MOTIVATING STUDENTS FOR SUCCESS IN ART EDUCATION

AMANDA CURTIS

EDCI 589 APPLIED RESEARCH

Spring, 2014

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Table of Contents

Introduction & Research Question 3

Literature Review 4

Fear of Making Art 4

Making Art Meaningful 6

Art Educational Procedures and Practice 7

Conclusion 10

Application 12

References 22

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Introduction & Research Question

When substitute teaching for art teachers I often come across students who are not on

task or engaged with their artwork. They might be sitting and talking with other students, staring

at a blank sheet of drawing paper, or finding ways to avoid working on the assignment. I wonder

what is impacting these students’ behaviors. I try to approach the situation in a caring manner by

sitting with the student and working with them one-on-one to help them to proceed with their

artwork. I guide them by brainstorming ideas or asking them questions about the project to help

them to express their thoughts and generate ideas. While communicating with the student I

continue to get responses in which the student expresses obstacles to making art. A student might

inform me that they do not believe the things that they make are any good because they can’t

draw, they cannot make things look real, their art looks like a kid made it, they’re bored with the

assignment, they prefer using other materials to make art, or that they’ve never considered

themselves to be artistic.

These responses show me that these students believe that the assignment is unattainable

and that what is ultimately holding them back is the fear of failure. These students have

disengaged from learning because they believe that they cannot accomplish the activity and that

they do not believe that they know how to successfully approach the task at hand. Learning to

become a good artist is like learning how to play to instrument - you must practice to achieve

success. I wonder why these students have given up before they’ve even begun, why they are

exhibiting low self-esteem, and how art teachers can teach in such a way that will engage

students, increase enthusiasm, and motivate students for success in art. I approached this topic by

researching articles which may help me understand what motivational strategies, developmental

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procedures, and educational practices art teachers can implement to make art meaningful and

improve students’ perceptions of competence to conquer one’s fears of making art.

Literature Review

Fear of Making Art

In the study on perceptions of competence, motivation and engagement Pavlou (2006)

obtains data collected from qualitative interviews and quantitative data gathered from

questionnaires. Participants were questioned regarding their feelings toward art activities, most

and least favorite activities in school, perceptions of their competence, support given by their

teachers, art making, and engagement of art outside school. Pupils who were selected to

participate in the study were high confidence and low confidence sixth grade students. The

purpose of the study was to enable the author to understand relationships between conceptions of

ability, motivation, and level of engagement in art activities.

The author indicated that pre-adolescence was of interest because during this age there is

a decline for many in artistic expression and students begin to doubt their abilities in art. During

early adolescence many students show a greater awareness of realism and lose spontaneity,

becoming less confident and more aware of shortcomings. “Failure to support pupils at this

crucial stage can lead them to low perceptions of their competence in art with immediate and

potentially life-long effects on their ability to enjoy art and appreciate it” (Pavlou, 2006, p. 194).

It was interesting that the author found that the level of engagement, effort put forth, and the

nature of the task are related to the students’ perceived level of competence. It was also noted

that students will avoid tasks when they fear failure or negative judgments from others. The

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study informed the reader that learning preferences in art made some activities more appealing

than others and that the quality of engagement and motivation related to whether the student

found the activity interesting or enjoyable. Students were more likely to be engaged in activities

which were unusual, challenging, abstract, allowed choice of materials, gave them a sense of

control over their work, allowed collaboration and social interaction, and related to their interest

or hobbies (Pavlou, 2006).

In the article Motivating Urban Youth: Honoring the Experiences of Adolescents,

Cummings (2012) two urban art teachers share the strategies they use to motivate students in

their inner-city art classrooms. To engage students, their curriculum included the opportunity for

students’ interest, individual expression, and personal choice. These opportunities alone were not

enough because these teachers believed that teachers must genuinely care about their students

and make the effort to learn who they are as individuals. “Creating authentic and meaningful

lessons, providing opportunities for student choice, modifying teaching strategies, and

developing supportive relationships were identified as critical when attempting to motivate

adolescents in the art classroom” (Cummings, 2012, p. 19).

