Art is the historical and contemporary foundation that has the potential to become the conductor for all other subjects. My carefully configured Fine Art lesson plans guide my students to approach art class as an interdisciplinary, conceptually based subject simultaneously presenting the technical aspects of art elements and aesthetic values, that closely follow the State’s Educational Standards. The Constructivist approach offers…

Engaging visual aids such as: Powerpoint presentations and tangible/documented students’ and teacher exemplars, discussions and conversation, step-by-step demonstrations, and individualized scaffolding, activate students’ prior knowledge, clarify misperceptions, offer background information and relevance to the material, and provide opportunity for close interaction myself and my students. For art history and art content lesson plans, introducing images for visual learners to construct their schemas, and assimilate and accommodate new concepts, is essential.

The incorporation of technology plays an important role in my lessons because of potential assimilation and accommodation outlets that are essential to create the least restrictive environment for my students. Also, the use of exciting or mysterious materials, technology based activities, and collaborative projects are also some specific ways to introduce a studio lesson that not only shows the history, process, or potential of the subject matter, but also stirs up the curiosity and need for expression within the students. This motivation is instilled both intrinsically and extrinsically with a healthy balance. Jean Piaget’s theory states that children are active and motivated learners and by experience they can assimilate and accommodate new information. In this case, for my art classroom, the hands-on approach is appropriate, with minimal incorporation of lecturing or project restriction. This encourages students’ individualized expression, which supports intrinsic motivation.

Integration of other subjects adds motivation through undertones and is necessary for students to understand the context and relevance of their art making. Students comprehend this best when the subject matter is incorporated within the relevant subject during the introduction of the material, emphasized numerous times during the lesson, and then recalled by the students when the project is complete. 

Lessons are age appropriate socially, emotionally, cognitively, and physically.  Socially, the students are given a chance to interact creatively with their peers in order to problem-solve and complete the task at hand. Group work and cooperative learning also socially construct knowledge and obtain many benefits towards students with exceptionalities. Computer discovery activities is a good example of how I would give small groups a problem or task to solve while combining socially and practicing technical computer skills.

The positive atmosphere and clear rules of my classroom, with the follow-through of discipline ensure a safe environment where, emotionally, students’ hierarchies of needs are met. Lev Vygotsky’s theory of students’ zone of proximal development can only take place after a student’s emotions are stable and they feel safe to take chances on stretching themselves cognitively to learn.
           
Students’ cognitive development is promoted through opportunities for experimentation, which encourage higher-level conceptual understanding by using authentic activities that produce effective knowledge construction; the students will mimic a real-life situation. Completing tasks on the computer like WebQuests or discovery activities are great ways for students to stay engaged, practice their computer technical skills, and complete an assignment or research. 

Vygotsky’s theory of physical play is used to construct, assimilate, and accommodate new concepts into students’ schemas by giving them a chance to actively learn while finding play through expression. Computer programs and educational games are allowed during free time and occasionally worked into the lesson plan. Students can play and learn simultaneously.

The studio projects deal with many materials and processes, so the students’ organization and participation rely on proper classroom set up, specific demonstrations, clear expectations and consequences of classroom behavior and maintenance. 

My enthusiasm, patience, encouragement, devotion, and discipline help me understand, emphasize, and connect with my students in a professional manner so diversity of cultural, gender, or special needs does not restrict the development of any student within my classroom. Also, it is essential that I maintain my own practice of producing artwork to show the students the values and potential for pursuing art as a realistic career, if that is their passion. If I stop practicing my own work, that has a direct effect on my students views, values, appreciation, and motivation towards art.