Courtney proposes strategies that can be integrated into a 21st century art class for a helpful class experience for both the teacher and the art student. Her enthusiasm to write these strategies is from the she problems experienced in class as an art student. She begins by reflecting upon his experience in art class and focuses into the future of her career as an art teacher. The problems students experience in an art class is, developing their creativity, and integrating it with current technology due to poor teacher-student relationship and class planning. She explores the ability of high school students to employ creative problem solving strategies or techniques that offer multiple methods and angles of considering a problem from which an optimal solution can be identified. This study is done on a computer animation unit in a high school class. The strategies she focuses on are brainstorming, open-ended instructional problems, critique, peer checks, and, the utilization of metaphor and symbolism. The sole purpose was to examine how these techniques can be integrated into this class to teach students to create a stop motion film, and the results obtained. In the end, she recommends several solutions, and concludes that these strategies are helpful in meeting future challenges in the use of high tech methods in teaching elementary art classrooms.
I strongly recommend this article to modern day art teachers who wish to excel in their careers in developing art talents especially with the use of computer applications. Courtney has developed creativity problem solving strategies that any art teacher would follow to help both students and teachers in making quality use of their time to develop their talents in their fields. These strategies are applicable in any art class since they mainly work to solve the problems of students following their teachers. They also help an art teacher understand the challenges students face in art class especially in the area of absorbing some of the most important skills and developing them, as well as, how they easily lose concentration and get bored in class. The article also focuses on some of the reasons why students with skills and talents any also deliver poor and unexpected results. These problems are solved by the author by giving applicable solutions such as: employing symbolism and metaphor to enhance creativity, conducting peer checks to involve sharing of skills. The use of critique, or better still, brainstorming and storyboarding, makes the class more interesting and qualitative amongst students themselves, as they can help one another make major steps in creativity and technical skills enhancement. In conclusion, I highly recommend this article for its deep insights into methods of solving common problems in an art class, especially in this technologically advanced generation.