In response to the fear of failure these teachers design lesson objectives and criteria

which the students consider challenging yet attainable. They mention that their students lack

confidence and can become intimidated and overwhelmed which can cause students to give up

on a task. To prevent failure they monitor students, scaffold lessons, and modify lessons “By

breaking down the steps of the lesson, students come to realize that all tasks can be achieved

even if they appear complex and overwhelming at first” (Cummings, 2012, p. 20).

The article Why and how we make art, with implications for art education, Anderson

(2004) also addresses the fear of making art and the belief that being artistic is a gift that some

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are born with. The truth is that making art is a problem solving process that can be developed,

taught, encouraged, and enhanced through art education. I mentioned previously that I come

across students who exhibit off-task behavior and try to motivate them to continue but this article

informs us of the importance of allowing students time to process their ideas and providing

encouragement to make their meanings take form in art. “Art teachers who are sensitive to this

fear of failure can remind students that the primary difference between an artist and a non-artist

is not talent or ideas. It is that the non-artist allowed his or her self-doubt to reign and then quit”

(Anderson, 2004, p. 41).

Making Art Meaningful

Providing art assignments which are meaningful and allow student to incorporate

personal aspects can give students ownership, a positive challenge, a place for self-expression,

and relevancy in their lives “Art is a communicative activity engaging both purposes, wherein

we produce exacting descriptions of our sensual experiences of the world” (Anderson, 2004, p.

34). Artistic engagement can be extremely useful for teens who are seeking self-identity and art

projects can provide an outlet for students to communicate something about themselves to the

world. Providing assignments which are challenging, allow students to respond to life

experiences, and are personally rewarding fuel task motivation. Teaching real art making

(Roberts, 2005) informs the reader that to teach students to make real art the ideas and artistic

process must be personal and meaningful because students are more likely to be engaged with an

assignment which involves creative thought. “Real art must have content related to the artist’s

own interest and experiences and/or arise from the artist’s personal involvement with human

issues and conceptual concerns” (Roberts, 2005, p. 40).

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Many students struggle with negative beliefs about their artistic abilities because they

believe that their work does not look realistic. Having students participate in sensory exploration

activities can help them overcome beliefs that art must accurately depict a subject or look

realistic. Sensory exploration activities allow students to create art from their senses. Examining

ordinary objects and creating paintings of these objects in extraordinary ways can help students

form ideas, ease anxiety and allow students to explore the process of creating art. Sensory

exploration can increase student appreciation for interpretive, abstract, and non-realistic types of

art (Amorino, 2009). It familiarizes students with materials such as cardboard, fabric, or wood

and allows students to integrate paint with other materials such as glue or salt.

“As the students move through ever-deepening stages of learning, their artistic

understandings evolved and each experienced an enhanced engagement with his own internal

reality, transcended preconceived notions about art and artmaking, became trustful of personal

expression, demonstrated an enriched propensity for creativity and original idea formation, and

developed understandings and sensitivities about formalistic concerns” (Amorino, 2009, p. 223).

Art Educational Procedures and Practice

While I was substitute teaching I took the time to approach an art teacher with over

twenty years teaching experience and asked him how he handled students who exhibit off-task

behaviors due to fear or low perceptions of their competence in art. Mr. Giles provided me with

valuable information which he applies in his classroom, “try not to judge students based on their

inabilities because you can assess their progress and grade students based on their strengths” (D.

Giles, personal communication, February 10, 2014). Cummings supports this strategy, noting

that “The teachers have come to realize emphasizing students’ individualized efforts and

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personal growth encourages the willingness to participate and efforts to succeed” (Cummings,

2012, p. 20).

While reading Raising pupils’ self –esteem through leadership activities in art (Hickman,

2006) I learned that you can raise students’ self-esteem, engage them with the process of

learning, and challenge high ability students through leadership activities in art. The study

followed two students who were talented in art but were misbehaving and had disengaged in

learning and other aspects of school. These students both participated in a peer teaching project

which required them to create a lesson and activity based on their artistic strengths and teach it to

their peers. These students were also encouraged to reflect upon the experience. It was found that

providing these individuals with a leadership opportunity had a positive effect and helped

improved their self-esteem, self-worth, learning, attitude toward school, and respect for their

teacher (Hickman, 2006).

