OPENING EYES & MINDS THROUGH ROUTINE

Britte Bowman

As an Art teacher, I wanted to incorporate a routine to engage students in “Art Thinking” when they get to class, a “Do Now” class starter. I developed “Do Now” pages that were included in sketchbooks so students know where to write their “answers”. I wanted the starter to get students thinking like an artist. I was inspired by the book, smART: Use Your Eyes to Boost Your Brain, by Amy E. Herman, and developed the prompts based on her book.

WHAT

Participating in the CoTiA book study, I realized that in my teaching practice I wanted to focus on Mindset 8: Questions Drive Thinking and Learning. Using the framework Herman’s book provided, I was able to develop “Do Now” questions which aligned with many of the types of thinking on the Understanding Map. I believe that this daily structure also connects to Mindset 2: We Can’t Directly Teach Dispositions; We Must Enculturate Them. By demonstrating that art is more than just making it, looking at art and talking about it gives us an opportunity to become observers of the world around us.

WHAT

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In the past, I did not have a class starter. The “Do Now” routine has provided students a few moments to start class by settling in and directing their attention to some type of art. They get their sketchbooks out, and begin writing their answers (no answers are wrong). I have structured many of the prompts to promote questioning which, in turn, promotes their curiosity and engagement. Questions like “Who is in the painting,” “What is happening in the painting?” (Describe what’s there) (Mindset 8 Questions Drive the Thinking and Learning)

SO WHAT

I believe establishing the “Do Now” routine using Herman’s book has highlighted many of the types of thinking outlined on the Understanding Map, “considering different viewpoints,” “describe what’s there,” “wondering and asking questions,” and “building explanations and interpretations.” My students are becoming more than individuals that can apply paint to make a nice painting. Giving them the opportunity to look at art and “how to see”, and “how to think about what you see” my students will find that they can reflect critically and creatively about more than just artwork. I hope that by using effective questioning and encouraging student questioning, I will be able to promote curiosity and engagement in not only my class, but in life in general (Big Hope!)

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SO WHAT

Establishing a routine of a “Do Now” involves promoting the disposition of an artist as an observer. A routine isn’t that, if it’s not done on a regular basis. The discussions we have about artwork, being observers in our own world, and the thinking that goes along with it has surprised me in a good way. I would like to continue this practice and develop it to be an opportunity to engage all students who come into my classroom.

NOW WHAT

I am currently using the “Do Now” with 7th and 8th grade. I would like to implement it with my 6th grade artists so it becomes “enculturated” as a part of the Escalante art experience. Besides developing 6th grade “Do Nows” I would like to deepen my practice in developing and encouraging effective questioning. Asking what is the why? What are my intentions, motives and goals for the artists that come through my door? I can effect change in just asking these questions about my own teaching and what we are practicing as a school.

NOW WHAT

“The “Do Nows” are a good way to start class. It has helped my artistic thinking by learning to look for the who, what, where when in art.” -Skye S.

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“The “Do Nows” have helped to analyze artwork, and get inspiration from what artists are doing” - Iris F.

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HAVE SOME FUN TRYING OUT SOMETHING THAT WAS A SUCCESS FOR SOMEONE ELSE:

COTIA SESSION 9 HANDOUT

TYPE OF THINKING ENCOURAGED:

See & Notice

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ALIGNED TO MINDSET:

Mindset 8: Questions Drive Thinking and Learning.

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TRY IT OUT