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.
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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.
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