STEAMed Magazine July 2015 - Page 22

There are challenges to implementing the 5E instructional Model in the art class room such as determining how much time to devote to each phase of the model and how to embed the skills practice into the cycle as different students may need to spend time exploring very different techniques or materials or both. The first of these challenges is not unique to the art classroom. In their video series on the BSCS website, Janet Carlson and Nancy Landes recognize that the 5E Instructional Model will not be useful for every lesson. In fact, they warn that that usin g the model to achieve every outcome in the curriculum has the effect of trivializing the model. They also acknowledge that the whole cycle may not fit tidily into a single class period. However, rather than seeing that as a drawback, it often has benefits for the students. Being left mid-cycle at the end of the class period allows students more time to wrestle with new concepts which results in deeper understandings and more meaningful outcomes. It is worth noting that they also comment on the beneficial metacognitive aspects of the model which are similar in nature to the call to metacognition in the work of Stewart and Walker, as well as Gude regarding student art-making in a contemporary context. For art teachers looking for a model as they delve into inquiry-based practices in the art classroom, the 5E Instructional Model offers a tried and tested place to begin. REFERENCES Art21. (2015). Contemporary approaches to teaching. Retrieved from contemporary-approaches-to-teaching Biological Sciences Curriculum Study. (n.d.). BSCS 5E instructional model. Retrieved from Bronson, P., & Merryman, A. (2010, July 19). The creativity crisis. Newsweek, 44–50.  Gude, O. (2013) New school art styles: The project of art education. Art Education. Retrieved from https:// M8d343287341da5e2d897972579bc4e17? AWSAccessKeyId=AKIAJBQAXZEE3MAI6INA&Expires=14343882 32&Signature=xP9b5Ctgp2J4sodEvPKUFcyOW8M %3D&response-content-disposition=inline%3B%20filename%3D %22NewSchoolArtStylesbyGude.pdf%22 Hetland, L., Winner, E., Veenema, S., & Sheridan, K. M. (2007). Studio thinking: The real benefits of visual arts education. New York, NY: Teachers College Press. Sandell, R. (2012). What excellent visual arts teaching looks like: Balanced, interdisciplinary, and meaningful. Advocacy White 22