Michelangelo was a true renaissance man who excelled in painting, sculpture,

architecture, and poetry. During the sixteenth-century the Catholic Church forced Michelangelo

to paint the Sistine Chapel but his true passion was to sculpt. Many students have informed me

that they can’t draw and prefer to work three-dimensional. These students prefer one medium

over another because they feel they can achieve greater success through the use of certain

materials. The book Engaging Learners Through Artmaking: Choice-Based Art Education in

the Classroom Douglas and Jaquith (2009) intrigued me because it shows art teachers how to

implement choice based art education and curriculum through independent learning in studio

centers designed to support student choice in subject and media. The authors assert that “choice

based art teachers regard students as artists, giving them full ownership of their artwork. If we

wish for our students to do the work of artist, we must offer them the opportunity to behave as

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artist, think as artist, and perform as artist” (Douglas & Jaquith, 2009, p. 5). Allowing students

freedom of expression, choice, and a variety of materials can help student to express ideas and

feelings “Self-expression is an important activity for children, so important that the Convention

on the Rights of Children, adopted by the United Nations in 1989 and rafted in 1990, has an

article on the rights of children to self-expression (Spodek, 1993, p 13). I consider it to be useful

to set up centers in the classroom especially in high school art classes which allow student to

pursue their own artistic goals beyond the regular assignments required for class. I believe that it

encourages intrinsic motivation, artistic growth and development, and should be available for

students when they have additional time in class. Free draw centers are often set up in

elementary art classroom for students to utilize when they complete the required assignment.

The next important point to consider which was noted in When is creativity? (Jaquith,

2011) is that extrinsic rewards such as offering the opportunity to free draw when an assignment

is completed can cause students to rush through assignments “Rewards for early completion of

work, such as free draw, may elicit undeveloped artwork from those who prefer doing their own

drawing rather than another assignment” (Jaquith, 2011, p. 16). I believe it is important for

students to have the opportunity to free draw and pursue their own interest beyond the class

assignment but it is important to keep this in mind especially since students work on artwork at

a different pace and I want to encourage students to have choice and behave as an artist.

In When is Creativity? (Jaquith, 2011) the use of an altered book is suggested. Instead of

offering free draw which is referred to as an extrinsic motivation which might hinder creativity

and elicit undeveloped artwork, students can be provided with the opportunity to keep an altered

mixed media book. Journaling is described as a creative product which provides students with a

novel medium to reflect on class discussions, thoughts, or internal struggles. Students can alter

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pages of a recycled book through various methods such as drawing, painting, collage, cutting,

and integrating photos which provide opportunity for reflection. This effective teaching method

encourages students to develop connections with different topics discussed throughout the

course. In the article Altered book journaling for the visual generation (Song, 2012) journaling is

described as a creation of mixed media artwork which allows students to transform a book into a

new form “The altered book journal format allows for a far richer form of expression in which

students can use an array of visual media to create meaningful reflections and hopefully engage

in authentic learning” (Song, 2012, p. 69).

Conclusion

To help students eliminate obstacles they face when making art, teachers can provide

guidance to help students understand that becoming a strong artist is a process but to be an artist

you just need to make art. Teachers can provide encouragement, allow for social interaction and

collaboration, and provide consistent feedback which encourages students to push forward with

their project. It is important to encourage students to paint and draw for personal satisfaction and

the sheer joy of making art. Art classrooms will have high and low confidence pupils but

teachers must accommodate learning preferences in art and provide choice of media, opportunity

to play with different materials and enjoy the process of doing.

Motivational strategies such as brainstorming can help individuals generate ideas, express

ideas quickly, and increase creativity “Creativity is not a talent or a gift. It is like a muscle that is

strengthened when it is used. Creativity is a state of mind that has to be nurtured and exercised”

(Demir, 2005, p. 154). When I come across students who express that they are not artistic and

exhibit a lack of motivation they are setting up barriers preventing themselves from exercising

creativity “Barriers to creativity may be self-imposed, such as fear of looking foolish, adherence

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to conventional patterns of thinking, prejudice, a tendency to evaluate ideas too quickly or a

desire for conformity” (Demir, 2015, p. 154). Often I find that by engaging with students

individually you can help them to start thinking and stimulating ideas. By making suggestions,

showing appreciation for student’s personal interest, or listening to their ideas you can help

students to incorporate their ideas and inspire them to continue with their project.

