An "interdisciplinary" high school art classroom allows students to seek out and utilize whatever information is available to construct their vision. Such a construct accepts that there are multiple ways of knowing and teaches how few things exist in seclusion.

For example, the oil industry is not only about fueling our cars, but about finding, extracting, refining and delivering oil - which is linked to a vast system of world-wide transportation, environmental and political issues - linked to plastics, chemicals, and alternative energy choices. An interdisciplinary assignment based on the oil industry would allow students to come at a contemporary issue in a plethora of ways.

Using this example, one classroom could contain artworks as diverse as each human within it. Maybe one student's project would entail constructing art from recycled products made from oil; or maybe another student would be more literal and attempt to use oil pastels or oil paint; perhaps someone would make a political poster against (or for) deep-well drilling; or devise a kinetic sculpture that is powered by air; yet someone else might be inspired to design an earth work in homage to Nature! The teacher will be there to implement/expose initial information about the oil industry and guide inspiration - but not to mandate outcomes (minus setting ethics for workmanship and intent). This allows his or her students to see themselves in a bigger picture - one beyond the four walls of a classroom and allow for research and connection to take place.

An interdisciplinary curricula is based on student interests - not a teacher's mandate. The room will still be stocked with paint, charcoal, paper, etc., but students will also be encouraged to use the Internet, their visual culture, digital apparatus', ritual, meditation, etc. to engage with art. Often, our teenage students are deeply connected to Information Communication Technology and teachers need to embrace opportunities to allow it to teach students, too.

Supporting an interdisciplinary curriculum is not as daunting as it seems. Rather, it should feel exciting to meet new students, learn about the talents and wisdom each one brings to the table, and alter ideas based on student interests and needs. A high school art teacher needs to be aware that he/she is offering most students their last opportunity to study, make and/or be exposed to art. Therefore, what type of curricula will make the most impact? Allowing for interdisciplinary study allows teachers to help their teenage students navigate their transformation through life into tomorrow. Be brave: try it!

Jodi Patterson has over twenty years of art teaching experience at the high school and university levels. She is an artist, author and teacher who wrote and illustrated a little life manual titled "Tips for Sunshine: Life After High School." This book helps young adults adjust to the rigors of life on their own, and the website http://www.tips4sunshine.com offers helpful links to ideas discussed in the book.

Jodi also recently released the text titled "Brave Art & Teens: A Primer for the New High School Art Teacher." Please visit her website for more links on art education and how to buy the book at a discounted rate via: http://www.braveart.info.