cubbies and containers housing all sorts of colorful wonders. The energy grew as I explained that this year, they would have many occasions to select whatever they wanted to use in their work. They would still receive instruction in the use of media, artistic processes, and thinking like an artist, but they would base the subject and media on their interests.
Artists at Work
This curiosity-priming approach to art education comes from Teaching for Artistic Behavior (TAB), an education approach rooted in the belief that students need multiple ways of making meaning through art, from varied materials to personalized subject matter and independent learning opportunities. TAB supports 21st century learning skills by encouraging students to think critically when making decisions about media, subject matter, and their work. This approach also drives students to communicate their ideas effectively through art, to collaborate with others in learning about and making art, and to choose how much time to spend exploring various creative processes.
I must admit I was, initially, a bit worried that things might get out of control or that my students wouldn't receive enough formal instruction. As the weeks progressed, however, I noticed that I was actually able to give much more individual support to student questions that arose while they worked. When one student lost focus of her theme and expressed difficulty in moving forward, we were able to collaboratively examine multiple options for reframing her work by looking at the multitude of art media available. I was no longer the gatekeeper of the curriculum. As another student moved quickly through her work, she was able to produce more in varied media, giving her more options for her final series.
Although our art studio includes various media centers often seen in TAB classrooms, I find that students benefit from initial whole-class demonstrations in new media. Even if a particular medium does not interest all students, these introductory lessons give students options not only for artistic media, but also for leadership roles they might take in a particular unit or project. Our school is a Leader in Me school, based on Sean Covey's 7 Habits of Happy Kids, which focuses on helping all students build leadership and life skills. By making our art studio a TAB- and choice-based classroom, I provide many opportunities for my students to strengthen their leadership practices through collaborative learning and leading. Some may choose to develop skills in one specific artistic process, making them the "go-to" leader for questions or demonstrations. Others become leaders through their roles in collaboration.
Pique Learning Through Choice
Engaging student curiosity and the TAB approach are not limited to the art studio. Generalist teachers can turn their classrooms into choice-based learning environments by creating dedicated centers and areas. Environments that invite curiosity engage students in expanded learning by providing them with resources and materials to explore ideas independently or through collaboration with classmates. Students can help cocreate a learning environment that is rich in diversity and options for exploration. Additionally, rather than having all students demonstrate understanding of a particular lesson or concept in the same way, teachers of choice-based classrooms might have students choose how to show what they know, perhaps through variations in media or presentation—illustrations, written reflections, dramatic interpretations, process documentation, videos, songs, or other means that show evidence of learning. These characteristics of differentiated instruction engage students authentically by supporting individualized learning through student choice.
Continuing "look-but-don't-touch" learning eventually leads to lost interest. To save curiosity, we must be willing to turn over the reins. Empowering students through choice not only tells students that their ideas matter, but also lets them know that we trust them to make decisions about their learning. By implementing a choice-based instructional model or classroom environment, educators can encourage curious minds, instilling in students the love of lifelong learning both inside and outside the classroom.
