Why Motivation Matters in Art Lessons
Classroom management includes motivating students in art lessons otherwise the students may not reach their creative potential.
According to Reece & Walker’s book Teaching, Training and Learning – a Practical Guide (Business Education Publishers, 2004) a student of low ability but high motivation can experience greater success than a student of high ability and low motivation. For this reason, motivational issues should be treated with equal gravity as a learning need or a disability.
The learning environment looks unwelcoming, messy or uncared for. Paint spills and dirty pots full of unusable art brushes can be visually off-putting.
The area might also appear impersonal and clinical with strip-lighting and insufficient natural daylight.
There is insufficient differentiation in the lesson plan to accommodate those who have a natural flair for drawing and those who might cringe at the thought of drawing a line
The learning objectives are unclear, leaving students unsure of what is expected of them
Maslow’s Hierarchy of Basic Needs has not been applied, leaving issues such as tiredness, hunger and stress to hamper creative expression. This means addressing issues such as external stress and breaks in class.
Unchecked disruption in class hindering the focus required for completing a painting or drawing
Although there might be limitations on what a teacher can do, the following alterations might enhance the learning experience for art students.
Displaying the students’ work on the walls shows their creations are valued. Altering the display periodically will refresh the view and provide a talking point
Adjusting the differentiation in the lesson plans in order to accommodate those who enjoy a challenge as well as those who have little confidence in painting, is more likely to ensure both will experience success in learning. This may involve blending both the cognitive and the Behaviourist approach to teaching.
Ensuring objectives are clear, achievable and on constant display on the whiteboard will help students feel secure in what is expected of them.
Identifying issues such as tiredness in the evenings or hunger near lunchtime will help students focus on the task at hand.
If disruption occurs, splitting the class into still life groups will often provide focus and settle the class down.
According to Reece & Walker’s book Teaching, Training and Learning – a Practical Guide (Business Education Publishers, 2004) a student of low ability but high motivation can experience greater success than a student of high ability and low motivation. For this reason, motivational issues should be treated with equal gravity as a learning need or a disability.
Common Causes of Low Motivation in Art Classes
Before tackling this problem, the causes of low motivation must be identified. The following might be worth exploring: |
| A messy art studio |
The area might also appear impersonal and clinical with strip-lighting and insufficient natural daylight.
There is insufficient differentiation in the lesson plan to accommodate those who have a natural flair for drawing and those who might cringe at the thought of drawing a line
The learning objectives are unclear, leaving students unsure of what is expected of them
Maslow’s Hierarchy of Basic Needs has not been applied, leaving issues such as tiredness, hunger and stress to hamper creative expression. This means addressing issues such as external stress and breaks in class.
Unchecked disruption in class hindering the focus required for completing a painting or drawing
Practical Ways to Boost Creativity and Engagement
 |
| A dreary art room with no daylight. |
Displaying the students’ work on the walls shows their creations are valued. Altering the display periodically will refresh the view and provide a talking point
Adjusting the differentiation in the lesson plans in order to accommodate those who enjoy a challenge as well as those who have little confidence in painting, is more likely to ensure both will experience success in learning. This may involve blending both the cognitive and the Behaviourist approach to teaching.
Ensuring objectives are clear, achievable and on constant display on the whiteboard will help students feel secure in what is expected of them.
Identifying issues such as tiredness in the evenings or hunger near lunchtime will help students focus on the task at hand.
If disruption occurs, splitting the class into still life groups will often provide focus and settle the class down.
Using Praise Effectively in Art Teaching
Last, but not least, praising has fundamental effect upon motivation. The student for instance who finds it hard to draw a straight line will feel liberated by small achievements, as well as the more able student who has been stretched creatively. Finding any opportunity to praise will often compel the student to venture further within their learning experience.Creating Conditions That Support Creative Expression
The causes of low motivation in art classes must be identified before they can be tackled effectively. Issues such as a dour and tatty-looking environment will do little to encourage creativity. Creating clear and visible objectives will also provide clarity for what is expected of students. This will also involve stretching the differentiation in order to accommodate the students’ diverse drawing and painting abilities. This will in turn will provide opportunities for success in learning by making the objectives achievable. And of course, making them achievable means opportunities for praise.Other Articles About Learning Art
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