Instruction & Assessment
Assessment should be a daily routine in the art classroom and vary according to what is being assessed. Setting expectations on the times and forms of assessment allow students to participate and have input on assessments.
Student Centered: Promotes deeper thought and personal connection to process (journals, peer review, student led critiques)
Teacher Centered: Ensures outcomes and standards have been met. (proficiency analysis, standards based rubrics, formal reflections)
Authentic Assessment: Engages students by being involved in classroom decisions. (Student made rubrics, artist statements, personal interviews)
Reflection
Reflection throughout the art making process allows students to solidify their learning and choices. Creating time for reflection as often as possible is crucial in helping students develop their craft.
Student Centered: Promotes deeper thought and personal connection to process (journals, peer review, student led critiques)
Teacher Centered: Ensures outcomes and standards have been met. (proficiency analysis, standards based rubrics, formal reflections)
Authentic Assessment: Engages students by being involved in classroom decisions. (Student made rubrics, artist statements, personal interviews)
Reflection
Reflection throughout the art making process allows students to solidify their learning and choices. Creating time for reflection as often as possible is crucial in helping students develop their craft.
- Class or small group discussions
- Working critiques
- Self-documentation through photographs
- Journal Entries
- Daily Check Ins
Instruction & Management
Choice/Student Accountability
Offering students to make their own choices about their learning is an integral part of creating self-aware, critical thinkers. Whether it is a choice about art or behavior students can learn to make choices and see the results of these decisions. Students will be more engaged in their learning and art making when they understand that they have personal commitment to it.
Culture and Environment
Artist respond to their environment through their art, which is influenced by their experiences. To be able to create culturally inclusive environment, students must feel comfortable in sharing their experiences with their peers. Experiences shape how we understand the world around us, which will be celebrated in the art classroom. These experiences will be promoted through class-wide discussions on visual culture and how images can connect with us in different ways. Displaying student art along with their process will push students to share their struggles along with their accomplishments.
Differentiation
Considering that students come with different ability levels in understanding and processing is crucial when creating lessons. Being able to give access to all students through various thinking and modes is an important part of the art classroom. As well as being active in the various forms of support for students in and outside of the classroom.
RtI /MTSS
Accessibility
Offering students to make their own choices about their learning is an integral part of creating self-aware, critical thinkers. Whether it is a choice about art or behavior students can learn to make choices and see the results of these decisions. Students will be more engaged in their learning and art making when they understand that they have personal commitment to it.
Culture and Environment
Artist respond to their environment through their art, which is influenced by their experiences. To be able to create culturally inclusive environment, students must feel comfortable in sharing their experiences with their peers. Experiences shape how we understand the world around us, which will be celebrated in the art classroom. These experiences will be promoted through class-wide discussions on visual culture and how images can connect with us in different ways. Displaying student art along with their process will push students to share their struggles along with their accomplishments.
Differentiation
Considering that students come with different ability levels in understanding and processing is crucial when creating lessons. Being able to give access to all students through various thinking and modes is an important part of the art classroom. As well as being active in the various forms of support for students in and outside of the classroom.
RtI /MTSS
- Staying up to date with students’ IEPs, 504s, and MTSS, to promote student involvement and success
- Connecting with other teachers and paraprofessionals on what is working or not working in the classroom
- Allow students to have input on their check in routines and alternative activities
- Promoting students to push their artwork further through other materials or techniques, not more work
- Finding opportunities for students to expand their creativity through out of school programs and shows
Accessibility
- Creating a safe physical space for students
- Creating alternate but equivalent projects for differently-abled students
- Promoting students to help each other with directions and tasks