Artwork
is a product of its environment, what affects me the day of conception of a
piece or where I am as I am working on something affects the quality of my
work. I read a case study titled “Designing an Art Room for Effective Learning.”
The major theme of the article was about designing and organizing an art
classroom to achieve the best learning environment for the student. The author was observing another facilitator
who was helping the architects on the construction of her classroom. The first thing addressed was safety.
The
description was very reminiscent of my high school classroom’s setup. The instructional and work room was very spacious
because the supplies are kept in large closets.
I never really thought of this as a safety measure. These closets both required a key and
obtaining the teacher’s permission to get in.
The kiln was kept in a separate closet due to it’s high temperatures
causing a safety concern. Work materials
that are being used generally stay within the classroom but more dangerous and
age appropriate tools are kept out of reach. In high school, I always thought
that this was a tool against theft of art supplies but now I understand that it
is also for the student’s safety.
Psychological
security is something that I never paid any mind towards. At the collegiate level of art, classrooms no
longer provide this security. An art
room is filled with hard materials, thick tables that are made to be able to
withstand being drawn on as well having class being pounded into them. Some students, psychologically, do not feel
safe in this coarse environment. This
environment feels cold and unwelcoming. To
negate this feeling the facilitator added things such a natural window lights
and soft decor. Adding decorations such
as bright works and soft items like stuffed animals or even a welcoming
coatrack adds significantly to the room.
The
social aspect of learning is very important it can lead to better elaboration
of learning. Having tables as opposed to
desks leads to small group discussion and critiques on each other’s works to
create better art as well as making an effective system for cleaning tables
afterward. That is not uncommon, but the twist she added was making the tables
in a horseshoe shape and adding a nice rug into the middle. The rug creates a comfortable spot for the
students to think when having a creative block as well as giving a welcoming
spot to present artwork. From the rug
the facilitator is also given an easy walking path to monitor the students.
The
final aspect talked about was giving the room the character of those who were
there every day. The students had the
opportunity to hang up their artwork making it a welcoming environment and
representative of the students. Students
art were showcased on the door as well as display cases outside the art
room. This added culture and character
as well as inspired other teachers to do the same with artworks they received from
students. The new art room became a hub for the rest of the school, the heart
of the school, somewhere comfortable that was used by all students and faculty
alike.
The
reading helped me to better understand how to facilitate an art room as well as
it’s importance. The art room was intended to give the students a feeling of
security and make it feel as if it was their own studio. Art is very much a product of it’s
environment and if the environment is able to inspire and spread out throughout
the school community, students are more likely to concieve creative thoughts
and create more rich artwork.
Broome, J. L. (2013). A
case study in classroom management and school involvement: Designing an art
room for effective learning. Art Education, 66(3), 39-46. Retrieved from
http://search.proquest.com/docview/1355279565?accountid=13158
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