Tuesday, April 24, 2012
So many questions....
How will student performance be measured? What rubrics will be used? How do we measure data that is not only quantitative but also QUALITATIVE? How do we balance the numbers-driven goals of CPS and the experiential process we know works in the Art Studio? How can student performance be measured in a way to show the VALUE of art teacher performance and our own effectiveness beyond student attendance, grades, and core subject test scores? I am thinking of music, theater, and dance teacher evaluations in addition to the visual arts.
We at CPS need to be sure that the way we are evaluated reflects the way we need to teach. Our curriculum will have to respond to the ways student performance will be measured in addition to the way teacher performance will be measured. I don't know about you, but we are all a nervous wreck here at Curie. It is hard to develop a curriculum without the slightest idea of what those rubrics will be. Not to mention working under the threats made about what happens if we (and our students) don't perform according to the unknown rubric.
So I have been asking questions about WHO is developing these student and teacher evaluations. That same day I got some answers. There is a group being formed by CPS to work on it. Cool, let's get involved! Let's make sure art, music, theater, and dance teachers are on that committee.
Of course I couldn't help but think about how SHoM can play into this process. I have had such success at using this program for the first time this year. I will continue to use it. I wrote to Kate asking how can the data collection developed through SHoM help in our quest to evaluate art students and teachers fairly. She asked me to put these questions on the blog.
So here you are. What will we do? I hope to be part of the conversation and not just a victim to what is decided for next year. I hope to be able to make use of what we have all learned this year for years to come. I hope to lessen my fear of the impending evaluation process, knowing that some of us from SHoM were part of the fair development of rubrics. We all want to measure our own effectiveness without sacrificing the experiential quality of our instruction. How can we do this? I put this question out there... help.
Thursday, April 19, 2012
The First Graders at Pershing East Magnet School have been observing trees this school year. This is an attempt to create a long-term science study relevant to each grade/ability level. These longitudinal studies allow studies a chance to observe one specific part of nature over the school year to develop observational skills and develop pattern recognition. The art benefit is the more students observe something, the more details they notice. Their sharpened observations will lead to better artwork, especially in their focused study.
We have drawn trees with pencils, we have photographed trees, we have printed trees, we have painted with both water color and acrylic.
Here are some samples from our acrylic paintings. We read, Sky Tree, by Thomas Locker for inspiration:
Tuesday, April 17, 2012
Where did you discover this Critique process?
Thursday, April 5, 2012
Concept: (Express, Understand Art World: Domain & Communities) Choose a topic or theme that is of interest to you, and that is important or relevant to you in your life at this time. Your chosen theme/topic should say something about you and/or your personality and interests. Your theme could be related to any or all of the following categories: Personal, political, social, spiritual and everything in between!
from procedure section:
- Begin planning your collage on large paper. (Observe, Stretch & Explore, Engage & Persist) You may alter the size/shape of the background paper, but your final collage may not be smaller than 9” x12” in size. It may be orientated either landscape or portrait.
- When finished, choose 4 Studio Habits to reflect on including Understand Art World: Domain & Communities. Consider process, content and technique! (Reflect: Question & Explain and Evaluate)
Media Use & Technique:
Engage & Persist
Stretch & Explore
*Little/no attempt to use mixed media processes (1 medium only) to create collage
*Composition not considered
*Applies at least 2 mixed media processes to create collage
*Composition needs improvements
*Adequately applies 3 mixed media materials, processes to collage
*Evaluates composition for improvements
*Successfully applies 3 or more mixed media materials, processes to collage
*Critically evaluates composition for improvements and makes adjustments
• My work looks polished and well crafted because
• When I ran into difficulty, the way I solved the problem was
• I tried something I had never done before when I