Our LPHS art students are acclimated to writing in the art room. They have always completed a variety of different types of writing while in art classes: critiques, essays, compare/contrast, investigation/sketchbook assignments, project proposals, research papers, artist statements, self-reflections and self-evaluations, etc. They understand that writing is part of learning about, from and through art.
I have often found it a challenge to teach Art I/early high school students to reflect on the project criteria that ties to the objective(s) of a specific lesson. Therefore, I have been easing them into this process through the use of a revised Art I rubric that utilizes Studio Thinking prompts to help them focus on their work process in relation to the project objectives and criteria. So far it has been quite successful, and I anticipate that the Art I students moving into electives next year will be able to easily transition into the the language having seen and reflected on the SHoM prompts in Art I this year. I also anticipate that with the introduction of the SHoM language for Art I next year, their reflective writing will only improve.
Rubric uploaded to Google Docs.
Beth,
ReplyDeleteThanks for sharing how you are piloting and scaffolding Studio Thinking at Lincoln Park. The way you lay out use of the ST reflective writing tool for Art 1 students gives us valuable insight into how we scaffold ST. Kitty talks about this too with her early elementary school students using the language.
I also appreciate your stated challenge of getting students to reflect on their work. This is a challenge across the board at all grade levels. Putting this challenge out to the learning community is enormously important and helpful. Thank you for just stating this.
Hi great reading your ppost
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