Each year, I try to find fun and engaging ways to teach about famous artists, especially the ones students are particularly interested in. Most of my instruction takes a student-centered approach, which I’ve found to be the most engaging. I don’t believe in standing up and reciting information only for students to recite it back to me on a test. I think it’s important for students to be a part of their learning and do the research so they can understand and become experts in various content areas—in this case, art history.
I also believe it’s important for students to be a part of the learning process and for them to be able to share their findings with their classmates. At the elementary level, students are eager to present and teach what they have learned to their classmates. One can see the pride when they are able to present their work and reflect on their process.
Choosing an Artist
There are many artists throughout time from whom students can learn—from the painters and sculptors of ancient history to artists living and working today.
For this assignment, I gave students the option of choosing an artist who interests them. I provided them with a list of famous artists to help those who might need inspiration, but they could also choose artists who weren’t on the list after consulting with me.
In each class, I told students that there would be no duplicate choices so that we would have a variety of artists. The reasoning behind this was twofold: so students could educate their classmates when they presented their chosen artist to the class, and so that each student only had to research a single artist, but were able to learn about many different artists with the help of their classmates.
Prior to the assignment, we watched video clips and discussed different types of artists and art movements and why this context was important for them to understand before they began their research.
Presenting the Challenge
After students had chosen their artists, I demonstrated what the final product would be. The assignment was for students to design a mini art studio inspired by their artist and how their artist chose to work. Students would decorate the artist’s studio based on their research.
Students were asked to research and gather information that highlighted key aspects of their artist and the art movement they were a part of. Students were also asked to look at the characteristics that made their artist unique. Throughout their research, students kept a sketchbook journal page where they collected historical background information as well as sketches, ideas, and thoughts pertaining to their artist and art movement.
Designing Miniature Interiors
After their research was collected, I brought the class back together to discuss three-dimensional design and space. Students learned how to create an interior space by drawing it first and then transforming their drawing into a three-dimensional studio space for their artist. They were encouraged to add symbols and decor that represented their artists, and they could even include the artists themselves in their studio space.
Learning from Their Peers
After completing their mini artist studio, students presented their work to their classmates, sharing what they had learned about their chosen artist and why they constructed their artist studio in the way that they did. Each student’s artwork was accompanied by an artist statement that reflected their reasoning and their research.
Once the mini studios were displayed in the hall, other students were able to learn about the variety of artists who make up the art world. My students had become experts on their chosen artist and were proud to share that knowledge with others.
Students enjoyed creating their studio miniatures and connecting their learning to art history. This was a highly engaging project, and a win-win for everyone!
Leigh Drake, Ed.S., is a visual arts teacher at Old Donation School in Virginia Beach, Virginia. Leigh.Drake@VBSchools.com
National Standard
Creating: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Art teachers foster student voice and choice, guiding them to become thoughtful artists and critical thinkers. Young students participate in a three-part insect-drawing unit that combines science and imagination, elementary students construct 3D miniature studios based on artist research, middle-school students use mapping to create conceptual self-portraits that express their identities, high-school students investigate the metal sculptures of Constructivist Naum Gabo and create their own sculptures based on personal interests, and more.
