IPTS 1: The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop and learn within the context of their social, economic, cultural, linguistic, and academic experiences. The teacher uses those experiences to create instructional opportunities that maximize student learning.
Here I have created an overview of learning characteristics by age to give myself a baseboard of figuring out individual student needs.
Age nine is the beginning of a long and transformative journey for children. According to Chip Wood, nine-year-olds are brooding, often rush through tests because they can't find the right answer, and are beginning to struggle to understand ethical behavior (1997, p. 96-7). He suggests that one must have a sense of humor, be encouraging and bring a little light in this serious time of life (Wood, 1997, p. 97). While these students still struggle with abstractions, they are starting to be interested in the world beyond themselves, but are still highly critical of themselves (Wood, 1997, p. 99).
For art education, this age can be a great time to start introducing social issues projects. Students can start to grasp at world issues and connect it to themselves. This way students don't have to shy away from projects that are more self oriented and can seek relief from their own self-criticism. One should be wary of students who finish early, and may need encouragement to work on artwork further. Keep it positive and bright!
Learning Characteristics of Ten-Year-Olds
According to Wood, ten-year-olds love projects where they can have tangible results (1997, p. 106). This is great news for art education! This age loves to share what they know and are very eager to work in groups and are highly receptive to information, meaning one can instill the foundations for more abstract thinking that may come in a few years (Wood, 1997, p. 106-07) . These students do need a break and may become fidgety if not allowed to get up or move, or engage in some sort of learning game or play (Wood, 1997, p. 108). Wood also notes that this age loves logic, order and classification, and are beginning to think somewhat more abstractly (1997, p. 111).
In an art classroom, this can be a great time to engage in large-scale group projects. Have students design a mural that excercises their great ability to think logically. Perhaps some foundational teaching of technical skills, or instilling the elements and principles of art would be ideal at this age. As an art teacher, it is important to make sure the projects are interesting and engaging. Using very hands on building projects, such as three dimensional or clay projects can allow students to be up and moving in the classroom.
Learning Characteristics of Eleven-Year-Olds
This age is where kids really start to challenge adults and the parameters that have been set out for them (Wood, 1997, p. 119). Body changes are also starting at this age which are accompanied by emotional outbursts, hormonally-driven reactions and overall turning kids' lives upside-down (Wood, 1997, p. 119). Wood notes that at this age kids begin to separate by sex and form social groups that were different than they were at age ten (1997, p. 199). This age is awkward, often self-absorbed, self-conscious, under a lot of peer pressure, and can be rude or obnoxious (Wood, 1997, p. 120). This age is able to abstractly think, prefer working in new ways with new experiences, and can see the world from multiple perspectives (Wood, 1997, p. 125).
Because this age prefers new activities it would be a good time to allow them to experience the greater art world. Perhaps a field trip to a few galleries or meeting local artists could be a worthwhile experience for kids at this age. Also would be a great time to introduce new and different forms of art such as digital, found object, or abstract art. Allowing kids to engage in studio practices outside of what is considered "typical" for the art classroom. It is important that students remain confident in the art making abilities and teachers should be very encouraging.
Learning Characteristics of Twelve-Year-Olds
This age group is very concerned about fitting in and having time with their peers as they seek to define and form their own identities (Wood, 1997, p. 133). They often like being a part of group projects where they can contribute to a greater body of work alongside peers (Wood, 1997, p. 134). This age is often misunderstood and can come off as mouthy and are generally unpredictable (Wood, 1997, p. 134). This age loves large responsibilities and contributions and are able to tackle longer and sustained homework assignments, but often smaller tasks, a.k.a. chores, often slip (Wood, 1997, p. 135). These kids are interested in personal rituals, rights of passage, need a lot of exercise, and generally need space to negotiate rules (Wood, 1997, p. 135-36).
For an art classroom, this age would be great for sustained research projects. Staring to research and keep a sketchbook might interest students at this age. It will be important to keep clear management of time, assignments and materials so they don't slip through the cracks. Sustained assignments can include producing a series of work related to student interest that could include research about world events, related artists, personal notes and sketches. It could provide a great space for students to be able to negotiate their projects and allow them to have the responsibility of sustaining a lengthier research project in the art classroom.
Learning Characteristics of Thirteen-Year-Olds
This age often seems outwardly bored, which really translates to being insulted or challenged by authority (Wood, 1997, p. 147). This age can exhibit excitement for the coming changes and responsibilities of life, but often become withdrawn and nervous about their own appearance or performance (Wood, 1997, p. 148). To this age, their bedroom is a sacred space, where they are allowed to be themselves in this time of physical and emotional change (Wood, 1997, p. 150). Wood also notes that out of school activities can be really beneficial since their in school activities often are confusing and broken up by fifty minutes periods (Wood, 1997, p. 152-53).
This age can be very reluctant to perform tasks, so monitoring classroom engagement will be a key to successful art making. Having students explore their own identities in a more private manner may allow students to alleviate their own anxieties about life. Allowing students to take home sketchbooks for journaling and drawing their experiences and using those experiences as subjects in the art classroom can be especially beneficial for this age.
Learning Characteristics of Fourteen-Year-Olds
This age is notorious for its distancing from adult authorities as they become more absorbed about themselves and their peer groups (Wood, 1997, p. 163). Wood notes that this age is really in the full swing about figuring out their identity and often defines themselves by how they think others perceive them (Wood, 1997, p. 164). This can explain why kids at this age devote themselves so heavily to activities such as sports or clubs in order to solidify their worth and perceived identities to their peer groups (Wood, 1997, p. 165). Wood also notes that if kids this age "don't see the point" of doing an assignment, then they will come with a myriad of excuses, and that it is important to negotiate with students (1997, p. 167). It is also essential that students be guided and advised in schools and at home in order to allow discussion of life events and retain connections with family (Wood, 1997, p. 170-71).
An identity searching project is extremely important at this age. It is important that art projects address issues such as racism, LGBTQ issues, stereotypes, sexism, and other greater world issues as students will be seeking more from their peers than adults. We must equip them to think as individuals and to fall out of the mainstream that perpetuates these stereotypes in school, and later, in the world. Projects that are student driven can keep students from being bored as well as allow them to negotiate projects. Also projects that allow parents to engage with their students, such as a final exhibition and presentation, can help keep parents in the loop of their children.
Wood, C. (1997). Yardsticks: Children in the classroom, ages 4-14 : a resource for parents and teachers. Greenfield, MA: Northeast Foundation for Children.
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