Brainstorming not only helps to motivate students it also provides opportunities for

teachers to build relationships with students “Success in the classroom is about building

relationships (Cummings, 2012, p.23). Brainstorming can be implemented through writing

poems, imagining the ordinary in extraordinary ways, or through whole class discussions. Art

teachers can set up brainstorming sessions as a class activity through whole class discussions to

get creative ideas flowing “It involves assembling a group of people to find as many solutions to

a problem as possible. One person’s ideas stimulates others, and new connections and

correlations are discovered between unrelated things” (Demir, 2015, p. 155).

Many people think art is an easy class and parents do not often push their child to excel in

art class so I believe that it is important to find ways to encourage parental involvement to the art

room by informing parents of upcoming activities and their child’s progress in the art room. The

article Communicate with Parents in 7 Simple Steps, Balsley (2011) provides excellent

suggestions for keeping parents informed. Suggestions which were made that I believe are

beneficial were to create a monthly newsletter informing parents of upcoming events and skills

being taught, including messages on the back of artwork which explain the art concepts and

skills being taught through the project, and creating an online presence on the schools website to

exhibit photos of student work (Balsley, 2011) It is also important to provide a physical and

emotionally safe environment for students to think and work. Teachers can provide thoughtful

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communication through nonjudgmental critiques which focus on use of media, composition, and

design on a daily basis in order to motivate students to produce their best quality work.

I have applied the information I have researched by designing resource booklet for art

teachers which provides recommendations for engaging students and includes a three-

dimensional word art lesson plan with an example I created, a Visual Journal, Altered Book

ongoing lesson plan with an example I created, and a lesson plan including descriptions for

implementing choice based art education through independent learning in studio centers

designed to support student choice in subject and media.

Application: Resource Booklet for Art Educators

“If we wish for our students to do the work of artist, we must offer them the opportunity

to behave as artist, think as artist, and perform as artist” Douglas & Jaquith

Recommendations for engaging students.

Motivate students to produce their best quality work.

Engaged students in activities which are unusual, challenging yet attainable, and provide

and outlet to express self-identity.

Allow choice of materials.

Give students a sense of control over their work, allow collaboration, social interaction,

and related assignments to student’s interest or hobbies.

Incorporate small group and whole class brainstorming sessions.

Teach students to make real art and that their ideas and artistic processes must be

personal and meaningful.

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Artmaking must have content related to the students own interest and experiences.

Allow students to incorporate personal aspects giving students ownership, a positive

challenge, a place for self-expression, and relevancy in their lives.

Allow student choice in subject and media.

Inform Students that making art is a problem solving process that can be developed,

taught, encouraged, and enhanced through art education.

Keep parents informed by sending home newsletters informing parents of upcoming

events and assignments as well as and skills being taught in art class.

Including messages on the back of artwork which explain the art concepts and skills

being taught through the project.

Truly get to know your students and build relationships by providing thoughtful

communication through nonjudgmental critiques which focus on use of media,

composition, and design on a daily basis.

Offer sensory exploration activities: Help students overcome beliefs that art must

accurately depict a subject or look realistic and allow students to create art from their

senses. Examine ordinary objects and create artwork of these objects in extraordinary

ways to help students form ideas, allow students to explore the process of creating art,

and increase student appreciation for interpretive, abstract, and non-realistic types of art.

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Lesson Topic: Three dimensional words. Language as sculpture.

SOL: AI.3 The student will communicate ideas in works of art by identifying and using steps of an

artistic process, including selecting media and incorporating elements of art and principles of design.

AI.4 The student will describe and demonstrate craftsmanship (artisanship) in works of art.AI.6 The student will use a variety of traditional and contemporary media (e.g., two-

dimensional, three-dimensional, multidimensional) to create works of art.AI.8 The student will select and apply elements of art and principles of design to

communicate meaning in works of art.AI.15 The student will use art criticism skills to interpret, analyze, and evaluate works of art.

AI.23 The student will use personal criteria when making visual aesthetic judgments.Objective: In this lesson plan, students design and construct a 3- dimensional word that has a significant meaning to their lives. The surface can be decorated with descriptive words, mixed media, and images that are personally meaningful and unique to the student’s identity.

