Designing Meaningful Art Curricula
Since the beginning of my career I've had the joy and challenge of designing my own curriculum. When I think back to my first year of teaching I cringe at how random my lessons were because they were ALL over the place. I'm sure I started with the basics- color theory and the elements of art- but if I ever came across a lesson that I liked I'd throw it into the mix regardless of whether it fit or not. I had no plan. There was no order! Totally normal but so avoidable.
Fast forward to my eighth year and my secret weapons are connect well and plan well. I work in the Preschool division so I only teach PreK and Kinder students which makes things a bit easier. Throughout the year I still throw out old lessons and add in fresh ones. However, I spend a great deal of time at the end of the previous school year planning the entirety of the following school year, leaving small gaps for fresh lessons. Totally worth it! Here's what I consider when planning so that I make meaningful curriculum choices.
+ Can I tie this to something they're learning in the classroom?
Integration talk is h-o-t-t hott right now. Has been for years. CORE, STEM, STEAM: The buzz words of today all have to do with connecting subjects and globalizing learning. The lingo is boring but the execution is not. When I'm developing lessons I start with key words. Example: Space unit- Planets, Moons, Stars, Spaceships, Astronauts, Rockets, Satellites, Asteroids, Nebulas, etc. Then I eliminate subjects/projects that are being taught in the class unless I can approach it in a unique way. Example: Planets - students are tracing, coloring, cutting, and learning specifics in the class so we will go for a more general look and make clay planet maracas using two pinch pots put together. Boom! I get to review what they've learned in the classroom and turn it on it's head by using a new medium and adding art vocab like pinch pot, score, slip, and texture.
+ What do you want to accomplish?
Sometimes I'm trying to grow the skill level of students. Sometimes I'm just about exposure to media, vocab, or technique. What is the most important thing the kids should get out of this project? Figure that out and stick with it. Less is more with tiny humans. Ok, with all humans.
+ What principles and elements can I use in this lesson?
Once you figure out those first two points you can bring in the standards. I may not work at a public school anymore but I still use the NC Art Standard Course of Study as a guide. I've found that I hit more standards now when I'm not trying than when I HAD to hit the standards.
+ Is this challenging students or just age-inappropriate?
One of the biggest controversies surrounding the education of tiny humans is that of developmental appropriateness. We've all read the articles about Kindergarten being the new First grade. We've seen that in action. We commiserate with fellow educators with our, "When I was in Kindergarten..." stories. I get it. Demands on our little ones are higher than ever. But before saying yes to a project I have to really think about whether I'm setting my kids up to be challenged or setting them up to fail. If you fail, why? Did you not prep well enough to support them or was this just above their level? I've encountered both outcomes. The first is easy- make the sacrifice and cut out a shape that you knew they would struggle with, make sure everything is out and ready BEFORE they get there, etc. The second? Well sometimes you just have to take a failure. It's awful but so good for your teaching practice. Failure still means you're learning what your kids are capable of and there's nothing wrong with that. Go with your gut but also be willing to admit defeat and adjust accordingly.
What challenges do you face when developing lessons and curricula?