In the Fall of 2012, I developed my own teaching methodology for curriculum and instruction for inquiry-based learning in the visual art and design classroom. I have found it works best in a studio art classroom (vs. digital studio) but I believe it can be "flexed" to be applicable to any content-area. A detailed write-up about it can be found HERE.
Ideas in this section are appropriate for foundational studies of studio art works. At my school, this course serves as a pre-requisite course requirement (Interactive Art History is the other one) that lead the student artist to either intermediate/advanced studio art studios and/or digital artwork of intermediate/advanced levels. This course satisfies the half credit required for a student to earn in the content area of Fine Arts. Some of the ideas in this section are pictured below. Click the title (above between the brackets) OR the images below to access the archive for all of the 2D Design lesson ideas I have presented in the blog section of this website.
Ideas in this section are appropriate for foundational studies of studio art works. At my school, this course satisfies the half credit required for a student to earn in the content area of Fine Arts. It does not serve as pre-requisite course requirements for any intermediate/advanced courses for either studio art or digital art. Many students who feel they are challenged by traditional art creation and design (like that found within the 2D Design class) will take this class to whet their palettes and gauge their interest and they will have so much fun in this course that they will want to take more visual art classes. Some of the ideas in this section are pictured below. Click the title (above between the brackets) to access the archive for all of the 3D Design lesson ideas I have presented in the blog section of this website.
Ideas in this section are appropriate for foundational studies of studio art works specifically focusing on art history studies. At my school, this course serves as one of the pre-requisite course requirements (2D Design is the other one) that lead the student artist to either intermediate/advanced studio art studios and/or digital artwork of intermediate/advanced levels. This course satisfies the half credit required for a student to earn in the content area of Fine Arts. Some of the ideas in this section are pictured below. Click the title (above between the brackets) to access the archive for all of the Interactive Art History lesson ideas I have presented in the blog section of this website.
Ideas in this section are appropriate for intermediate to advanced skill and experience levels of visual art and each idea aims to instruct students on how to utilize Adobe Photoshop and/or Illustrator software platforms for the purposes of digital renderings and design and creativity. At my school, the student artist must take 2D Design and Interactive Art History in order to be eligible to take this course. This course satisfies the half credit required for a student to earn in the content areas of Fine Arts or Technology. Some of the ideas in this section are pictured below. Click the title (above between the brackets) to access the archive for all of the Graphic & Digital Design lesson ideas I have presented in the blog section of this website.
Ideas in this section are school-wide and community oriented and include such things as an interactive and community fueled/maintained art gallery, a large balloon release in the rainbow spectrum (done at the end of a school year), set designs I have done collaboratively with my performance arts colleagues at my school, and fun/funny/silly things I have done with and for my students.
All lessons in the linked archive pages above have been tried at least once in my classroom. Some I have originated but ones that were derived from inspiration elsewhere are noted with links and source information as best as I was able to compile for the purposes of giving credit where credit is due.
All lessons in the linked archive pages above have been tried at least once in my classroom. Some I have originated but ones that were derived from inspiration elsewhere are noted with links and source information as best as I was able to compile for the purposes of giving credit where credit is due.
