The Learner-Directed Classroom: Developing Creative Thinking Skills Through Art

by Diane B. Jaquith, Nan E. Hathaway

Overview

Educators at all levels want their students to develop habits of self-directed learning and critical problem-solving skills that encourage ownership and growth. In The Learner-Directed Classroom, practicing art educators (PreK–16) offer both a comprehensive framework for understanding student-directed learning and concrete pedagogical strategies to implement student-direct learning activities in school. In addition, research-based assessment strategies provide educators with evidence of student mastery and achievement. Teachers who structure self-directed learning activities can facilitate effective differentiation as students engage in the curriculum at their level. This book provides evidence-based, practical examples of how to transform the classroom into a creative and highly focused learning environment.

Book Features:

• Guidance for implementing a learner-directed program, including advocacy, management, differentiated instruction, and resources.
• Attention to the needs of specific groups of students, including preadolescents, gifted and talented learners, boys, and those with learning differences.
• Insights into reflective practice and strategies for assessment of learning.

Product Details

ISBN-13:	9780807753620
Publisher:	Teachers College Press
Publication date:	08/24/2012
Edition description:	New Edition
Pages:	176
Product dimensions:	6.00(w) x 8.90(h) x 0.40(d)

About the Author

Diane B. Jaquith is a K–5 art teacher in Newton, MA and a co-founder of Teaching for Artistic Behavior, Inc., a choice-based art education advocacy organization. She is the co-author of Engaging Learners Through Artmaking: Choice-Based Art Education in the Classroom. Nan E. Hathaway is a middle school art teacher in Duxbury, VT. She is a gifted education specialist and is on the board of directors for Teaching for Artistic Behavior, Inc.. She is the author of studio-learning.blogspot.com.

Table of Contents

Foreword Patrick Fahey vii

Acknowledgments xi

Introduction Diane B. Jaquith Nan E. Hathaway 1

Part I Planning for Paradigm Shift

1 Advocating for a Student-Centered Art Program: Navigating Expectations Katherine M. Douglas 9

2 Time as a Choice in Self-Directed Learning Diane B. Jaquith 18

3 Engaging Middle School Students Through Choice-Based Art: A Personal Reflection Linda Papanicolaou 30

4 The Visual Resource Studio: Embedded Art History and Appreciation Pauline Joseph 38

Part II Supporting Learner Autonomy

5 Building a Strong Voice of Inner Authority in a Montessori Choice-Based Art Program Cameron Sesto 49

6 Supporting Young Artists as Independent Creators Tannis Longmore 56

7 Testing the World Through Play and Art George Szekely 64

Part III Special Considerations for Special Populations

8 Outlaws, Rebels, and Rogues: Creative Underachievers Nan E. Hathaway 79

9 Look in the Mirror: Reflecting on Middle School Art Ilona Szekely 91

10 Teaching for Innovation: Supporting Diverse Learning Communities Ellyn Gaspardi 99

11 The Secret Art of Boys Clyde Gaw 107

Part IV Thoughts on Reflection and Assessment

12 Can Studio Habits Help Teachers Assess Arts Learning?: Case of the King Cobra Lois Hetland 123

13 The Art of Motivation and Critique in Self-Directed Learning Marvin Bartel 131

14 The Important Thing Dale Zalmstra 143

Poem: Approaches to Art Catherine Adelman 148

About the Editors and the Contributors 151

Index 155

What People are Saying About This

From the Publisher

“Experienced and novice art teachers at all levels who read this book will be motivated to teach in open-ended environments where their choices can make a difference in their students’ lives.”
—Enid Zimmerman, Indiana University

“An important read for all teachers. A timeless and necessary pedagogy for all classrooms."
—Jacqueline Grennon Brooks, Hofstra University

“It is easy to proclaim creativity important and criticize current practices and then offer no actual solutions. This volume is filled with practical tips and hands-on advice aimed at improving self-directed student learning. Any classroom teacher interested in helping students learn, discover, and create will want to read and reread this book.”
—James C. Kaufman, Professor of Psychology, California State University, San Bernadino, And Editor, International Journal of Creativity and Problem Solving

“Here at last is a meaningful, practical, and hands-on textbook giving guidance to the classroom teacher about beginning or enriching a choice-based program for students, rather than the traditional regimented art curricula meant to please adults. I highly recommend this book to all who are involved in pedagogy, including parents.”
—Jaune Quick-to-See Smith, Artist

Editorial Reviews

Throughout reading this book one question kept popping up in my mind: Why aren’t ALL classrooms—academic and art based—designing with this learner-directed model?...This book is a useful tool for both preservice and experienced educators looking for methods to use within the constraints of a system of compliance and conformity.”

—National Art Education Association

" The Learner-Directed Classroom highlights an exciting approach to twenty-first century pedagogy that will prove important not only to how we educate in the arts classroom—but in all classrooms."

—Harvard Education Review

From the Publisher