STAR-POST (Art) January 2020 FINAL_STAR Post Art Jan 2020 - Page 28

C Type C students faced challenges in the selection of appropriate ma- terials for their artworks. In their attempt to create “beautiful” works, they were worried about choosing the wrong materials and were re- luctant to try their hands at unfamiliar materials. However, by Week 7, the group had a breakthrough after a gallery walk and class discussion. They had learnt that taking calculated risks are necessary in creating unique and distinctive art pieces. From my experience of CBL, I recommend the following considerations for art teachers: Basic Housekeeping Rules Working process for Type C students: From their sketches, it is clear that students understood marine lives were trapped in waste disposed in the sea. The ‘fish’ was simply drawn on a piece of foam, as students were not open to trying out new materials Final Product titled “This Is What Will Hap- pen If We Do Not Keep The Ocean Clean.” It shows a cage filled with rubbish and sea animals that are trapped. It is clear the stu- dents had put in so much more thought and creativity in this piece (as compared to the one above). More importantly, they made clear their intent of conveying the impor- tance of protecting the environment. 28 After converting the art classroom into a studio that consisted of 12 media centres (with 50 materials available for artmaking), keeping the space in order is of utmost importance. For a start, teachers should demonstrate the process of tidying up and help students get used to the routine. More time needs to be factored in for cleaning up as well. Items such as textured papers, paints, fabrics, and clay, should be categorised and clearly labeled for easy accessibility. Other areas for consideration include traffic flow, proximity of resources and arrangement of supplies. With careful planning, the art classroom can be optimised to facilitate both group and individual projects. 29