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Student Teaching

Instruction and Assessment
The world can be discovered through creative means as well as scientific. When students make art, they are expressing their views of the world through images, symbols and movement. Sometimes an art work can speak more than a book. As an art teacher, my goal is to help students find their voice not only in writing or speech, but in a visual language. My ultimate goal is to help students process the information they must learn every day such as problem solving, brainstorming and connecting to family and community.
  • Authentic Assessment
Authentic Assessment, or “Backward Design” (Wiggins/Mc Tighe, 2005), is starting with learning goals and then building a lesson from that point. Considering students needs of mastering skills and what is important for them to remember becomes the driving method of lesson planning. Authentic Assessment then is the measure of a student’s mastery and depth of knowledge of skills from a particular lesson. Students can show their knowledge and mastery through a variety of steps. Their sketchbooks can show the brainstorming used to come up with ideas and refinements. By using formative assessments during the creation process, students can also show their ability to adapt and problem solve. Using a type of traditional assessment can give finality to a project which can take form of critiques, extended essays, portfolios, mini-exhibitions and/or artist statements.
  • Formative Assessment
Formative Assessment in art education happens while the teacher is roaming from student to student helping and guiding where needed. Formative assessment is central to learning so that a teacher can judge whether a student is grasping a concept or technique. This type of assessment is very important so that a teacher can adjust their instruction. During this type of assessment students need to feel that it is acceptable to take risks in their thinking and applications of concepts. This allows them to realize that sometimes the way we learn is through failure.
  • Summative Assessment
Summative Assessment in art is also important so that students and administrators know when goals were accomplished. Summative assessments in art are also critiques. Critiques can give input to projects from fellow students that could be used for future art. In middle and high school, this can be more effective than having a teacher only give feedback. Students can benefit from critiques but in a different way.

Instruction and Management of the Art Classroom
Management in the art classroom can come into play when a few students speak in critique for different projects. Each student will get a chance to speak their mind and the art critiques can stay at a manageable time table. Critiques can also take the form of extended essays, portfolios, mini-exhibitions and/or artist statements. Extended essays can be used for students to critique each other in written form, using literacy skills, which could have the entire class critique projects in one class period.
  • Motivation, Ideation and Choice
Management is not an issue when students are motivated by their own ideas and interpretations of the art project. Many students need at least a jumping off point to help them get motivated to start and complete a project. Ideation comes into play to give students time for thinking through a process, creative ideas or simply brainstorming. This will then lead them into creating ideas of their own for a project where the art teacher gives latitude or choice in the project. Choice in art is crucial for student self expression. Teacher initiated art projects are still important to give students exposure to materials, mediums and concepts, but giving students some choice in how that is reflected in their creations of the concepts is still important to keep students engaged in their individual creations.
  • Art Differentiation
Individualized Education Program (IEP) can take form in art by having a student paint instead of drawing because their fine motor skills are different than other students. Accelerated Learning Plan (ALP) in art can be a student who can draw quickly and with complexities may find it challenging to draw less complex items in larger scale using implied line (e.g. 8x10 translated into 24x36). Differentiation in art components are content, process and product. These three can be managed in an art classroom by giving students choices in subtopics, materials, or how they present a project.
  • Creating Community and Parent Partnerships
Community outside the classroom as well as within it is important for students, parents and teachers. Displaying and talking about student art work can help parents and students build connections and community. Art teachers can help build relationships with parents and students when they talk about the learning taking place within the classroom.

instruction_and_assessment.docx
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management_of_the_art_classroom.docx
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