Developing a knowledge base: Walker Ch.3

In this chapter, Walker is discussing how just as professional artists build a knowledge base of their subject matter before creating a piece, our students need to do the same. Developing this deeper understanding of a subject pushes the artmaking process further and creates a richer piece. I think at this collegiate level as student artists we often do this building of a knowledge base almost subconsciously, depending on how conceptual are piece is. I know we are often doing artist research, and learning historical and social contexts before working on a piece. Or at least in some cases we are. But elementary and secondary students really need that push to learn more about their subject matter. As teachers we have to foster that synthesis by creating opportunities for them to make connections.

I liked Walker's suggestions of ways to do this in the classroom, such as having the students compile all that they know about a topic. I think we've already started learning how to do this with big ideas. When we introduce a big idea to students and ask our essential questions, these conversations are getting them to think about the topic and awaken that "dormant" knowledge. Creating word associations is a great way to think about big ideas. I think, as a class, having students compile as many words that they associate with that topic as they can could be a successful way to gauge prior knowledge, as well as help them to make connections.

Graphic organizers are a great way to brainstorm and focus on those ideas. Creating word lists or mind maps allows the student to get all ideas on paper -- quantity over quality, of course. Using digital software like Inspiration is another interesting way to brainstorm. I especially like this because you can include text with images.

In Walker's example of the class studying the Motherwell piece, I thought it was a great idea to have the students read literature to gain social, emotional and historical context. This not only gave them a greater understanding of his work, it provided an informed way of viewing abstract art, which some students have a hard time doing.

As we are creating our mini lessons, I think this is something to keep in mind. With Anna's idea of creating a movie poster based on fear, it's important for the students to think about cultural references, as well as historical, cultural and emotional cues and contexts. Students could do a lot of research on fear, finding the history of common urban legends, folklore, myths and ghost stories. This allows the students to put their own fears into context and create content-driven designs.

It's also important to include artist exemplars and discuss the knowledge base from which they are working. Understanding the thinking behind an artist's work, helps the students to approach their work in the same manner. Art21 is a great resource because in the artist videos they often discuss their inspiration along with their working process. It's important for us, especially now going into student teaching and soon our own classrooms, to keep these techniques in mind while we plan lessons and push our students in their artmaking processes.