CHOICE
Providing choice in the art room is essential for students to individually problem-solve, make decisions, and innovate by their own means. Giving students ownership in artistry though exploration, ideation, and experimentation allows their minds to gain higher order thinking skills. It challenges them to self reflect on the development of their ideas and executions. As an educator, administering choice supports the diverse needs of the different types of learners, presenting them with ways to be self sufficient. In addition, the educator can still implement strong structure systems, and pose inquiry questions that will allow each student to individually be challenged by within the constraints of their choices.
Providing choice in the art room is essential for students to individually problem-solve, make decisions, and innovate by their own means. Giving students ownership in artistry though exploration, ideation, and experimentation allows their minds to gain higher order thinking skills. It challenges them to self reflect on the development of their ideas and executions. As an educator, administering choice supports the diverse needs of the different types of learners, presenting them with ways to be self sufficient. In addition, the educator can still implement strong structure systems, and pose inquiry questions that will allow each student to individually be challenged by within the constraints of their choices.
FORMATIVE ASSESSMENT & SUMMATIVE ASSESSMENT
In the art room, formative assessment aids both the educator and the student everyday in ways that allows them to evaluate their progress and adjust either teaching or learning contexts. These types of assessment can come in forms as simple as a short class brainstorm to a sketchbook assignment to group discussions. Summative assessment allows for artists to evaluate the completion of projects in the form of critiques, written reflections, quizzes and more. Although summative assessments are typically used to gage student learning and comprehension, summative assessment can be a tool to modify future instruction.
In the art room, formative assessment aids both the educator and the student everyday in ways that allows them to evaluate their progress and adjust either teaching or learning contexts. These types of assessment can come in forms as simple as a short class brainstorm to a sketchbook assignment to group discussions. Summative assessment allows for artists to evaluate the completion of projects in the form of critiques, written reflections, quizzes and more. Although summative assessments are typically used to gage student learning and comprehension, summative assessment can be a tool to modify future instruction.
GIVING STUDENTS AUTHENTIC RESPONSIBILITY IN ASSESSMENT
Giving students an part in determining the success criteria for their own work allows them to self evaluate their performance level and take responsibility of their education. In the art room, allowing students to create their own rubrics and artist statements will give them the chance to reflect and evaluate how the well they digested key concepts and understanding of various projects, in their own language. Through this, students taking responsibility for their work in return will encourage them to think deeper about their decisions and the steps they will take forward.
Giving students an part in determining the success criteria for their own work allows them to self evaluate their performance level and take responsibility of their education. In the art room, allowing students to create their own rubrics and artist statements will give them the chance to reflect and evaluate how the well they digested key concepts and understanding of various projects, in their own language. Through this, students taking responsibility for their work in return will encourage them to think deeper about their decisions and the steps they will take forward.
REFLECT TO ASSESS AND IMPROVE
Self reflection is a vital component to assessment, for both student sufficiency and educator sufficients. Especially in art, when we reflect on our work, we enable ourselves to remember the process and decisions to achieve the final product, and assess whether they meet the expectations of the assignment, our personal goals for the result, and how we can take what we just did, apply it to another project, and improve. For educators, when students reflect on their work and include artistic vocabulary and discuss big ideas, it allows them to see how their instruction has been successful, or if there is room for improvement as well.
Self reflection is a vital component to assessment, for both student sufficiency and educator sufficients. Especially in art, when we reflect on our work, we enable ourselves to remember the process and decisions to achieve the final product, and assess whether they meet the expectations of the assignment, our personal goals for the result, and how we can take what we just did, apply it to another project, and improve. For educators, when students reflect on their work and include artistic vocabulary and discuss big ideas, it allows them to see how their instruction has been successful, or if there is room for improvement as well.
