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Environment

"To understand the role of the arts in transforming consciousness we must start with the biological features of the human organism, for it is these features that make it possible for us humans to establish contact with the environment through which we live"

Eisner, 2002, p. 1

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Eisner (2002) refers to consciousness as the processes someone becomes aware of the environment and their place within that environment. 

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We must become the environmental designer to create the engaging, meaningful learning opportunities. We need to embrace our students and their interests rather than stick to a structure lesson plan. Planning for art requires planning the environment as well.

Art Class Environment.png

Find a lesson plan template below and under the resources page to help you build an art classroom environment that helps with cognitive growth and positive art attitudes.

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The art classroom environment requires:

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Purpose - Focusing on a single goal for an art lesson (to see some ideas of goals to focus on, scroll to the "let's focus" sheet or find it in the resources tab) allows students to understand what they are to be learning while also giving space to encourage student initiation and exploration. You need to build time and space to create art with your students to help build an art class environment.

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Autonomy - Building in student choice not only improves motivation and engagement, but also gives students an experience and environment that allows them to explore and understand themselves in relation to the lessons, as well as promoting divergent thinking, creativity, and the building of the EF networks.

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Success - Although this seems self-explanatory, setting students up to feel success is necessary. Having student autonomy means that the student decides when their art is complete, based on the goal of the lesson. This also means taking the time to scaffold, listen, observe, and ask questions.

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Reflection - Both students and teachers need to spend time reflecting before, during, and after a lesson, although it looks different. For students, taking the time to think about what they are going to do, what they are doing, what they did, what they like/dislike, how they might change something, etc. not only promotes positive engagement and increases motivation, but also activates divergent thinking through the EF networks and DMN. For teachers, I've included a lesson reflection form below and in the resources page to help. 

Purpose Infographic.png

References

  • Andersen, P. N., Klausen, M. E., & Skogli, E. W. (2019). Art of learning – an Art-Based intervention aimed at improving children’s executive functions. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.01769

  • Beaty, R. E., Holling, H., Silvia, P. J., & Schacter, D. L. (2016). Creative Cognition and Brain Network Dynamics. Trends in Cognitive Sciences, 20(2), 87–95. https://doi.org/10.1016/j.tics.2015.10.004

  • Biesta, G. J. J. (2014). On the weakness in education. In The Beautiful Risk of Education (1st ed., pp. 1–9). Paradigm.

  • Carlson, M., & Zelazo, D. (2023). Reflection, executive function, and the developing brain [Keynote Address]. Learning and the Brain, San Francisco, California, United States of America.

  • Dewey, J. (1997). Experience And Education (Reprint). Free Press.

  • Eisner, E. W. (2003). The arts and the creation of mind. Choice Reviews Online, 40(08), 40–4405. https://doi.org/10.5860/choice.40-4405

  • Erdt, M. H. (1962). Teaching Art in the Elementary School: Child Growth Through Art Experiences.

  • Granö, P., & Turunen, S. (2022). ‘It is you in my picture!’ a holistic approach to six‐year‐old children’s art experiences. International Journal of Art & Design Education, 41(1), 142–157. https://doi.org/10.1111/jade.12397

  • Greene, M. (1995). Releasing the Imagination. Jossey-Bass.

  • McArdle, F. (2008). The arts and staying cool. Contemporary Issues in Early Childhood, 9(4), 365–374. https://doi.org/10.2304/ciec.2008.9.4.365

  • Perone, S., Almy, B., & Zelazo, P. (2018). Toward an understanding of the neural basis of executive function development. In The Neurobiology of Brain and Behavioral Development (pp. 291–314). Academic Press.

  • Smithrim, K., & Upitis, R. (2005). Learning through the arts: Lessons of engagement. Canadian Journal of Education / Revue Canadienne De L’éducation, 28(1/2), 109–127. https://doi.org/10.2307/1602156

  • Smith-Shank, D. L. (2014). Dragons and art education: Pre-service elementary teachers memories of early art experiences. International Journal of Education Through Art, 10(2), 149–162. https://doi.org/10.1386/eta.10.2.149_1

  • Sotiropoulou-Zormpala, M., & Mouriki, A. (2019). Enriching Arts Education through Aesthetics: Experiential Arts Integration Activities for Pre-School and Early Primary Education (1st ed.). Routledge.

  • Szekely, G. (2021). Teaching to Support Children’s Artistic Independence: How Children’s Creativity Can Inform Art Education. Routledge.

  • Tyler, C. W., & Likova, L. T. (2012). The role of the visual arts in the enhancing the learning process. Frontiers in Human Neuroscience, 6. https://doi.org/10.3389/fnhum.2012.00008

  • Zelazo, P. D., Blair, C., & Willoughby, M. T. (2016). Executive function: Implications for education. NCER 2017-2000. National Center for Education Research. http://files.eric.ed.gov/fulltext/ED570880.pdf

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