STUDIO THINKINGWhat can be learned from the visual arts aboutPersonalized Learning?

WHAT SHOULD LEARNING LOOK LIKE IN THE ART ROOM?TEACHING ART

AS A SUBJECT• Discipline Based Art

Education (DBAE)• Tests, Quizzes• How did the

Impressionists work?• Learning about Monet

by making “Miniature Monets”

EXPERIENCING WHAT ARTISTS REALLY DO• Teaching for Artistic Behaviors

(TAB), or• Choice-Based Art Education• How do Artists work? • Leading students through the

creative process. • Cultivating Innovation and

creativity

ONE TEACHER’S PERSPECTIVE

Dr. Andrew Wales • 29 years of teaching art• Primary• Middle School• High School• University Art Education (Mansfield

University)

WHY PERSONALIZE?-BECAUSE ONE SIZE DOES NOT FIT ALL!

•Wide range of abilities•Wide Range of student needs•Teaching several classes at one time•Wide range of interests

CHOICES & VOICESEveryone is taught the same standard. Does everyone have to take the same path to reach that standards?

OFFERING CHOICES CAN SPUR ENGAGEMENT AND ACHIEVEMENT

• If everyone is doing something different, how do you plan?

• What do I grade them on?

Students tend to choose projects that are an appropriate challenge for their ability level.

TRANSITION TO INDEPENDENCE

• Start with structure.• Transition to Guided Inquiry.• Offering choices.• Suggesting ideas for

independent study.

CATEGORY 4 Outstanding 3 Average 2 Fair  1 Poor

Focus Consistently stays focused on the assigned learning goals and what needs to be done. Very self-directed. Student sets aside artwork to participate in discussions, demos, and writings without prompting.

Focuses on the assigned learning goals and what needs to be done most of the time. Sometimes needs to be prompted to set artwork aside to participate in discussions, demos, and writings.

Focuses on the assigned learning task and what needs to be done some of the time. Often must be reminded or prompted to work on assigned learning task.

Rarely focuses on the task and what needs to be done. Spends time working on projects for other classes or sitting idly.

Contributions

Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort.

Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard!

Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required.

Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.

Preparedness

Brings needed materials to class and is always ready to work. Always on time.

Almost always brings needed materials to class and is ready to work.

Almost always brings needed materials but sometimes needs to settle down and get to work Sometimes late.

Often forgets needed materials or is rarely ready to get to work. Often late to class.

Listening Skills

Student listens attentively when others present information. Does not interrupt or disrupt.

Student is mostly attentive when others present information.

Student is often inattentive and needs reminder of focus of class. Makes disruptive comments.

Does not listen to others: regularly talks while others speak or does not pay attention while others speak: detracts from discussion.

Organization

Student cleans assigned area and puts materials where they belong. Finishes their own area and contributes to maintenance of community areas.

Student cleans assigned area and puts materials where they belong.

Student sometimes leaves materials where they do not belong. Area not thoroughly clean.

Student often leaves materials where they do not belong. Does not clean assigned area.

CLASS PARTICIPATION RUBRIC

INSTRUCTION IS NOT PLANNED AROUND “PROJECTS” BUT ON BEHAVIORS

• What behaviors, attitudes, and conditions best support innovation and creative thinking?• How do artists

work?

ANALYZING PERSPECTIVES

EVALUATION-WHAT IS THE PURPOSE OF GRADING?

•Meaningful feedback•Weekly class participation•Bi-weekly Benchmark•Monthly Summative Portfolio Review

SUMMATIVE ASSESSMENT: PORTFOLIO REVIEW

How does collaboratively reflecting on a work of art help us to experience it more fully?

Citations:1. Image. CC0 Public Domain Free for commercial use. No attribution required. Retrieved from

Pixabay.com2. Image. Classroom photograph.3. Image. Classroom photograph.4. Image. Image. CC0 Public Domain Free for commercial use. No attribution required.

Retrieved from Pixabay.com5. Image. Retrieved from: http://www.nationalartsstandards.org/6. Image. Classroom photograph.7. Image. Classroom artifacts.8. Image. Classroom artifact.9. Image. Classroom artifact.10.Image. Classroom photograph.11. Figure A. Retrived from: http://digitalvoices.eyeconic.ca/units/the-creative-process/ Figure B. Retrieved from: https://artsedge.kennedy-center.org/educators/lessons12. Image labelled for non-commercial reuse. Retrieved from: https://www.flickr.com/photos/el_ramon/225571051913. Classroom artifact.14. Classroom artifact.15. Image A. Retrieved from artofeducation.com Image B. Classroom artifact.16. Classroom Artifact.17. Figure A. Retrieved from: http://www.aiga.org/how-to-survive-a-critique/

Figure B. Retrieved from: http://n8tip.com/the-hamburger-method-of-constructive-criticism-works-for-vegetarians-too18. Classroom photograph.20. CC0 Public Domain Free for commercial use. No attribution required. Retrieved from Pixabay.com

WHAT CAN BE LEARNED FROM THE VISUAL ARTS ABOUT PERSONALIZED LEARNING?

• Are these approaches that could be utilized by other subject area classrooms?• In what ways could these practices promote:

Authentic assessmentEngagementIncorporating student interestsCultivating independent learningCollaborative skillsPositive social interactionContent area learning