Alli Flores, LaToya Thompson, and Heather Blackmon-Gordon

February 18, 2018

ARE6933
Contemporary, Collaborative, and Creative Art Education
Level 1: Think
In the first step of the T-H-I-N-K tank project our group was to identify a problem in art
education. Heather started with the issue that Students in Rural Areas experience a lack of
cultural institutions like museums, festivals, and expose to different cultures/people.
Her question was, can the infusion of cultural artifacts/objects into an art curriculum enhance
creativity and understanding of cultural differences. Also, will students work together more
efficiently/connections/friendships made, Will this improve the classroom climate? Will students
become understanding of others? Will they grow socially from this infusion? Heather proposed
the Implementation of "personal identity portraits" or "mapping projects"-or some collaborative
assignments. Upon further discussion as a team we thought to connect with the ideas of
community, culture, and collaboration. We agreed it would be interesting to research ways to
incorporate collaborative art, community involvement, and culture into art classrooms at the
elementary, middle, and high school levels. We thought having a more broad idea would relate to
the concepts that Heather originally brought up while also having applications for elementary all
the way to high school art education.
In order to commit to the design thinking our group had to dig deeper and find out what
our users/audience needs were. We started by polling different groups of people to gather
information and gain empathy. Our focus was to investigate the implementation of non-
traditional learning environments, learner centered instruction, culminating events focused on
culture, and collaborative assignments in art education. We decided to ask students if they would
be open to making art in new environments and new ways. This first question was the spark that
led to many other questions that we were eager to learn about, we wanted to ask other art
teachers if they would use DT and learner centered teaching practices if there were tools and
lesson readily available. If we provided research and backing for field trips that provide the
opportunity to create in a new environment would teachers use it? If we were able to live stream
other teachers/classrooms/cultures/or festivals would art educators participate? How can we help
art educators use contemporary teaching methods and non-traditional environments?
 So we asked a group of art teachers from elementary, middle, and high schools to
participate in a community service project titled Empty Bowls. The Empty Bowls project is
where students, teachers, and artists in the community create ceramic bowls to be sold at the Fort
Pierce Farmers Market. Patrons select a bowl, pay $15, we fill the bowls with soup, everyone
hangs out and enjoys a meager meal, the patrons take home their bowl as a reminder of all the
empty bowls in our community. All funds generated from this project go directly to the Treasure
Coast Food Bank. On February 14, teachers left their art classroom and relocated to the Treasure
Coast Food Bank to participate in a bowl glazing party. Teachers and artists’ alike discussed
teaching strategies, the importance of collaboration, and creating art lessons that are impactful
for our community.

Blackmon-Gordon, H. (Feb.2018).Empty Bowls. Fort Pierce, FL.

I spoke with many of the teachers in an informal way asking them about their experience. Many
of them agreed that is was nice to be out of their classrooms meeting other art teachers, they felt
relaxed, and renewed. They also spoke about the importance of using art to connect the students
to their community in a meaningful project like Empty Bowls.

