Kloefkorn students spark imaginations with creative twist

Isabelle and Josh flipped on their creative lightbulbs at Kloefkorn Elementary School this fall through a new curriculum idea in their art classrooms.
 
The Kloefkorn fifth graders joined scores of other students in TASK activities at the beginning of the year. The main goals of the art lessons – also known as TASK parties – are to help students solve problems in imaginative ways, learn how to brainstorm with their classmates and gain confidence in their own creative-thinking abilities.
 
Isabelle felt the TASK parties were a bright way to learn at Kloefkorn. She enjoyed being able to figure out how to reach her artistic goals with her friends.
 
“I think it’s good to work with other people and share ideas,” Isabelle said. “And I think that’s my favorite part.”
 
Josh said he gained a sense of accomplishment from the activities. He said it was fun to choose how best to complete an art project instead of following a prescribed format.
 
“My favorite part about doing it was making and actually achieving the task and actually being able to finish them,” Josh said.
 
Kloefkorn students held TASK parties in their art classes for the first time this year during National Arts in Education Week. The celebration, which is taking place from Sept. 9-13, highlights the importance of art education in schools across the country.
 
Audrey Jurek smiled as she watched students work together in one of her Kloefkorn classes. Jurek and other Lincoln Public Schools art teachers learned about the nationally-based TASK concept at professional development sessions this summer. She felt it was a good way for students to soak up knowledge that will help them in the future.
 
“It’s all of those lifelong skills that we hope that all of our students develop,” Jurek said. “It’s a lot more important to me that someone is a critical thinker, rather than knowing how to blend colors well. So, it’s how can I, as an art teacher, teach them lifelong, important skills that are important for all students and all learners, not just the ones that are interested in art class?”
 
Isabelle, Josh and other Kloefkorn students in grades 3-5 reached into a box and picked cards that listed an open-ended art assignment. They then used random classroom materials to design their very own interpretation of the project. They were encouraged to share ideas with classmates on what to make.
 
Some examples of assignments included creating a school mascot, making the tallest hat you can and wearing it, making wearable art, making a map to an exciting place and creating an art room pet. The flexible nature of each idea made it possible for students to travel on their own personalized artistic adventures.
 
Jurek said it is rewarding to see students realizing that they don’t have to follow a specific script on an art project. Instead of having everyone make the same school mascot, for example, there could be 20 different animals, people or objects that appear as drawings, paintings or sculptures. If each student grabbed a different task out of the box, there could be an endless lineup of art creations to look at after the TASK party is over.
 
“Students a lot of times these days, when they’re given an open-ended task, they freeze because they’re not being told exactly what to do,” Jurek said. “And sometimes they do that now. Like the task will say, ‘Create a camera and take a selfie,’ and it takes them a while to fully understand that they are in charge of it and it’s an open-ended project.
 
“And so when they are actually, ‘Oh my gosh, I can do this this way or this way or this way,’ and then they start to have fun. And it’s really fun to see what they come up with.”
 
Jurek’s students were able to spark each other’s creativity during and after the artistic process. They spent one day working on their task with their friends and spent another day presenting it to the entire class. They explained how and why they came up with their idea.
 
Isabelle said that large-group teamwork has been valuable for her. Sometimes she inspires her friends with her own artistic choices, and sometimes she picks up cool suggestions from listening to others speak.
 
“So when we are doing our whole group, like projects that we work on for a really long time, we can know, ‘Oh, I did this. Maybe I should do something similar,’” Isabelle said. “Like, think beyond what you are already doing.”
 
Jurek said she has been pleased with the positive response she has seen to the TASK parties. She was happy to watch students plug in skills like creativity and cooperation to their growing list of personal talents.
 
“It’s always the goal, obviously, to have your students participate and also to have fun,” Jurek said. “And in art class, you know, I want my kids, my students, to be having fun. So when I see genuine excitement and joy on their face and working together, that’s always a great feeling. And then when I just hear them problem solving with each other, instead of asking me for help or coming up with their own solutions, that’s just a great feeling for a teacher.”

Learn more about LPS Art curriculum by visiting our website at https://home.lps.org/art/. 
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

---