I N S T R U C T I O N & M A N A G E M E N T
EFFECTIVE ENVIRONMENT
One of the most important aspects of classroom management is to build an effective and safe environment that is conducive to student learning and success. The art room naturally welcomes students to exercise their imagination and creativity in fun ways. However, it is essential to protect students’ rights to learn and enjoy school without interference. Allowing students familiarity and ownership within the art environment not only activates the space, but saves time to implement creation and learning. This means the space is organized and arranged to make materials easily accessible to students and allow them to be independently productive in creation.
One of the most important aspects of classroom management is to build an effective and safe environment that is conducive to student learning and success. The art room naturally welcomes students to exercise their imagination and creativity in fun ways. However, it is essential to protect students’ rights to learn and enjoy school without interference. Allowing students familiarity and ownership within the art environment not only activates the space, but saves time to implement creation and learning. This means the space is organized and arranged to make materials easily accessible to students and allow them to be independently productive in creation.
INCORPORATING STUDIO HABITS
Develop Craft | Engage & Persist | Envision | Express | Observe | Reflect | Stretch & Explore | Understand Art Worlds
It is a natural transition to feel and become an artist upon entering the art room. Coinciding with a positive art studio environment is to treat students as artists with mutual respect and allow them to practice productive studio habits that complement management in the classroom. Through practicing each of these habits, from reflecting on their work to reaching beyond one’s capabilities, students are developing habits of becoming an artist and thinking like one. How? Exploring materials, operating the studio space, reflecting on other's’ work, expressing ideas. Encouraging studio habits allows for the teacher to support and praise positive behavior. For management purposes, the studio habits become a routine rather than a hindrance when the room is more of a distraction and not being appropriately utilized.
IMPLEMENTING CHOICE
Management is supported when a teacher takes time and effort to get to know individual students’ interests and implement choice into their lesson plans. When students recognize they are able to take ownership over their art and process, intrinsic motivation will drive them to achieve new heights and invest them in the objectives of the projects, disregarding disruptances and interferences with learning. Relating to the project, students can exercise choice in: the end product, materials, creative process, subject matter, size/scale, visual message, etc.
DIFFERENTIATION & ACCOMMODATION
For many, regardless of differences in personality, lifestyles, and backgrounds, the art room is a safe haven to a positive mentality in learning. Arts allows multiple answers, creativity, and have voices heard. Allowing differentiation and accommodation in a management supports the mutual respect between teacher and student and in all productivity, learning and success. They find comfort and confidence in themselves and their learning by choosing the ways they are executing a project to best benefit them.
Develop Craft | Engage & Persist | Envision | Express | Observe | Reflect | Stretch & Explore | Understand Art Worlds
It is a natural transition to feel and become an artist upon entering the art room. Coinciding with a positive art studio environment is to treat students as artists with mutual respect and allow them to practice productive studio habits that complement management in the classroom. Through practicing each of these habits, from reflecting on their work to reaching beyond one’s capabilities, students are developing habits of becoming an artist and thinking like one. How? Exploring materials, operating the studio space, reflecting on other's’ work, expressing ideas. Encouraging studio habits allows for the teacher to support and praise positive behavior. For management purposes, the studio habits become a routine rather than a hindrance when the room is more of a distraction and not being appropriately utilized.
IMPLEMENTING CHOICE
Management is supported when a teacher takes time and effort to get to know individual students’ interests and implement choice into their lesson plans. When students recognize they are able to take ownership over their art and process, intrinsic motivation will drive them to achieve new heights and invest them in the objectives of the projects, disregarding disruptances and interferences with learning. Relating to the project, students can exercise choice in: the end product, materials, creative process, subject matter, size/scale, visual message, etc.
DIFFERENTIATION & ACCOMMODATION
For many, regardless of differences in personality, lifestyles, and backgrounds, the art room is a safe haven to a positive mentality in learning. Arts allows multiple answers, creativity, and have voices heard. Allowing differentiation and accommodation in a management supports the mutual respect between teacher and student and in all productivity, learning and success. They find comfort and confidence in themselves and their learning by choosing the ways they are executing a project to best benefit them.