Walker 6: Developing Plans

Reading chapter 6, I felt as though it was information we've heard quite often in our educational experience in Art Ed. We've been taught to start with a big idea and set up essential questions and keep concepts. One thing I found helpful was her breakdown of the research on the teacher's side of planning. She included researching the big idea and the several ways it can be approached, as well as resources to support the lesson.

She also included researching artist's personal history, which was something I don't always think about. I think it is easy to get wrapped up in the fun of the lesson and developing the big idea, that the artist bio can get lost in the process. I hadn't thought about how inquisitive students are and that they are more than likely going to want additional information on an artist that is presented. This is something for me personally to remember and work on as I develop lessons.

She went on to continue artistic context and social context, both very important inclusions in presenting big ideas and artmaking lessons as they form a better understanding of the art history and development of the idea over time.

One thing that I struggle with is how to include this method of lesson planning all the time. In our preparation for the field, our experience is so heavily grounded in big ideas and making meaning in art; however, often in field observations, this isn't always happening. For instance, right now I'm in a foundation course at the high school level and there is little meaning being made. For the most part, their focus is on technical skills. While I see the importance of gaining technical skills, especially at a foundational level, I think it can be approached in a manner much better than this. Why do big ideas have to be introduced half way through the year, or only in advanced classes? We are trying to hook students with how exciting art is and much potential they have as artists, but this is not the way to do it. So is where practical application and theoretical planning bump heads. So as teachers on the cusp of our first year, how do we steer clear of boring, empty, technique-heavy lessons?