One of the methods we use in the Art Department of South Brunswick High School to introduce students to the different ways that artists think and work, is by designing Artistic Behavior Unit plans. The following article, originally published in Arts & Activities Magazine, explains what an Artistic Behavior Unit plan is and how we introduce them to our students.
As an art teacher I long embraced the mantra, “Make Art.” I had these words emblazoned on T-shirts, a coffee mug, my classroom blog banner, even the license plate on my car. I had good reason for accepting this catchy slogan. After all, my job was to teach my students to make art.
One day while looking over my students’ art, I noticed that their work all looked the same. In fact, their art looked more than similar, their work was unrecognizable as individual pieces. When I laid it out on a table, I couldn’t tell which work belonged to which student. Though I had been teaching my students to make art, I hadn’t been teaching them how to be artists. It was at this point I realized a paradigm shift in my thinking was required. I would no longer be interested in “making art” but, rather, “making artists.”
Product vs. Process
This difference in my thinking can best be understood by comparing the product vs. the process. As an art teacher who was interested in making art, I incorporated a product-based mentality. My old way of thinking leaned heavily on a desired and predetermined outcome. In other words, I was interested in what students’ project would look like when they were completed.
As I switched to being a more choice-based teacher, I became interested in making artists. My focus now turns to a set of artistic behaviors my students will acquire while creating art. I want to make sure they understand steps artists take and decisions artists make when creating art. In other words, I became interested in the process.
Artistic Behavior Units
In order to implement my newfound desire to teach students to work like artists, I enlisted the help of fellow Apex High School art teacher, Melissa Purtee. Together we sat down and developed a list of ideas, not based on making art, but on being an artist. We considered what artist do, how they think and how they work to create art. From our very long inventory of topics, we scrubbed our list of artistic behaviors down to our top seven. This set of units would become our semester roadmap.
Here is our list of artistic-behavior units including short descriptions.
This unit covers observational drawing and possibly painting. It incorporates still-life drawings and nature drawings, as well as architectural drawings, urban sketching or even plein air painting.
Resources for this Unit
Art of South B Artists Observe Presentation
Art by Barnett Artists Observe Blog Post
Artechtivity.com Artists Observe Blog Post
WHS Art Department Artists Observe Presentation
Discussions revolve around artists such as Lichtenstein, Shepard Fairey and Damien Hirst. Themes are based on concepts such as appropriation and intertextuality.
Resources for this Unit
Art of South B Artists Steal Presentation
The Salisbury School Artists Steal Resources
WHS Artists Steal Presentation
Art by Barnett Artists Steal Blog Post
Artists Solve Problems:
This unit examines how artists work with limitations and constraints. Students research the limitations artists overcome such as; Henri Matisse working with compromised vision, Chuck Close painting from his wheelchair, or Phil Hansen’s TED talk, “Embrace the Shake.” Students explore self-inflicted limitations from materials to working in difficult situations.
Resources for this Unit
Art of South B Artists Solve Problems Presentation
Thoughts On Arting Artists Solve Problems Blog Post
Pierz HS Art Artists Solve Problems Blog Post
Art by Barnett Artists Solve Problems Blog Post
This unit covers the many ways art is used to communicate ideas and thoughts. It covers a range of art works from contemporary artists to commercial fields such as advertising and illustration to video and animation. This unit culminates with a theme-based project.
This unit introduces the concept of working together to build something bigger than the sum of its parts. Consider discussing and contrasting different ways artists collaborate, from Jeff Koons, who hires people to create his art, to teams like Christo and Jeanne-Claude, who worked together.
This unit covers how museum and gallery exhibits are conceived and works are assembled in groups. It covers everything from artist styles and collections to how museum curators pick topics for shows. This unit also explores how artists create individual style.
Artists are Self-Learners:
This unit provides students an opportunity to experiment with new materials, styles, skills and techniques. It encourages them to utilize tutorials, and to create tutorials themselves. They are also encouraged to share what they learn with others.
Making the shift from product-based to process-based thinking opened avenues of creativity, originality and personal voice in my students’ work that I had not previously seen. Where before I couldn’t tell two works apart, I now see projects that are created in a style unique to each student. Their works no longer resemble exercises in the elements and principles of design, but rather, art that is personal and meaningful to each individual artist.
Other Possible Artistic Behavior Units
Artists Seek Inspiration
Artist have a Style
Artists Tell Stories
Artists Impact their Communities
Artists Make a Difference
Artists Explore a Theme
Artists are Self Promoters
Artists Play with Materials
Developed Art Making Skills
Artist Create Temporary Art
Artists Pay Tribute
The Art of South B: displaying the art from students at South Brunswick High School, NC
Art of South B
Artwork by students at
Teaching for Artistic Behavior (TAB) is a student-directed art education pedagogy that directs students to think and work as artists.
Making Artists picks up where The Open Art Room left off, covering issues and situations choice teachers encounter as they design their program.
The Open Art Room provides a student-centered approach to art instruction that is inspirational, practical, and classroom-tested.
Click Here to read the March SchoolArts Article, Student-Directed Answers to Five Frequently Ask Questions
Click Here to Read the April SchoolArts Magazine Article Tracking Student Progress with the Burn Book!
Click Here to Read the February SchoolArts Article, Build A Dynamic Art Program with Modular Teaching!
Art Teacher : Ian Sands