Navigating "Too Much Choice" in a Student-Centered Art Room

• "It's like I'm a real artist today." (G3 student comment as she made the choice to use an easel to create for the first time.)
• "Wow, everything is so organized.  We should keep it that way." (KG student commenting to his peers as the class took a tour and observed all of the new materials available to use.)
• "So I can spend the next 9 classes on just ONE artwork if I want to?" (G5 student considering the options available to her as she decides how best to spend her time in the art studio.)
• "I like it this year, because we used to save all of the good art materials in the store room, and now we get to use them!" (Art Teaching Assistant comment about the variety of materials available at one time for students to create with.)

As students begin the new school year and are introduced to our choice-based, student-centered approach in the art studio, their comments say it all.  The overall feeling to the start of the year is one of excitement from students (and teachers) that there are SO many choices when it comes to creating: what materials to use, the idea/content of the art piece, time spent creating, whether to work collaboratively or individually.  

However, having SO many choices isn't such an enticing idea for everyone.  This week, I also observed several students feeling overwhelmed or stretched thin by the multitude of options.  They sat frozen much of class, not knowing what to do or finding it hard to commit to just one idea, or just one art material.  Some were second guessing their choices if they could make one and going back to square one, ending class with nothing to show and feeling defeated in their ability to do anything.   I realized that making one choice in media or ideas might be hard for these students, let alone being given 10 different art materials and unlimited options in what to make.  Having never thought "too much choice" would be the first problem I'd run in to this year, I began looking for ways to combat the challenge.

This is a screenshot, click the link below to watch.

I remembered watching this TED talk by Barry Schwartz from years before about "The Paradox of Choice" and decided to re-watch it.  It got me thinking about my new choice-based approach and observations from the past week.  While I thought I had already limited student choices by teaching Units of Inquiry with a specific media focus (painting/drawing, printmaking/collage, sculpture, and mixed media), perhaps that was still too many choices for some students.  How could I support these students who were "paralyzed" at having so many options in art class, while still maintaining the freedoms that many other students thrived on?

My ideas thus far (some I have already taken action on, while others are future mini-goals):

• Inspiration Stations: I have set up 3 "Inspiration Stations" in the art studio.  These stations have examples of a new technique, a new artist, and a new prompt each week.  For any students struggling with what to create, unsure of how to experiment, or feeling stuck, I have been guiding them to these stations.  Last week, students were inspired by Mark Powell to paint and draw on old books from the library, experimented with geometric designs using masking tape paintings, or started sketching possible ideas based on a 30 day drawing challenge. 
  
• This seems to be a helpful approach, so I will continue week to week and document the impact of "Inspiration Stations" on student choice and learning.
• Persistence and Commitment: This seems to be an area I need to focus on and teach explicitly.  Sometimes making a choice does make you think "what if", regret making that choice, or make you doubt your decision.  However, the importance of commitment to an art piece cannot be overlooked, and can help students to develop creative problem solving skills and persist through challenges rather than giving in and giving up.  Note to self: include in lesson plans in the near future!
• "Freedom & Choice = Respect & Responsibility": I've posted a sign in my classroom with these exact words and discussed their meaning to each of my classes.  We've begun the conversation about what it means to have freedom and choice and how they are connected to being respectful and responsible.  Already, students have made connections between why there is not yet a sculpture station and how they can show they are ready for one by taking care of the painting/drawing stations.  I find this simple philosophy helps to frame the basis of what my choice-based classroom is all about and hope to emphasize it in different ways throughout the school year. 
  

• Mindfulness, Growth Mindset and Confidence: As Barry Schwartz mentioned in the above TED talk, sometimes with too many choices can come blaming oneself, feeling worse by questioning if you made the right choice, or living in the past by constantly regretting the choices you didn't make.  It is important that I make sure to teach how to embrace the decisions we do make and show confidence in moving forward, taking action, and knowing that we have the power to change.  A growth mindset allows students to understand the power of "yet" in their art making and the potential that exists when the focus is on their present choices rather than worrying about the past or future.  I know I will find inspiration from @msanitasclass and @StantonAlison in this area, so will be picking their brains to learn and incorporate strategies for growth mindset and mindfulness amongst our choice-based environment.

How have others navigated this aspect of running a choice-based art room?  I'm curious to learn more...