As suggested by the editor of Teaching Artist Journal editorial in 9 (4) p211-212 titled: An Opinion
My favorite line is “We should not advocate just for the arts, we should advocate for culture and learning in the broadest sense. We’ll be better artists, teachers, and reformers for it.”
Someone recently asked me what sorts of things I consider when setting out to do a project as a teaching artist. Here’s a partial list. I’d love to see yours:
What will students make?
What will I teach?
What will they learn?
Is it OK if what they make isn’t what I expect or want?
What physical and figurative space will I create for students to work in?
How will I organize time?
I have a range available to me: one that extends from projects where I define the creative problem to projects where the students define the problem themselves. Which part(s) of this range will I engage with my students?
I have another range available to me: one that extends from art making that is explicitly about a theme, subject, or academic content area to one where the art making is not defined or framed in those terms at all. Which part(s) of this range will I engage with my students?
If I am working with a specific theme or integrating content from other disciplines, are the connections real? Do they serve the art making?
How will I collaborate with teacher(s) or staff?
What do I want to learn?
Is there enough time and space for students to do their work?
How will I stay out of the way?
How will I know what happened?
How will I know if it was what I wanted to have happen?
Will this be fun and interesting for me? What will I do if it isn’t?