In elementary art, I focus a lot of time helping students to be
aware of their PROCESS. Also, the finished art should reflect some
INTENT. Now, I went to an art school where we had very rigorous studio
classes, and equally rigorous conceptual projects that we had to do.
The concrete/conceptual aspects really complimented each other! I try
to bring a little of that yin/yang into my lessons.
I loved Woody's response & the performance art involving knitting,
but I would have a very hard time maintaining student "buy-in" at my
level without a finished product. I try to bring metacognitive
(thinking about their thinking) pieces into my teaching and the
student's learning, but I also see the self-esteem students gain when
their art is in a show, on a wall, or on my digital gallery. I love
conceptual art, it's all metacognitive and process...Social justice
issues come up all the time in any community, but I let the students
drive the discussion, the process (with my facilitation), and I'm
there sometimes just to give them an outlet for joy in an otherwise
strenuous school day.