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aesthetically appealing to me. Szekely (2005) tells teachers
to "find value in their choices" (p. 48), and I came to under-
stand that in so doing, you begin to value what your
students are learning as opposed to what they are making.
I'm still trying to find the appropriate blend of chaos and
order, being encouraged each day as more and more
students surprise me, become more independent, and utilize
more of the available resources. I rediscovered my new
place in the classroom as a curriculum artist, leaving room
for my students to be artists as well. Additionally, by
watching my students and learning from their ideas, I have
become more confident in my own artmaking endeavors.
Keeping complexity theory in mind and teaching students
how to work independently, as part of a group, and as an
artist, the art room can be a fulfilling and challenging
environment where students and the teacher can grow.
REFERENCES
Barney, D., Gude, O., Kalin, N., & Sweeney, (2011, March). Creativity,
imagination, and innovation in art education. Paper presented at
the meeting of the National Art Education Association, Seattle, WA.
Crowe, (2002).
Davis, S. & Sumara, D. (2007). Complexity science and education: Recon-
ceptualizing the teacher's role in learning. Interchange, 38(1), 53-
67. doi:10.1007/s10780-007-9012-5
Davis, S., Sumara, D., & Luce-Kapler, R. (2008). Engaging minds: Chang-
ing teaching in complex times 2nd edition. New York, NY:
Routledge
Doll, W. E., Jr. (1989). Complexity in the classroom. Educational Leader-
ship, 47(1), 65-70.
Douglas, K.M., & Crowe, J. (2002, August 15). Interview by M.A. Mather
[Digital audio recording]. Teaching for artistic behavior: choice-based
art, The Education Alliance at Brown University. The Knowledge
Loom, Retrieved from http://knowledgeloom.org/tab/
tab interview.html
Douglas, K. M., & Jaquith, D.B. (2009). Engaging learners through art-
making: Choice-based art education in the classroom. New York,
NY: Teacher's College Press.
Efland, A. (1976). The school art style: A functional analysis. Studies in
Art Education, 17(2), 37-44.
Kindler, A. M. (1995). Chapter 3: Significance of adult input in early
childhood artistic development. In C.M. Thompson (Ed.), The visual
arts and childhood learning (pp. 10-14). Reston, VA: The National
Art Education Association.
Lowenfeld, V. (1947). Creative and mental growth. New York, NY: Mac-
millan.
McCombs, S., & Rylander, J. (2010, July). Curriculum and instruction for
gifted students. Professional development session conducted
through Bridgeport Independent School District, Bridgeport, TX.
Picasso, P. (n.d.). Talk:Pablo Picasso [wiki site]. Retrieved December 2,
2010, from http://en.wikiquote.org/wiki/Talk:Pablo_Picasso
Szekely, G. (2005). Teaching students to become independent artists: A
film script. Art Education, 58(1), 41-51.
Brooke Brei is a Masters student in art education at the Uni-
versity of North Texas. She is currently teaching K-2 students
at Bridgeport Elementary where she started in 2009. She co-
founded the first district-wide art show in Bridgeport ISD, and
is continuing to research choice in the art classroom.
TRENDS
2011
