Developing Expertise, Part II: Practice What You Teach with Creative Endeavors

Last week I talked about nurturing professionalism through professional interactions at the school/district, regional, and state/national levels.

Among the things, I noted were expanding your knowledge base as an art education professional, focusing on the development of those knowledge and skills of communication, preparation, and implementation of the art curriculum as well as developing skills as a member of the general educational community.

Another area for developing expertise is in the area of artistic practice. The effective artist-educator develops expertise by engaging in personal artmaking and modeling the artistic process to students. When appropriate, let students see your work and give them opportunities to talk with you about your ideas and process of working. Students need to know that their teacher practices what she teaches.

Incorporate into your instructional plans knowledge and skills that will enable and guide students to think and work as young artists. Design student art problems to be open-ended so students have choices in what they do. Challenge students to practice artistic habits of mind by structuring studio experiences to mirror the artistic process. Lead by example and prepare prototypes and process visuals that support and illustrate the artistic process. Create a classroom environment of collaboration and community where students develop skills in looking at, critiquing and reflecting on their own and each others’ work.

A useful framework to use in modeling the artistic process is found in the book Studio Thinking (by Hetland, Winner, Veenema, and Sheridan, 2007). The authors identify eight Studio Habits of Mind that are critical elements of artistic thinking: develop craft, engage and persist, envision, express, observe, reflect, stretch and explore, and understand art world. They discuss studio structures to facilitate development of these habits of mind through careful sequencing of activities: students at work, demonstration-lecture, and critique. Classroom experiences that immerse students in hands-on work, supported by demonstration/lecture when needed, and ongoing reflection/critiques of their own and others’ work will enable students to practice these behaviors on a daily basis and help them develop deeper understandings of the artistic process.

The expertise of a practicing artist-educator has major impact on students’ future beliefs about their own creativity and the value they place on the arts. Let’s work to create a society filled with creative thinkers. As the summer nears its end, I hope you will find these ideas helpful as you work toward developing greater expertise and grow your art program.

-Daisy McTighe