After our test run/prototype with a group of educators from Saint Lucie County we
assigned each group member to poll a different group to gain more insight. Our group decided to
poll students of different ages and other art teachers, this was done via social media,
questionnaire, and in person verbally. LaToya was leading the polling of other art teachers. Her
questions were as follows: Do you use contemporary teaching methods in your art classroom? If
not, why? Are you open to non-traditional art making spaces/environments? If the resources
were available would you be more likely to incorporate non-traditional teaching methods? Alli
and Heather were polling students in elementary and high school. The student questions were:
What does art education look like in the future? What does an art room in the future look like? Is
it a classroom? If you could make art out of any materials or anywhere, what would it be like?
Based on previous polling experiences I realized I needed to create certain rules for the
questioning. I wanted to find out what students wanted art education to be like and to develop
empathy to their needs and wanted for art curriculum. The rules that I created for myself were to
give little to no instructions for the questions, I gave a quick introduction by stating it was for a
project that I am working on as a group. I also told students that I was interested in their ideas
and thoughts and that there was not a right or wrong answer to any of the questions. The students
I polled were third graders so I realized that I needed to explain the first question, most students
didn’t know what art education meant so I explained. The polling took place during a 15-20
minute time period in which students were working independently, I explained that the questions
were not a grade, does not require your name, and there was not a time limit. Most students
seemed excited to share their thoughts, wrote more that a few words as a response, and
completed the questions within 10 minutes.
 The following are findings from LaToya’s polling of art educators:
Chakaris P. Thomas- Art educator for 20+ years and currently teaches at Hemingway Middle
and Hemingway High School.
Do you use contemporary teaching methods in your art classroom? If not, why?
Yes, I try to keep students abreast of today's techniques versus those of the past.
Are you open to non-traditional art making spaces/environments?
Yes, I am. I think children should be comfortable in their workspace and perhaps the outcomes
will be more creative.
If the resources were available would you be more likely to incorporate non-traditional
teaching methods? Yes
If we were able to live stream other teachers/classrooms/Cultures/or festivals would you
participate? Perhaps
Andrea Singleton- Art Educator for 13 years and currently teaches at C. E. Murray Middle and
High School.
Do you use contemporary teaching methods in your art classroom? If not, why? Yes we all
must use contemporary teaching methods to remain flexible for each individual learner... still
keep traditional procedures such as reading/critiquing art...the art history approach never gets old
Are you open to non-traditional art making spaces/environments? No I am open to non-
traditional only...we need both to address all learning styles. We must build upon learning....
If the resources were available would you be more likely to incorporate non-traditional
teaching methods? Again If the resources were available I would use a few non traditional
methods...but I teach art history and need my traditional foundation...you have use both no
exceptions
If we were able to live stream other teachers/classrooms/Cultures/or festivals would you
participate? Sure, I would live stream and participate... this method could teach/show my
students art history around the world and help them problem solve and be global thinkers
Level 2: Have a Plan
After reviewing the responses from students and art educators we found that the art
teachers needs were resources that were readily available in order to use contemporary teaching
methods and non-traditional environments. These resources would be in addition to the mixed
teaching methods already in use. Most art educators did not seem interested in redesigning the
entire curriculum but saw the need and merit for the incorporation of contemporary methods
within the current curriculum. This insight and information lead our group to an action plan. Art
educators need a way to incorporate contemporary teaching methods and non-traditional learning
environments into art education curriculum because these methods aid and encourage students to
think critically and be better prepared for today’s world. Our group discussed how might we help
art teachers use cotemporary teaching methods and non-traditional learning environments?
Level 3: Investigate
In this phase of deign thinking our group investigated the possibilities and explored the
array of ideas that could address the problem at hand. We wanted something that was easily and
readily available as a resource to other art educators regardless of distance or location. We
thought real world examples of lessons/methods, live streaming video collaboration, student
testimonials, images, and research to support the teaching methods would be resources. The most
accessible “home” for the resources might be a website that would be an online community and
general hub for art teachers that want to think outside of the box and teach outside of the art
room. We also thought we needed to support to advocate for these contemporary types of
experiences by clearly identifying the benefits of design thinking, contemporary practices,
increased innovation and critical thinking skills.
Level 4: New Ideas
As a group we discussed the usage of post it notes or exit tickets to add to the quick
delivery of compiling information from students. We also used post it notes to get our
resources/ideas up in one space. We quickly realized that all of our must have concepts for the
end product could be shared digitally or experiences online. This lead us to out “product” being a
website that would include information, collaboration, resources, and lessons for art educators to
incorporate contemporary teaching methods within their curriculum. We made several small
moves and iterations from this prototype and landed on the idea that instead of a website we
could accomplish the same goals with a Facebook page while also encouraging collaboration and
community.
Level 5: Know
Our original problem was the lack of contemporary teaching methods and non-traditional
learning environments in art education. The product or solution we came up with is a Facebook
page that functions as a community, resource, and support for art educators to incorporate
contemporary methods within their teaching practice. We know state standards and national arts
standards are created with a focus on design thinking and through our research and investigation
we now have a better understanding of what our students want to learn. Through this design
thinking process we have rejuvenated and inspired fellow art educators and included students in
the design of our curriculum. The feedback we have received about this project is positive; most
art educators want to use more non-traditional methods, environments, and materials in their
curriculum but do not want to solely focus on it. By having an easily accessible resources and
community of support, teachers feel like they have the tools to use design thinking,
collaboration, choice-based instruction, and more learner centered projects. As our group
reflected on the design thinking experience we realize it is more about the process than the
product. While we believe the product fills a need and a goal for ourselves and other art
educators we acknowledge and appreciate the value of the process that led us here.