Almost every lesson and project I do Kindergarten through 6th grade follows the same template. In this way the students have a sense of continuity and expectation for what is going to happen. This template is based off of New Bloom’s Taxonomy culminating in students creating their own unique work of art. We start every lesson with a full and rich introduction of the type of art that will be our inspiration. Often times the inspiration is a famous artist, but sometimes it is an entire art movement. I will create a PowerPoint that will review the historical context of the artist, a brief and relevant biography of the artist. Then I lead the class in discussion analyzing what the artwork might mean, what is the artists “big idea,” how and why the artist made their art. During this discussion the students analyze and evaluate the professional and famous works of art.
I will then show the students the techniques they need to make their own work of art in the style of the artist. When my class sizes grew and my students had trouble gathering around the table to see, I started pre-recording demonstrations. I soon realized that now every student could clearly see and hear all of the directions. With the lights low, and the kids in their seats it is almost like magic the way that everyone is pays such close attention. Further, because, there is no transitioning from their seats to a demonstration area, there is less opportunity for disruption, however, I can also pause or rewind if there is a disruption.
I have continued to develop these instructional video demos to have background music and to fast-forward though the process, so that the students could see an entire project being produced in a matter of just few minutes, thus making the expectations clear. Another great advantage to this, is that I know that all students are receiving the same directions, even if they are late or absent I can pull up the recording and they can get caught up.
For some lessons, however, I prefer to do the demonstration live. This is for when I want engage students in an active conversation about the process. For these demonstrations have a camcorder hooked up to the projector in my room to project what I am doing on the screen for the whole class to see. After the demonstrations I ask for questions. Once everything has been clearified we move on to the brainstorming section of the lesson.
Now that the students have a knowledge base of the type of art we are going to make and an understanding for how the project is to be done, along with an understanding of the expectations, it is time for them to apply their knowledge and understanding and create their own work of art. Before they get their final piece of paper, I will often have them sketch several different ideas or practice their new technique on a “sloppy copy” paper. This doesn’t take much time, but it does prevent a lot “mistakes” and frustration because the student has become comfortable with their image. It also allows them to explore and develop new ideas.
For my students that struggle, I have their seat assigned near those students who are helpful and who excel in art. I also make sure to check on these struggling artists about ten minutes into the studio production section of the lesson. Ten minutes is enough time for them to work out any mistakes or misunderstandings that they may have to make, but soon enough that I can catch catastrophic errors. In our school there are few students that are physically or mentally unable to do the same project as their peers. With these students, along with the help and guidance of the Special Education team, we have come up with alternative projects that will best meet artistic needs and sets expectations that they can reach.
I also find ways to accommodate and encourage my talented and enthusiastic students. We have two Art Clubs one for highly talented student need to be challenged even more and one for students who are very enthusiastic about Art but need project that they can accomplish. Additionally this year I taught an extra class of sixth grade artist, who learned a large variety of skills while creating a two story mural for our schools stairwell.
When it comes to assessment and expectations, the wonderful part of my position is the length of the relationship I have with my students. I can, and for the most part do, have a seven year relationship with my students. So I know their abilities and I adjust my expectations accordingly. My assessment of each student is based off of two things; the general level of achievement of the class, and their own personal level of achievement. With over 500 students making a total of over 5000 works of art every year it becomes easy to create a bell curve. However, I keep in mind the individual and their personal achievement and growth when I’m grading. For each student I keep and maintain a digital portfolio that is updated all year every year. I can use this portfolio to track the student’s progress and watch their growth. It is with this tool that makes my assessments of each project for each student more comprehensive and fair.
My students, do not however, have to be “good” at art, or have the talent and fine motor skills to make art well to enjoy and be successful in my room. We also engage in many discussions about art, the history, value and meaning of the works of art that we study. We will do writing assignments. Some of these are a report based on an artist biography, a reaction or critique of a famous work of art, or a statement about there own work of art. Three times a year, I hold an artist exhibition of a famous artist, by bringing in huge (11’x 17’ and 8’x4’) banners of an artist most famous works and hanging them in the hallway. Then over the course of the week I take every student grades K-6th out to examine, explore, experience, analyze , and discus for an entire hour. To encourage participation during these discussions I use a microphone that the student can use when it is their turn to talk. I pose questions to all levels of thinking and participating. Everything from “name one thing you see in this image” to “what was the artist trying to convey and do you think they were successful?”
Because every student in my school is my student I have learned how to accommodate at multiple levels, encourage a wide range of growth and form lessons to meet the needs of every student.
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