Jordan Caplan

Instructional Design & Development

Design Builder #1
June 29, 2018

Design Builder #1

Question 7 - “Consider your own experiences as a teacher or instructional designer. What

model can you develop that illustrates your own instructional design process?

I only just completed my first year as a first and second grade art teacher, and throughout the
course of the school year I gained experience in testing out numerous different instructional
design models and teaching methods. I have a very open-ended curriculum that I am able to
structure how I please. After trying out multiple teaching methods that simply did not work for
my students and I, I adopted something called Choice-Based Art or TAB (Teaching for Artistic
Behavior).

Choice-Based Art, or TAB, allows for students to create unique and individualized artwork
based upon their own interests and abilities. The students are provided with a theme, plan their
own artwork, choose a medium-specific art station, create their own artwork, and participate in
peer, self, and teacher evaluation based upon the artistic process. Students can choose from a
variety of art stations, including painting, drawing, collage, sculpture, clay, and digital media.
This approach to an arts education enables students to differentiate their own learning based
upon ability, build confidence in their creativity, problem-solve, learn from their mistakes,
explore different medium in order to uncover their own interests, and acquire a growth mindset.

Due to the fact that this form of instruction is fairly new and extremely student-centered, there is
not a formal instructional design model that can be directly related to this teaching method.
Therefore, I decided to answer Question 7 in order to design a model that illustrates my own
design that I follow to create a TAB lesson.

1. Identify the Theme – Identify the theme in which students will use for inspiration to
create their artwork. I typically focus on famous artists (Vincent Van Gogh, Antoni
Gaudi, Frida Kahlo, etc.), art styles, or art periods. Determine what students will learn
about the theme and how they will conduct their own research to further understand and
comprehend.

2. Developing Technique – The instructor develops mini-lessons that provide students with
the opportunity to better enhance their artistic abilities through the learning of medium-
specific techniques. These lessons are short and may even be in video form. The
techniques learned can be used for their current project or can be stored in their memory
“tool box” for future lessons.

3. Student- Centered Plan & Design – The instructor does not necessarily have to prepare
for this portion of instruction since the students are conducting their own learning and
 planning. Students develop a plan for their final art piece based upon the theme and
individual interests/research. The instructor may create any materials necessary to
supplement learning and improve student independence. I created a planning page for this
portion of the instructional design model that the students must complete. They create a
sketch, identify the elements of art that will be incorporated into their design, make any
notes, and get approval by the teacher before moving on.

4. Production Preparation – Once the students have completed their planning page and
their designs are approved they choose the medium appropriate for their design and begin
to create their artwork. This allows students to explore and expand their creativity. Once
again, this is very student-centered. The instructor must make sure all the art stations are
stocked with supplies students may need.

5. Presentation – The instructor will set up a gallery walk for the students where they are
able to walk around the room and view each other’s unique artworks. The instructor
determines how students will respond to the artwork. Will they provide compliments to
one another? Will they provide constructive criticism? The instructor may determine a
list of questions that students can ask one another to facilitate discussion.

6. Reflection & Evaluation – Appropriate forms of evaluation are decided upon during this
phase. I personally have a 10-point checklist that serves as a summative assessment. The
focus of evaluation is more so on the artistic process rather than the final product. The
instructor decides how formative assessment will take place throughout the lesson,
including teacher observation and/or anecdotal notes. The instructor determines how
students will conduct peer and self-evaluation. Students may reflect upon their own
artwork and their peer’s artwork through collaborative group discussions where they talk
about improvements that could be made or techniques they can continue to work on.

Upon reviewing what I created, I do think it does have some correlation with The Kemp,
Morrison, and Ross’s Instructional Design Plan, as well as ADDIE, although there are definitely
differences. The TAB Model (That is what I will call it for now) is not perfect and would need a
lot more tweaking for it to be considered a successful model. However, I do think with some
work, this could be a model that art educators utilize in the future when developing an
instructional TAB lesson.