Problem Finding and Solving
In my previous blog entry, I described my mastery objectives for learners: to problem find through inquiry and match ideas with appropriate media for problem solving, or to expand skills through materials exploration. Last week, I initiated a discussion with fifth grade classes about problem finding and problem solving. I anticipated that they would be unfamiliar with the phrase problem finding, so I planned to link this higher order skill to our group definition of problem solving. What I did not anticipate was that students were also unfamiliar with the phrase problem solving. Upon hearing the word problem, students eagerly described sticky situations that they had encountered while doing their studio work. Failed attachments, unsolicited paint splatters, and lopsided pottery topped the list of problems to be solved. Realizing then that we were in uncharted waters, I nudged the conversation toward math. Students explained how they solve math problems: think about it, test it out, share, revise, practice, solve. This analogy helped to frame our dialogue about problem solving in art class. Later, as students worked in studios, I asked them to think about and discuss their current art problem and how they were solving it at that moment.
This week, after consulting online colleagues at the Teaching for Artistic Behavior list serv, I came prepared to address misconceptions about problem finding and problem solving. To dispel negative connotations of the term problem, I wrote on the white board:
A PROBLEM IS AN OPPORTUNITY TO
- CREATE
- DISCOVER
- INVENT
WHAT: Problem finding means searching for a good art idea to work on during art class.
HOW: Problem solving means discovering how to represent the art idea using art materials.
My students shared how, as artists, they face many difficulties in the process of making art. To avoid even more confusion over semantics, I suggested that we call these situations artistic challenges. The phrases problem finding and problem solving will be encouraged frequently to develop familiarity with these and other creativity vocabulary such as collaboration, innovation, engagement, and mindfulness. Now that my district is beginning to identify and implement 21st century skills; we will be ahead in the art room.
Diane Jaquith
Burr Elementary School
Newton, MA
didij@aol.com
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