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It argues that generic lesson plan templates trivialize art’s knowledge structure and presents a grounded theory approach to build an open-ended art lesson plan. The model guides learners through problem setting, design time, studio space, and display, supporting active learning, challenging integrative curriculum, and multiple instructional approaches for middle level students.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/cimle-lesson-plan-using-artistic-ways-of-thinking/599722/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/cimle-lesson-plan-using-artistic-ways-of-thinking/599722.png","ImageObject",300,407,{"name":92,"@type":93},"PakDamar76","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the article focus on clarifying the discipline of art for teachers?","Question",{"text":112,"@type":113},"The article explains that teachers may need to teach visual arts due to budget cutbacks and greater integration duties. It argues that educators need a clear definition of art as a discipline, not just generic lesson templates.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What approach is used to develop the art lesson plan format?",{"text":117,"@type":113},"The article uses grounded theory research methods to develop a new, step-by-step yet open-ended lesson plan format, using art making as the exemplar.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the preliminary misunderstandings identified in the student interviews?",{"text":121,"@type":113},"Preliminary results indicated that students used only a single generic lesson plan format across content areas and did not clearly understand the boundaries of the discipline of art.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599722,1792928321,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893057,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","CIMLE  \nCurrent Issues in Middle Level Education (2011) 16(1), 6-16  \nLesson Plan Using Artistic Ways of Thinking  \nPenelope Miller, Ph.D.  \nCoastal Carolina University  \nToday with teacher cutbacks looming, and more integration units, general teachers might be required to teach the visual arts. Therefore, teachers need a clear definition of the discipline of art andpersonal exposure to aesthetic experiences. Many references are made to classic art education research. When lesson plan formats are generic it trivializes the discipline’s content and knowledge structure. Grounded theory research methods are used to develop an art lesson plan format. Using art making as the exemplar, a lesson plan expanding the art knowledge base thereby allowing children to think like artists is presented step-by-step – set the problem, design time, studio space, and display. Preservice teacher results are shared.  \nThis paper seeks to address three of the efective curriculum characteristics for middle school education from the National Middle School Association’s position paper, This We Believe: Keys to Educating Young Adolescents (2010):  \nStudents and teachers are engaged in active, purposeful learning. (Active Learning) Instructional practices place students at the center of the learning process. As they develop the ability to hypothesize, to organize information into useful and meaningful constructs, and to grasp long-term cause and efect relationships, students are ready and able to play a major role in their own learning and education.  \nCurriculum is challenging, exploratory, integrative, and relevant. (Challenging Curriculum) Curriculum embraces every planned aspect of a school’s educational program. An efective middle level curriculum is distinguished by learning activities that appeal to young adolescents, is exploratory and challenging, and incorporates student-generated questions and concerns.  \nEducators use multiple learning and teaching approaches. (Multiple Learning Approaches) Teaching and learning approaches should accommodate the diverse skills, abilities, andprior knowledge ofyoung adolescents, cultivate multiple intelligences, draw upon students’ individual learning styles, and utilize digital tools. When learning experiences capitalize on students’ cultural, experiential, and personal backgrounds, new concepts are built on knowledge students already possess.  \nArt methods courses are currently being elevated in importance, as many education preservice teachers are worrying that they might be required to teach art in their future classrooms. Additionally, when education majors have explored literacy in the arts, the communication between arts teachers and classroom teachers deepens. Then significant collaborations will become more frequent in our schools, which thereby creates active student learning, challenging curriculum, and multiple learning approaches (NMSA, 2010) . This paper claims it is important for teachers to personally experience the arts in order to be able to facilitate that experience forchildren.  \nIn a college art methods course, students were turning in lesson plan assignments that were often copied and included rigid step-by-step pattern work. The old art education lesson plan format did not spell  \nout how to write or facilitate an open-ended lesson plan which allowed the students to “play a major role”(NMSA, 2010) in the process of making their own artwork. Revision of the arts based lesson plan format began by using grounded theory research methods to develop a new model. Literature review foundation began with philosophies of art education researchers working fifty years earlier.  \nStudents had already acknowledged their lack of art experiences and the course curriculum had been adapted to build up their confidence working in the arts. But even with the modifications, the overall cognitive processes in the art discipline were still a mystery. The beginning research questions were: What caused many stu","cbCailcVN9NAYJpX","https://ap.wps.com/l/cbCailcVN9NAYJpX","pdf",1058219,11,"English","# Lesson Plan Using Artistic Ways of Thinking\n## Rationale for Clarifying Art Instruction\n## Effective Curriculum Characteristics for Middle School\n## Art Methods Course Context and Collaboration\n## Grounded Theory Development of a Lesson Plan Model\n## Research Questions and Preliminary Findings\n## Clarifying the Discipline of Art","[{\"question\":\"Why does the article focus on clarifying the discipline of art for teachers?\",\"answer\":\"The article explains that teachers may need to teach visual arts due to budget cutbacks and greater integration duties. It argues that educators need a clear definition of art as a discipline, not just generic lesson templates.\"},{\"question\":\"What approach is used to develop the art lesson plan format?\",\"answer\":\"The article uses grounded theory research methods to develop a new, step-by-step yet open-ended lesson plan format, using art making as the exemplar.\"},{\"question\":\"What were the preliminary misunderstandings identified in the student interviews?\",\"answer\":\"Preliminary results indicated that students used only a single generic lesson plan format across content areas and did not clearly understand the boundaries of the discipline of art.\"}]","CIMLE - Lesson Plan Using Artistic Ways of Thinking | PDF",1792089311,28]