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Deciding to take out the paint and paint brushes out of the art supply closet for an art activity with a special ed class requires courage! Once you have made that decision, how do you go about determining what type of art experience you want your students to have? Will you teach skills, methods and techniques (product art) or will you simply let them explore and experiment with different tools and materials as they create their masterpiece (process art)?
When deciding whether to use product art or process art in a special needs classroom, it is essential to recognize that both approaches have their merits, and the choice often depends on the individual needs and goals of each student.
What is Product Art? Product art emphasizes the final outcome of the art work or product. Students usually follow clear instructions and steps to create a specific art piece. This method involves replicating a model, or following specific guidelines. There are several benefits to this approach as it not only provides structure and clear goals, but also offers opportunity for skill development, especially in older students.
What is Process Art? Process art on the other hand emphasizes the creative journey and exploration of materials. Unlike product art, it encourages experimentation, open-ended exploration, and self-expression. Students focus on the joy of creating rather than on replicating a specific model.
Process art with its emphasis on sensory experiences, can be particularly beneficial for students with sensory processing differences, allowing them to engage with various materials and textures in a way that suits their comfort level best.Process art also provides flexibility, allowing students to explore and express themselves without rigid constraints. This emphasis on creativity, can lead to more experimental and innovative approaches.
Because process art encourages personal expression, young artists may find it liberating to focus on creating rather than being concerned about the outcome; this allows for greater authenticity in their work. By valuing the process over the result, process art supports a growth mindset. It encourages students to view challenges as opportunities for learning and development, rather than obstacles to success.
On the other hand, product-oriented art emphasizes the final outcome of an art activity and can also be beneficial in various ways. Typically, product-oriented art projects have clear goals and objectives, where students work toward achieving these goals, fostering a sense of purpose and direction. Goal setting is a valuable skill that can be applied in various life areas.
While product art may have set outcomes, students still have the opportunity to express themselves within those constraints. They can make choices about colour, composition and add personal touches to their art, leading to individual expression and communication.
Furthermore, when product oriented art projects are inspired by famous artworks, cultural traditions or historical periods, students become exposed to diverse artistic styles, famous artists and art history, contributing to their understanding of the art-making process.
In short, since special needs students can have diverse abilities and preferences, it is often beneficial to adopt a balanced approach that incorporates elements of both product and process art. This will give your students a well-rounded and inclusive art education experience. Integrating aspects of both approaches will ensure that students have opportunities for creative exploration, self-expression, and skill development while also experiencing the satisfaction of creating tangible, finished artworks.
Try out our CHERRY BLOSSOM TREE art project!
