In Year 9 Art & Design in Sweden, teachers want to use fun techniques like doodling to help students come up with ideas. But this can be tricky. Doodling has great benefits, but there are some challenges to using it during brainstorming and idea-building activities.
1. Limited Student Engagement: Many Year 9 students think doodling is just a silly hobby instead of a real way to come up with ideas. This can make them less interested in organized art projects. If they are used to strict ways of brainstorming that require a lot of planning, it’s hard to get them to see how doodling can boost creativity.
2. Skill Differences: Students have different skills when it comes to drawing and art. Those who aren't confident about their drawing may feel shy to doodle, which can stop them from sharing their ideas. Instead of seeing doodling as a fun group activity, it might make some students feel left out during brainstorming sessions.
3. Time Pressures: In a busy school schedule, teachers might find it hard to fit doodling into the short time they have for coming up with ideas. They may see doodling as wasting time instead of a helpful step in the design process. This view can make it tough for teachers to fully use doodling in class.
Solutions to the Challenges:
1. Structured Doodling Sessions: To get more students involved, teachers can plan organized doodling activities where students focus on specific topics or questions. This way, doodling feels less random and more guided, which can help them generate better ideas.
2. Focus on the Process: Teachers should stress that doodling isn’t about making perfect pictures. It's a way to explore and record ideas visually. This approach can help students worry less about their drawing skills and instead concentrate on sharing their thoughts.
3. Start Small: Instead of changing everything at once, teachers can slowly introduce doodling into their lessons. For example, they can start with quick doodling exercises at the beginning of brainstorming sessions. This warms up their creative thinking without taking too much time.
In summary, although doodling can face challenges in helping Year 9 students generate ideas, tackling problems like engagement, skill differences, and time limits can help make it work well in the Swedish Art & Design curriculum. By carefully planning and focusing on the creative process, teachers can help students see doodling as a great tool for coming up with ideas.
In Year 9 Art & Design in Sweden, teachers want to use fun techniques like doodling to help students come up with ideas. But this can be tricky. Doodling has great benefits, but there are some challenges to using it during brainstorming and idea-building activities.
1. Limited Student Engagement: Many Year 9 students think doodling is just a silly hobby instead of a real way to come up with ideas. This can make them less interested in organized art projects. If they are used to strict ways of brainstorming that require a lot of planning, it’s hard to get them to see how doodling can boost creativity.
2. Skill Differences: Students have different skills when it comes to drawing and art. Those who aren't confident about their drawing may feel shy to doodle, which can stop them from sharing their ideas. Instead of seeing doodling as a fun group activity, it might make some students feel left out during brainstorming sessions.
3. Time Pressures: In a busy school schedule, teachers might find it hard to fit doodling into the short time they have for coming up with ideas. They may see doodling as wasting time instead of a helpful step in the design process. This view can make it tough for teachers to fully use doodling in class.
Solutions to the Challenges:
1. Structured Doodling Sessions: To get more students involved, teachers can plan organized doodling activities where students focus on specific topics or questions. This way, doodling feels less random and more guided, which can help them generate better ideas.
2. Focus on the Process: Teachers should stress that doodling isn’t about making perfect pictures. It's a way to explore and record ideas visually. This approach can help students worry less about their drawing skills and instead concentrate on sharing their thoughts.
3. Start Small: Instead of changing everything at once, teachers can slowly introduce doodling into their lessons. For example, they can start with quick doodling exercises at the beginning of brainstorming sessions. This warms up their creative thinking without taking too much time.
In summary, although doodling can face challenges in helping Year 9 students generate ideas, tackling problems like engagement, skill differences, and time limits can help make it work well in the Swedish Art & Design curriculum. By carefully planning and focusing on the creative process, teachers can help students see doodling as a great tool for coming up with ideas.