Visual Arts
The visual art curriculum at Bateman focuses on the Elements of Art and the Principles of Design and how these apply to all aspects of art production. Students are exposed to different art techniques, media, methods and tools that allow them to create a multitude of work. Interdisciplinary connections, aesthetic, cultural and historical aspects of visual art are also explored in all of our activities. The majority of the classwork is hands on art production, but there some long-term art research assignments, as well as projects that require students to collect preliminary information and/or items.
Our kindergarten-8th grade students are very curious, active, and hands on individuals. With many of our students being bilingual learners, it is critical to teach our students in a variety of methods including; teaching through movement, role playing, the use of visuals, technology, games and manipulatives. Our students at Bateman are also engaged in rigorous thinking and writing, which is practiced in our art room. It is important to remember that a major element in successful learning, as well as rigorous thinking, is through creative problem solving and kinesthetic learning activities. These are learned and practiced every day in our art classrooms.
Philosophy
Our philosophy in the Visual Arts Department is to develop skills in which students will learn new ways of problem solving, awareness, perception and discipline that will enhance their performance in traditional academic subject areas. Every opportunity to utilize cross-curricular instruction will be taken. Students will be encouraged to express their ideas, personal feelings, creativity and opinions about art both visually and verbally.
Our classrooms are laid out based on the Teaching For Artistic Behavior theory, also known as TAB. Teaching for artistic behavior is a choice-based theory that offers students the freedom to choose and investigate mediums in the art room on an autonomous level. When students finish the objective for the day, they have access to the following centers: drawing, collage, sculpture, digital arts, and painting.
TAB Practice
K-8th grade students participate in the TAB learning model when students finish their objective for the day. More information on this model can be found here: http://teachingforartisticbehavior.org/
A Day in an Elementary School Art Class
Art room 100 is a very unique space, located just to the left of our auditorium. Our studio space is broken into two area; our classroom environment, and a small alcove outside of the classroom which is referred to as the "free choice" area.
A typical day in art room 100 starts with review our learning from the week before and discussing how we will apply or jump off of it in our new lesson. We recognize that students bring varied talents into the classroom and learn in different ways. Art room 100's learning model builds tasks into each lesson which allow students to interact with content in ways that fit their strengths and learning styles. An example of learning a lesson may include using kinetic movement to learn vocabulary words, looking at a projected work of art on the smart-board and using an interactive pen to find and trace shapes, watching short educational videos about an artist, complete 'mini art critique' worksheets, dramatic re-enactments of a painting, or working as a group to build an object or scene. Once students have completed their work for the day, they move to choice based learning time. Choice based time allows students to experiment freely with materials and create their own artwork. During choice based learning time, student artists often practice fine motor skills or engage in imaginative play.
A Day in a Middle School Art Class
Art room 322 is located on the third floor of the new building. The studio space is set up into centers along the perimeter of the room and the workspace is located on the inside of the classroom.
When students enter the middle school art classroom, they are prompted with the content and language objective for the day. These objectives are aligned with the National Core Art Standards (NCAS) and play an integral role in the art curriculum. Students are taught a "mini lesson," which is related to the assigned project and then are sent to work on their objective in the workspace. When students have finished the objective for the day, they have the choice to visit one of the centers that are positioned along the walls of the studio. Here, students are given the freedom to choose a skill and medium to work on.
The visual art curriculum at Bateman focuses on the Elements of Art and the Principles of Design and how these apply to all aspects of art production. Students are exposed to different art techniques, media, methods and tools that allow them to create a multitude of work. Interdisciplinary connections, aesthetic, cultural and historical aspects of visual art are also explored in all of our activities. The majority of the classwork is hands on art production, but there some long-term art research assignments, as well as projects that require students to collect preliminary information and/or items.
Our kindergarten-8th grade students are very curious, active, and hands on individuals. With many of our students being bilingual learners, it is critical to teach our students in a variety of methods including; teaching through movement, role playing, the use of visuals, technology, games and manipulatives. Our students at Bateman are also engaged in rigorous thinking and writing, which is practiced in our art room. It is important to remember that a major element in successful learning, as well as rigorous thinking, is through creative problem solving and kinesthetic learning activities. These are learned and practiced every day in our art classrooms.
Philosophy
Our philosophy in the Visual Arts Department is to develop skills in which students will learn new ways of problem solving, awareness, perception and discipline that will enhance their performance in traditional academic subject areas. Every opportunity to utilize cross-curricular instruction will be taken. Students will be encouraged to express their ideas, personal feelings, creativity and opinions about art both visually and verbally.
Our classrooms are laid out based on the Teaching For Artistic Behavior theory, also known as TAB. Teaching for artistic behavior is a choice-based theory that offers students the freedom to choose and investigate mediums in the art room on an autonomous level. When students finish the objective for the day, they have access to the following centers: drawing, collage, sculpture, digital arts, and painting.
TAB Practice
K-8th grade students participate in the TAB learning model when students finish their objective for the day. More information on this model can be found here: http://teachingforartisticbehavior.org/
A Day in an Elementary School Art Class
Art room 100 is a very unique space, located just to the left of our auditorium. Our studio space is broken into two area; our classroom environment, and a small alcove outside of the classroom which is referred to as the "free choice" area.
A typical day in art room 100 starts with review our learning from the week before and discussing how we will apply or jump off of it in our new lesson. We recognize that students bring varied talents into the classroom and learn in different ways. Art room 100's learning model builds tasks into each lesson which allow students to interact with content in ways that fit their strengths and learning styles. An example of learning a lesson may include using kinetic movement to learn vocabulary words, looking at a projected work of art on the smart-board and using an interactive pen to find and trace shapes, watching short educational videos about an artist, complete 'mini art critique' worksheets, dramatic re-enactments of a painting, or working as a group to build an object or scene. Once students have completed their work for the day, they move to choice based learning time. Choice based time allows students to experiment freely with materials and create their own artwork. During choice based learning time, student artists often practice fine motor skills or engage in imaginative play.
A Day in a Middle School Art Class
Art room 322 is located on the third floor of the new building. The studio space is set up into centers along the perimeter of the room and the workspace is located on the inside of the classroom.
When students enter the middle school art classroom, they are prompted with the content and language objective for the day. These objectives are aligned with the National Core Art Standards (NCAS) and play an integral role in the art curriculum. Students are taught a "mini lesson," which is related to the assigned project and then are sent to work on their objective in the workspace. When students have finished the objective for the day, they have the choice to visit one of the centers that are positioned along the walls of the studio. Here, students are given the freedom to choose a skill and medium to work on.