There are challenges to implementing the 5E instructional Model
in the art class room such as determining how much time to
devote to each phase of the model and how to embed the skills
practice into the cycle as different students may need to spend
time exploring very different techniques or materials or both.
The first of these challenges is not unique to the art classroom. In
their video series on the BSCS website, Janet Carlson and Nancy
Landes recognize that the 5E Instructional Model will not be
useful for every lesson. In fact, they warn that that usin g the
model to achieve every outcome in the curriculum has the effect
of trivializing the model. They also acknowledge that the whole
cycle may not fit tidily into a single class period. However, rather
than seeing that as a drawback, it often has benefits for the
students.
Being left mid-cycle at the end of the class period allows students
more time to wrestle with new concepts which results in deeper
understandings and more meaningful outcomes. It is worth noting
that they also comment on the beneficial metacognitive aspects
of the model which are similar in nature to the call to
metacognition in the work of Stewart and Walker, as well as Gude
regarding student art-making in a contemporary context. For art
teachers looking for a model as they delve into inquiry-based
practices in the art classroom, the 5E Instructional Model offers a
tried and tested place to begin.
REFERENCES
Art21. (2015). Contemporary approaches to teaching. Retrieved
from http://www.art21.org/teach/on-contemporary-art/
contemporary-approaches-to-teaching
Biological Sciences Curriculum Study. (n.d.). BSCS 5E
instructional model. Retrieved from http://bscs.org/bscs-5einstructional-model
Bronson, P., & Merryman, A. (2010, July 19). The creativity
crisis. Newsweek, 44–50.
Gude, O. (2013) New school art styles: The project of art
education. Art Education. Retrieved from https://
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Hetland, L., Winner, E., Veenema, S., & Sheridan, K. M. (2007).
Studio thinking: The real benefits of visual arts education. New
York, NY: Teachers College Press.
Sandell, R. (2012). What excellent visual arts teaching looks like:
Balanced, interdisciplinary, and meaningful. Advocacy White
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