Module 5

Artists are known for causing problems for themselves.  In responding and solving to those problems we have created we learn more about our work and how to push it to make it the best it can be.  Students in an art class room are bound to create problems for themselves. In the classroom today I already hear kids announcing their problems such as “I didn’t mean to draw that there” or “I don’t know what to draw first.” These two sayings are very common in the classroom especially coming from students who are not yet comfortable and confident handling the medium.  What could happen if the teacher purposely creates a problem for the student  to solve? In this format the students are so focused on solving the problem the teacher has given they may not focus on the little “mistakes” students think they have made.  If teachers give students a real world problem or challenge to explore the students are developing critical thinking skills as they dig deeper into the topics.  Students could be working with clay and the requirement is could be to find a historical vessel and transfer that vessel into modern day use or decoration.  Students would research a historical vessel of choice and link it into the modern world by changing surface decorations or the purpose for building the vessel.  Students would design and create this vessel and present it during critique to the class.  Students sketchbooks could be a means of journalling to show progress in their research.  Student would have the original vessel and information regarding its purpose and history, notes on how to change the vessel to the modern day, drawing of new adapted vessel, and a photograph of new vessel when finished.  This problem based learning can be adapted in many ways to fit into many disciplines or projects. The most important part is for the teacher to be well organized in order to keep track of student progress along the way.