I believe that meaning is at the heart of artmaking. While some may view art as something for a few selected people, the truth is that art surrounds us all, and it is for everyone. I hope that each of us comes to recognize the countless possibilities that art offers and how it can contribute to personal growth as a whole. Art becomes even more meaningful when it reflects the creator’s intention, and I believe that having a clear purpose not only inspires students to engage more deeply in art but also helps them become self-directed learners.
How can art educators integrate meaning-making in the class?
Abstract
In my research on meaning-making in art education, I’ve discovered that there are two key aspects of this process in the classroom. One involves art educators creating meaningful lessons that go beyond teaching technical skills, and the other encourages students to find their own personal meaning in the artwork they create. While this core concept can be applied to students of all ages, it’s important to recognize that their learning styles differ according to their developmental stages. For older students, a structured approach that fosters interest and allows for peer interaction is essential, while younger children benefit from a more observational approach, allowing them the freedom to explore their natural interests. In this paper, I will first explore the importance of meaning-making in art, then examine how to integrate meaning-making for older students, and finally, discuss how this can be applied to younger children.
Importance of Meaning-Making in Art
Art education should be more than just the teaching of technical skills; it should provide opportunities for students to learn about themselves and the world through the process of creating art. Many educators have found that when students are fully engaged in activities that have personal meaning, they become self-directed learners. Gude (2008) explains that meaning-making in art is “the ability to engage with and entertain ideas and images; to re-imagine one’s own life experiences through visual expression” (p.101). When students understand the purpose behind their art-making, they become intrinsically motivated, leading to deeper engagement and growth. Jaquith (2011) asserts that learners who have control over their own meaning-making process are more likely to solve problems and engage in creative thinking. Art should not just be a place for technical skill development, but for fostering personal growth and creative exploration.
Many artists and educators view art as a behavior rather than a product (Dissanayake & Simpson, as cited in Massey, 2017), with the art-making process being a dynamic journey of inquiry, experimentation, reflection, and discovery. As Massey (2017) notes, “Art becomes not just a product to take home; it embraces nearly every experience in the classroom or process of making art” (p.13). Meaning-making in art encourages creative thinking, which can enrich not only artistic expression but also daily life.
Meaning-Making in Older Students
To engage older students in the process of meaning-making, art educators often use “Big Ideas” as the foundation for curricula. According to Walker (as cited in Sakatani & Pistolesi, 2009), “Big ideas” are broad, complex human issues that can be explored in art and represent multiple concepts and perspectives. The Big Idea serves as the core of student interest and curiosity, which can be explored through specific themes and sub-themes. Sandell (2006) suggests that art lessons can be designed as “balanced works of art” that integrate form, theme, and context. The form addresses how the lesson is structured, the theme represents the subject of the lesson, and the context explains the purpose, setting, and significance of the artwork being created.
One effective way to approach meaning-making with older students is through backward design. Massey (2017) describes this strategy as starting with the intention or purpose of a lesson, rather than focusing solely on activities. This helps ensure that the lessons align with the broader goals and big ideas that students are exploring. Inquiry-based learning encourages students to engage with big questions, fostering critical thinking and creative problem-solving skills. As Massey (2017) states, “Our classroom communities become research laboratories—exciting places of wonder and discovery” (p.10). By providing students with opportunities to explore and reflect on the purpose of their art-making, educators can help cultivate creative thinking and meaning-making that extends beyond the classroom.
Meaning-Making in Younger Children
While older students are more equipped to engage with social concepts and global issues, younger children require more guidance to explore big ideas. Art educators must create an environment that allows young children to express their creativity freely, without overly intervening in their work. Gardner (as cited in Zimmerman & Zimmerman, 2000) emphasizes that children’s natural artistic abilities unfold when they are provided with materials and encouragement, but adult intervention can inhibit this process. Lowenfeld (as cited in Zimmerman & Zimmerman, 2000) similarly believed that children’s artistic development should not be hindered by adult authority, as every child has an innate capacity to make art.
Rather than intervening directly in the creative process, educators should focus on creating a rich environment for exploration. Strong-Wilson & Ellis (2007) highlight the Reggio Emilia approach, which views the environment as an integral teacher. Massey (2017) also suggests that art educators should adopt a “researcher” mindset, observing and studying the interests and behaviors of young children to better understand their creative process. By recognizing children’s natural curiosities and passions, educators can develop art curricula that supports their personal expression and intellectual growth.
Zimmerman & Zimmerman (2000) argue that children’s interests and needs should shape the content and structure of the curriculum, with teachers serving as facilitators of expression. When meaning-making is central to the curriculum, early childhood classrooms become spaces of curiosity, joy, and creative exploration.
Critical Intervention Plan – Conduct Art Lover’s Conferences.
To further explore the integration of meaning-making in art education, my critical intervention plan involves organizing virtual conferences with art educators and art lovers from around the world. These conferences will provide a platform for sharing ideas, discussing best practices, and exploring ways to create meaningful art learning spaces for students. By connecting with global educators, I hope to gather insights that can inform and enrich the art education process, helping students of all ages engage more deeply in their own creative journeys.
References
Gude, O. (2015). Aesthetics making meaning. Studies in Art Education, 50(1), 98-103.
Jaquith, D. B. (2011). When is creativity? Intrinsic motivation and autonomy in children’s artmaking. Art Education, 64(1), 14–19.
Massey, K. (2017). Art at the Heart: Creating a Meaningful Art Curriculum for Young Children. YC Young Children, 72(5), 8-13. Retrieved March 23, 2021, from https://www-jstor-org.lp.hscl.ufl.edu/stable/90015849
Sakatani, K., & Pistolesi, E. (2009). Personal Spaces: Students Creating Meaning through Big Ideas. Art Education, 62(1), 48-53. doi:10.2307/27696319
Sandell, R. (2006). Form Theme Context: Balancing Considerations for Meaningful Art Learning. Art Education, 59(1), 33-37. Retrieved March 23, 2021, from http://www.jstor.org.lp.hscl.ufl.edu/stable/27696122
Strong-Wilson, T., & Ellis, J. (2007). Children and Place: Reggio Emilia’s Environment as Third Teacher. Theory Into Practice, 46(1), 40-47. Retrieved March 25, 2021, from http://www.jstor.org/stable/40071632
Zimmerman, E., & Zimmerman, L. (2000). Art Education and Early Childhood Education: The Young Child As Creator and Meaning Maker within a Community Context. Young Children, 55(6), 87-92. Retrieved March 23, 2021, from http://www.jstor.org.lp.hscl.ufl.edu/stable/42728610