Instructional Materials: Large sheets of cardboard, white glue, artist plain newsprint, acrylic paint, bowls, paint brushes, rulers, pencils, masking tape, paper cups, scissors, Bristol board.

Introductory Activities: Using the white board students will be show LOVE which is an iconic Pop Art image by American artist Robert Indiana. It consists of the letters LO over the letters VE; the O is canted sideways so that its oblong negative space creates a line leading to the V. Its original rendering in sculpture was made in 1970 and is displayed in Indiana at the Indianapolis Museum of Art. As a class we will have a discussion about Indiana's LOVE design. Students will get into small groups to brainstorm ideas through discussing personal interest, ideas for the project, and listening to each other’s ideas to stimulate the thought process.

Process:

1. Design the shape of the word on cardboard using a pencil. Each letter should be a minimum of 2- 1/2” thick in all areas, but may larger size. Cut the word out and use it as a pattern to trace onto a second piece of cardboard, then cut out.

2. Take one cardboard word, right- side-up and glue paper cups onto it, staggering them up and down so the cups fit together. The more cups used, the stronger the letter will be. Allow glue to dry until tacky, then glue the back of the cardboard word to cups. Allow to dry completely. Cut Bristol paper to correct size and width to connect the sides of the word together. Use masking tape to seal all edges.

3. Fill bowl with glue and water to create adhesive. Cut artist newsprint into a variety of

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lengths. Dampen the newsprint in the adhesive on the tape and press onto the word. Smooth gently around and adhere it to the back side. Continue until all surfaces are completely covered with at least two layers of newsprint.

4. Apply two coats of acrylic gesso to make the surface white and help seal any edges. Allow the gesso to dry between coats.

5. Embellish the surface of the letters with mixed media materials, images, or symbols that are meaningful to the student’s personal identity. Some options for surface decoration include: Paint, photographs, tissue paper, broken pieces of mirror, fabric, faux fur, wood, beads, found objects, or additional shapes created with paper mache or celluclay.

Assessment of Learning: Assessment is ongoing. The teacher will interact and observe students, redirecting and affirming progress. Students will produce finished artwork that utilizes elements and principles of art. Students will be required to complete an artist statement which has them address what they like about their artwork, things they could do to improve their artwork, explains the meaning behind the word they chose, how they utilized the principles of design and elements of art to embellish the surface, and why the images they chose are personally meaningful and unique to the their identity.

Closing activities: When the entire class is finished the class will critique each individual’s artwork. Everyone is required to comment about their own work as well as their classmates.

Example: I created this sculpture during this semester because I felt intrinsically motivated to

create a three dimensional sculpture which I hope to display in my classroom when I become a

teacher. I chose the word art because I identify myself as an artist and I want to teach art. I chose

to paint the surface with images that are personally meaningful to me because they represent my

favorite artists. I chose the colors blue, red, and yellow because they are the primary colors

which are used to create secondary and tertiary colors therefore giving the word art additional

meaning.

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Lesson Topic: Visual Journal, Altered Book

SOL: 5 - 12The student will maintain and use a process art portfolio (e.g., sketchbook/journal and working portfolio) for planning and as a resource in the art-making process.The student will identify and use steps of the design process, including brainstorming, preliminary sketching, planning, reflecting, refining, elaborating, and researching, in creative problem solving. Students use different media, techniques, and processes to communicate ideas, experiences, and stories.Students select and use subject matter, symbols, and ideas to communicate meaning. Students reflect upon and assess the characteristics and merits of their work and the work of others.Objective: Students are provided with the opportunity to keep an altered mixed media book. Journaling is a creative product which provides students with a novel medium to reflect on class discussions, thoughts, or internal struggles. Students can alter pages of a sketch book through various methods such as drawing, painting, collage, cutting, integrating photos, and found materials which provide opportunity for reflection.

Instructional Materials: Students should be encouraged to use a variety of materials, including everyday items that can be used to create a collage or serve as a starting point

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for a drawing. Pages can be removed as the journal fills to make room for three-dimensional ideas and textured pages. The art class techniques they have learned will make their journals a mini reference manual. At the end of the 30 days, students can exchange journals and share their ideas with one another.

