Instruction and Assessment Statement
Intentionality
I have learned as both and artist and an educator, the more intentional we are in our art, the better the outcome will be. Likewise, the more intentional we are as teachers, the more successful the outcome will be. I believe both instruction and assessment are tools to narrow down our intentions and offer our students with Essential Understandings and Big Ideas that assist students to think like an artist and navigate problem solving and decision making in the art making process as well as in the real world. Instruction should be a purposeful guide towards the learning objective and visual art standards all the while holding space for choice.
Assessment is the proof of student learning over time. Assessment should line up with the objectives of the lesson as well, but should also measure growth over time through clear rubrics and data. It is the responsibility of the teacher to be intentional of what concepts, skills, literacy, math, and learning outcomes the students will reach through each lesson. Pre and Post assessments as well as rubrics and self-reflections should always align with the learning objectives. Assessments should be data driven.
I have asked myself how I can value and respect the need for choice within the studio and within the art making process of my students while also being intentional in my outcomes. A tool that has helped me is Understanding by Design (UBD). Using the "backward design" to craft my lesson plans has allowed me to stay intentional with my assessments and instruction but hold room for choice.
I have learned as both and artist and an educator, the more intentional we are in our art, the better the outcome will be. Likewise, the more intentional we are as teachers, the more successful the outcome will be. I believe both instruction and assessment are tools to narrow down our intentions and offer our students with Essential Understandings and Big Ideas that assist students to think like an artist and navigate problem solving and decision making in the art making process as well as in the real world. Instruction should be a purposeful guide towards the learning objective and visual art standards all the while holding space for choice.
Assessment is the proof of student learning over time. Assessment should line up with the objectives of the lesson as well, but should also measure growth over time through clear rubrics and data. It is the responsibility of the teacher to be intentional of what concepts, skills, literacy, math, and learning outcomes the students will reach through each lesson. Pre and Post assessments as well as rubrics and self-reflections should always align with the learning objectives. Assessments should be data driven.
I have asked myself how I can value and respect the need for choice within the studio and within the art making process of my students while also being intentional in my outcomes. A tool that has helped me is Understanding by Design (UBD). Using the "backward design" to craft my lesson plans has allowed me to stay intentional with my assessments and instruction but hold room for choice.
Furthermore, I use the Studio Habits of Mind to assess growth within the art making process. The Studio Habits help me in creating assessment that is transferable for each project and act as a useful tool of self-reflection for my students.
Formative and Summative Assessment:
A beautiful advantage of an art classroom, is the many forms Formative and Summative Assessments can take place. In my art classroom, Summative assessments usually take place in the form of a final project, self reflections, and artist statements. I tend to use various forms of critiques to encourage students to speak about their artwork and others. I personally enjoy TAG critiques (T-tell the artist something you enjoy. A-ask the artist a question, G-give feedback).
For Formative Assessment, I tend to do working critiques and sketchbook assignments.
To conclude, assessment is imperative not only to measure the growth and understanding of students, but also to have students reflect on their personal growth and learning as an artist.
A beautiful advantage of an art classroom, is the many forms Formative and Summative Assessments can take place. In my art classroom, Summative assessments usually take place in the form of a final project, self reflections, and artist statements. I tend to use various forms of critiques to encourage students to speak about their artwork and others. I personally enjoy TAG critiques (T-tell the artist something you enjoy. A-ask the artist a question, G-give feedback).
For Formative Assessment, I tend to do working critiques and sketchbook assignments.
To conclude, assessment is imperative not only to measure the growth and understanding of students, but also to have students reflect on their personal growth and learning as an artist.