As an art educator, there are several core commitments that are crucial to fostering a positive and effective learning environment. Here are five key commitments:

1. Promoting Creativity: Encourage students to express their unique perspectives and ideas through art. This involves nurturing their creative instincts and helping them develop their own artistic style.
   
2. Cultivating Skills: Provide comprehensive instruction on various art techniques, mediums, and styles. This includes hands-on training and constructive feedback to help students improve their skills.
   
3. Fostering Appreciation: Teach students to appreciate art in its many forms. This involves exposing them to a wide range of artworks and discussing the history, culture, and significance behind them.
   
4. Creating a Safe Environment: Establish a classroom environment that is supportive, inclusive, and respectful. This allows students to freely express themselves without fear of judgment or criticism.
   
5. Instilling Lifelong Learning: Inspire students to continue learning about art beyond the classroom. This can be achieved by fostering curiosity, promoting critical thinking, and encouraging self-directed learning.
   

\Medlin, R., & Blackmer, R. (n.d.) in their paper "Academic Intrinsic Motivation in Homeschooled Children" discuss the role of homeschooling in fostering academic intrinsic motivation in children. They argue that many parents choose homeschooling to create a unique educational environment that nurtures children's natural curiosity and love for learning. This environment is believed to be free from the negative influences often found in conventional schools, such as excessive competition, an emphasis on grades, and a distracting social environment.

The authors propose that children enjoy activities that fulfill innate needs for competence and self-determination, and they seek out challenges and work to master them because success provides a satisfying sense of accomplishment and independence. However, they caution that intrinsic motivation is fragile and can be undermined by anything that lessens self-determination. For instance, offering rewards can convince children that they are doing something not because they want to but because they have to in order to earn the reward. This external pressure replaces intrinsic interest as the controlling motive for their behavior.

In relation to the role of the environment to the students and the teachers, the paper suggests that the homeschooling environment, by focusing on the child's interests and providing freedom of choice, can foster intrinsic motivation. This is in contrast to conventional schools where external pressures such as grades and competition may undermine intrinsic motivation.

A quote from the paper that encapsulates this idea is: "They believe homeschooling creates a unique educational environment that can help children’s natural curiosity mature into a lifelong enjoyment of learning. And they say it exempts their children from the negative influences they see in so many conventional schools--excessive competition, an emphasis on grades, and a distracting social environment--that may undermine children’s desire to learn"(Richard G. Medlin and Robin E. Blackmer4.)

The case study my group decided to investigate was intrinsic motivation amongst 5th graders at Colham Ferry Elementary School. It was noted that individuals showed a significant lack of interest in art. We assumed that there may be reasons that inhibit this intrinsic motivation, We also investigated the integration of TAB classroom approaches and how it can influence and aid in intrinsic motivation.

The case study about intrinsic motivation in 5th graders can apply these standards in the following ways:

TAPS Standard 3 - Instructional Strategies: Intrinsic motivation is when students are engaged because of internal rewards, like a love of learning or interest in a subject. Instructional strategies that promote intrinsic motivation can include providing opportunities for autonomy and building students’ sense of competence4. These strategies challenge students by providing appropriate content and developing skills that address individual learning differences.

TAPS Standard 4 - Differentiated Instruction: Differentiated instruction involves tailoring instruction to meet individual needs. When students are intrinsically motivated, they learn to value learning for its own merits, regardless of any external factors. By understanding what motivates your students internally, you can differentiate your instruction to cater to their interests and promote a love of learning. This can involve using different teaching materials, varying the pace of instruction, and implementing a range of teaching strategies to engage students1.

Remember, fostering intrinsic motivation in students is not just about academic achievement, but also about cultivating a lifelong love of learning. This aligns with the goals of the TAPS standards to create an effective and engaging learning environment.

This lesson plan is designed to teach students how to create art using unique materials in this case, Shrinky Dinks. The plan involves introducing the concept of Shrinky Dinks, showing examples of Shrinky Dink art, sketching designs, tracing or drawing designs on Shrinky Dink paper or plastic, cutting out designs, baking them in an oven, and attaching accessories if desired. The plan can be customized to suit different themes or topics, and it can help students develop their creativity, fine motor skills, and understanding of the elements and principles of design. It gets the students to consider the scale of their art work as well as Stylized vs. realistic art styles.

The TAPS (Teacher Assessment on Performance Standards) Standards are a set of guidelines for evaluating teacher performance in Georgia. While this lesson plan is not specifically designed to meet these standards, it can be related to some of them. Here is how:

• TAPS Standard 1: Professional Knowledge: This standard requires teachers to demonstrate knowledge of the content they teach, as well as the pedagogical strategies and resources that are effective for diverse learners. By incorporating Shrinky Dinks into their art curriculum, teachers can expand their repertoire of teaching tools and techniques, and provide students with a unique and engaging learning experience.
  
• TAPS Standard 2: Instructional Planning: This standard requires teachers to plan instruction that is aligned with the state standards, the needs of the students, and the available resources. By designing a lesson plan that incorporates Shrinky Dinks, teachers can meet these requirements and provide students with a fun and creative way to learn about art and design.
  
• TAPS Standard 3: Instructional Delivery: This standard requires teachers to deliver instruction that is engaging, challenging, and responsive to the needs of the students. By using Shrinky Dinks in their art lessons, teachers can create a learning environment that is hands-on, interactive, and stimulating, and that encourages students to explore their creativity and express themselves in new ways.
  

• Introduction to Art in Storytelling: Students will learn how art can be used to narrate a story and create a sequence of illustrations based on a story. This relates to TAPS Standard 1 (Professional Knowledge), as it requires students to apply their knowledge of artistic elements and principles to create expressive artworks. It also relates to TAPS Standard 2 (Instructional Planning), as it involves planning a sequence of learning experiences that align with the Georgia Standards of Excellence for Visual Arts.
  
• Delving into Characters and Settings in Art: Students will explore how characters and settings are integral components in storytelling through art, and create an artwork depicting a character or setting from a story. This relates to TAPS Standard 1 (Professional Knowledge), as it requires students to demonstrate their understanding of how characters and settings influence the mood, tone, and meaning of a story. It also relates to TAPS Standard 2 (Instructional Planning), as it involves selecting appropriate stories and artworks to support the learning objectives.
  
• Crafting Personal Narratives in Art by Creating a Book: Students will use art to convey their narratives and write and illustrate their short stories. This relates to TAPS Standard 1 (Professional Knowledge), as it requires students to use art as a form of self-expression and communication. It also relates to TAPS Standard 2 (Instructional Planning), as it involves designing a culminating project that integrates art and literacy skills. Additionally, it relates to TAPS Standard 5 (Positive Learning Environment), as it fosters a sense of identity, belonging, and creativity among students.
  

Amari Bachan