Process: Students will keep a day-by-day art journal. Each page should be a simple statement of a different idea or thought for the day. Each page need not be a finished work of art. Students can put together a journal that contains few words but uses pictures and work on them once a week instead of every day.

1. Use the first page for personal information, including name. This page can be created using one-point perspective, decorated, and counted as a day’s exercise.

2. Vary the pages so the book is unusual two-dimensional or three- dimensional. Pages should be created randomly and in no particular order to make flipping through the journal fun and unexpected.

4. Collect found materials, cut-outs from magazines, newspapers, and photos. Select words, interesting letters and textures, and randomly glue them on pages as idea-starters.

5. Use ordinary materials to add unique textures. If one page has a lot of texture or dimension, keep the page before and after it simple to relieve tension on the binding of the book.

6. Apply a variety of art techniques to create a page such as collage, watercolor painting, drawing using a variety of mediums, or a cross-hatched ink drawing. Repeating a medium is acceptable as long as new techniques are used. For example, a monochromatic watercolor painting, multicolored watercolor painting, watercolor combined with wax or salt, watercolor plus ink…etc.

Example: I created this visual journal when I completed the Characteristics & Education of the

Gifted class during fall 2012. I included text and images to reflect on my thoughts, concepts, and

material covered in class.

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Lesson Topic: Independent learning in studio centers

SOL: K - 8The student will describe and demonstrate craftsmanship (artisanship) in works of art.

The student will use a variety of traditional and contemporary media (e.g., two-dimensional, three-dimensional, multidimensional) to create works of art.

The student will select and apply elements of art and principles of design to communicate meaning in works of art.

The student will use art criticism skills to interpret, analyze, and evaluate works of art.

The student will use personal criteria when making visual aesthetic judgments.Objective: Students are artist with full ownership of artwork. Centers are designed to support student choice in subject and media. Students are offered the opportunity to behave as artist, think as artist, and perform as artist. Centers allow students freedom of expression, choice, and a variety of materials to help students to express ideas and feelings.

Instructional Materials: All supplies located at each center should be neatly organized in separate labeled bins on shelves. Posters of professional artist work, teacher examples, books, and pictures of prior student’s projects should be on display at each center. Laminated list highlighting site-specific information, directions, and vocabulary should be easily accessible at each center.

Sculpture Center: Shelving for students to store their sculptures so they may continue work. Scissors, yarn, art straws, white glue, hot glue, tape, assorted scrap paper, construction paper, card board, card board tubes, Model Magic, Sculpey Clay, pipe cleaners, assorted wire, small pieces of wood, popsicle sticks, string, feathers, beads, straw, buttons….etc.

Drawing Center: Shelving full of inspirational items for still life observational drawing such as bones, shells, flowers, bottles, mirrors, and strange objects. A variety of pencils, markers, oil pastels, chalk pastels, crayons, colored pencils, rulers, stencils (shapes, letters, circles), tortillons or blending stumps, charcoal, Conté crayon, erasers, drawing paper, colored paper, and scratchboard.

Painting Center: Smocks, water cups, brushes, sponges, palettes, acrylic, tempera, watercolor paint, thick paper, bubble wrap, ink, printmaking tools…etc.

Introductory Activities: During the beginning of the school year explain each center, that centers are set up for students to peruse their artistic goals beyond the regular assignments required for class, rules of centers, assess ability of materials, and that there will be scheduled classes for center use.

Process: Choice based centers are set up in different corners of the room at the beginning of the school year. These centers are a great way to organize art supplies and allow

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students access to materials. Students should be allowed opportunity to continue working at centers when they are done with required assignments. There should designated days set aside throughout the school year which allow every student to work at a center throughout the scheduled class time. Students should be allowed designated center days multiple times throughout the school year. During these designated center days each table in the room should be a designated center table and students are required to rotate so they have the opportunity to participate at each center.

Assessment of Learning: Assessment is ongoing. The teacher will interact and observe students, redirecting and affirming progress. Students will produce finished artwork that utilizes elements and principles of art.

Closing activities: Students are allowed to move around the classroom and discuss their progress, ideas, and artwork as well as comment on each other’s work.

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