TAB Thursday: Engaging Learners Through Art-Making 2
- colringbk
- Apr 9, 2014
- 3 min read
Diving into Chapter 1, I immediately noticed patterns and habits that the Danielson Evaluation system promotes. For instance, Douglas and Jaquith mention that once students want to create their own artworks (ownership), then they will maintain and take care of the art stations and art tools (responsibility). In order to be recognized as a "distinguished" teacher in my district, the highest level of evaluation, the classroom needs to be run primarily by the students. Initially, this art philosophy will look great to the administration.
WHAT I READ
This chapter focused on 4 practices:
Students as Artists
Pedagogy
Classroom Context
Assessment
When the students are given the control to develop as their own artists, the student-artists take control of their art pieces and begin making real choices about media, subject matter, and their development as an artist. The neat idea that Douglas and Jaquith bring up is that students will favor and focus specific media. I like that concept. Right now, every grade level receives a mix and range of different media throughout the year, but it is usually one or two projects using a type of media. Right now, my 7th graders will create with printmaking, but when this project is finished, we move on to different processes and tools. I can see how by giving students a choice to stay and work more with a certain art medium, students can develop and identify better as an artist.
The second practice listed is Pedagogy. The authors point out teacher roles in this teaching system, which are roles that I currently use in the class room. For instance, I demonstrate, I model, I facilitate, I present the content from the curriculum, I alter projects and methods according to how the class works, I build on previous skills, and I differentiate using references, offering different materials as skills and interests are displayed. I could go on and on, but what I read is affirmation that the way I teach is lined up with the roles Douglas and Jaquith have set out. Student roles were also pointed out. In this area, it was stressed that the learners become the teachers to their peers. Briefly, this is also encouraged in Danielson. This concept is a new idea in my teaching, so I try methods such as "if your neighbor is having a tough time doing this, you can show them how," and when a student misses the demo, I inform students, "I want you to teach that student when they come in." It seems to go well, I see progress in the classrooms because some students are rising up as teachers while absent students actively seek out their peers to learn what the project is about.
Moving on to the third practice, classroom context, the focus on this is having student input on where various centers may go, how much time students can use the centers, and getting students to take care of the materials and centers. All of this amounts to ownership. I get the impression that when students take ownership on their materials, they will invest more into their artwork.
Assessment is the final practice that must be prevalent in a choice-based art education. Douglas and Jaquith point out that effective assessment will need to be frequent and collaborative. Students and teachers need to develop various rubrics for each individual project for each individual student. It sounds like a lot of work, but it shows a more concise feedback method.
QUESTIONS ABOUT WHAT I READ
One of the areas that I personally struggle with is the scribbling stage. This was addressed in the first practice, Students as Artists. I especially find it frustrating with my older students (5th grade comes to mind) and they splatter paint. How does that fit in with the Real Choices aspect of this practice? At what point can I move students past that media exploration and scribbling stage to take more risks?
What does a choice-based art system look like at the High School level? I see this teaching style more compatible with a K-8 school setting.
What do rubrics look like for the choice-based art education program? Will there be individual rubrics for every single student? How much time does a teacher need to prepare the documents for that?
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