Process vs. Product

At our last FDK Hub, we were asked what 'art' looked like in our classrooms. Since then, I've done some reflecting ... some questioning, and then more reflecting.

If the main objective of an art project is to practice colouring inside the lines, cutting along a dotted shape or following directions to achieve a 'desired outcome' then it probably isn't worth being called art.

Is there still a place for these activities in a play-based, student-centred and inquiry based classroom? Yes. Is it art? No.

Then what IS art in FDK? What does it look like? How do we facilitate a learning environment that promotes higher order thinking, exposure to different materials and various techniques without telling the students how to use the tools and what to do with them?!

Right or wrong, I'll tell you how we do it. We have an art shelf with all kinds of materials (from markers and scissors to pompoms and straws) that is always available for students. We'll put out paper (construction paper, butcher paper, newspaper, etc) and without telling them what we'd like them to 'create' ... they just CREATE! Don't let me fool you, all of this came with some struggle and strife. Cries like, "Madame, what are we supposed to do here?!" and "I don't know how to do it!" have been transformed into "Look what I made!" It took patience (on their behalf, and ours) and lots of reassurance but they're getting the hang of it.

Not every student is going to know what to do with the waterpaints when they're put out but this is where 'modelling,' 'individualized instruction' and 'guided practice' come into effect. We can show them what to do, give them some room to wiggle and try it out, then go back and see how their doing. Just today I had someone say, "Madame, my paint isn't working." So I sat down beside him and used it as a teachable moment to teach him how to use the waterpaints and for everyone else at the table, they learned a new concept of "value".

So, if we've decided that a teacher-directed art project is not art, but rather a craft with an end product instead (think: 25 identical frogs on a bulletin board) and that a student-led art project is one that has no right or wrong, no boredom (think: too easy or too hard) ... then where does PURPOSEFUL PLAY fit in? It has a place when the students are "IN INQUIRY" ... when they're engaged in what they are creating because they are creating something for their own sake of play (think: making wands to play with in the dramatic play centre for the castle). This didn't all happen on the first day of school ... it's been a long time coming. But, we're getting there.

For argument sake, do you think that took longer for the teacher to prepare this craft than for the students to complete it? What is the learning goal of this craft ... fine motor skills of cutting? Maybe. Following directions and sequencing? Maybe. Artistic expression? Hmmmm.

But, when the students aren't coming up with their own creative ideas ... making paper necklaces, cell phones, beyblades, etc ... they still need a creative outlet. Sometimes I'll put out materials just to see what they do with it (but secretly hope they do something cool) ...

For example:

 

Our art centre yesterday. I put a pile of printed letters the table and asked them, "What should we do with these?" ... And they responded with, "We should cut them." Notice how 'imperfect' their cutting is. Heehee. Then with a pile of blank letters, I asked them, "Now what?!" and they said "We should paint them" ... So they painted. And painted. And when the paint "didn't work," we talked about value.

 

TTFN,

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