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Lauren (Gould) Donahue
I have been teaching Douglas artists since fall 2019, and this is my tenth year teaching art! I am really passionate about student-directed learning and facilitating the development of independent thinking and problem solving skills in my students. I strive to cultivate student creativity and confidence. The need to further foster these skills in my classroom led me to adopt the philosophy of Teaching for Artistic Behavior (TAB) seven years ago. When I completed my Master’s Thesis in May 2016, I was lucky t ... read moreo be able to study the Role of the Educator in Teaching for Artistic Behavior. Since then, I have also led professional development on how to use the Studio Habits of Mind for assessment, and published an article on "Shifting Perceptions of Quality in Art Education" in June 2020 with TAB co-founder Diane Jaquith and author/teacher leader Jill Hogan.
I am thrilled to be working in a district where all art teachers are working toward adapting this philosophy! As their TAB educator, I act as a guide and mentor to students as they problem-solve and explore. Some of the main goals in the studio are for students to independently generate ideas, know what materials they need to execute their idea, take responsibility to clean up after themselves, and reflect on their work. I challenge students to try new things and make mistakes as they experience the materials autonomously.
If you want to know more about how TAB works in the Douglas Art Studio... see below!
Materials are set up in centers organized by media that act as three-dimensional lesson plans to aide in student success as independent artists. I also serve as their resident artist and specialist by determining the appropriate standards and content to introduce next. This helps students determine the most effective materials or methods to make their ideas come to life. I encourage students to incorporate personal experiences to add more meaning to their work. Through opening mini-lessons, one-on-one demonstrations, studio time, and reflections, students begin to find their own creative voice through imaginative ideas, self-expression, and autonomy. Artists as young as kindergarten begin to develop their own styles as artists! I am passionate about guiding students to pursue their interests in the studio. I strive for all students to be intrinsically motivated to reach their goals, dive deep into discovering their favorite medium, and able to use their artwork as an outlet for personal expression.
In the studio, students are given time for exploration and play, which are essential to them beginning to take risks and feel comfortable enough to make their own decisions with art media. The process allows for students to create authentic, individualized artwork driven by their own ideas. Learning is naturally differentiated because students can learn and explore at their own pace. They don’t have to worry about how their ideas compare to their peers, since everything looks different. Process is valued over product to cultivate a safe environment that supports creativity.
I feel teaching is a continuously reflective process. Observation is especially key with TAB. It is an emergent curriculum, so I am continuously considering the best demonstrations I can give in order to respond to student needs and connect with their motivations to the best of my ability. I seek student feedback often to ensure the most effective organizational methods are being used to organize our studio, and that they feel they are learning the necessary skills to achieve their ideas.
Since many of the students I have at the elementary level are not going to become professional artists, it is important for art education to still hold relevance for all. I introduce students to the Studio Habits of Mind (Studio Thinking: The Real Benefits of Visual Arts Education, by Lois Hetland et. al.). These include Stretch and Explore, Envision, Develop Craft, Express, Observe, Engage and Persist, Reflect, and Understand Art Worlds. Awareness of these artistic behaviors enhances student understanding that artists utilize versatile skills in order to be successful. These habits, and the critical thinking and decision making skills developed through student-centered art making, facilitate success in many diverse subjects, and beyond school.
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