1. Discipline-Based Art Education (DBAE)
1.1. MATTERS OF MEANING
1.1.1. Help youth bridge connections between scripture and our 21st century
1.2. ALTERNATIVE CURRICULUM STRUCTURES
1.2.1. INTEGRATED CURRICULAR STRUCTURE
1.2.1.1. Racism, sexism & other injustices can be taught alongside the imago dei lesson
1.2.1.2. Student could learn about God as Creator while creating something outside in creation; & learn about stewardship and creation care
1.3. MOTIVATION MATTERS
1.3.1. Many youth do Confirmation because their parents sign them up and want them to do it, so find activities that youth can "use their mind to accomplish a goal, to resolve a problem, to find a solution." (23)
1.3.2. The purpose of Confirmation is for youth to begin taking responsibility of their own faith.
1.4. PROVIDING RESOURCES & SUPPORT
1.4.1. The Confirmation workbook we provide gives them a reference point to return to in the future
2. Studio Thinking
2.1. DESIGNING PHYSICAL SPACE
2.1.1. Space is shared and will be difficult to personalize, because Confirmation is held in the contemporary worship hall, as well as adult Sunday School rooms.
2.1.2. Dependent on the lesson, small group rooms can have no chairs (for bodily-kinetic activity), chairs in circles (for equitable discussion) or chairs around a table for students-at-work
2.1.3. When they are asked to do a silent reflection, soft music can play in the background to set tone
2.2. DESIGNING SOCIAL CLIMATE
2.2.1. It'll be important for confirmation small groups to have a lot of fellowship and team building at the beginning, so that they can build a relationship and trust
2.3. STUDENTS-AT-WORK
2.3.1. Limitations for this would be that they would have to finish their work within one, one-hour session, which would be rushed
2.3.2. This could be great for a long retreat weekend, so that they can build upon their art
2.4. CRITIQUE
2.4.1. Students are asked to write 10 sermon summaries throughout the year. I read through and comment on each of them - offering support, encouragement, thoughts and additional reflection questions.
3. Teaching for Artistic Behavior (TAB)
3.1. THEMES
3.1.1. These can align with different theological concepts taught in the curriculum
3.1.2. Ex: Trinity Lesson could be prompted with mystery theme, "What in our lives and faiths remains uncertain and mysterious?"
3.2. BEHAVE LIKE AN ARTIST
3.2.1. At the beginning of the year set expectations and environment by creating a "covenant" with youth
3.3. EMERGENT CURRICULUM
3.3.1. Teach Confirmation mentors and leaders to go with the conversational flow of their small group rather than always doing it by-the-book
3.3.2. Curriculum is a guide, not a GPS
3.4. CONTINUUM OF CHOICE
3.4.1. Give youth multiple activities to do with their small group, so that they feel like they have options and sense of voice
3.4.2. This could also be an opportunity for teenagers to learn how to make group decisions together