And, as an added bonus, find an artist that speaks to you and write a blog post about it. What about his or her work drew you in?
THIS IS COLOSSAL
I challenge you, my students, to click on the link below and not be blown away by what is being made by artists across the globe. This isn't work by dead white guys. This is work by people like you. This is work being made today.
And, as an added bonus, find an artist that speaks to you and write a blog post about it. What about his or her work drew you in? THIS IS COLOSSAL
0 Comments
I wanted to take an opportunity to write a post about assessment and grading in the Barnett Art Classes. It is a little different than what you may be used to. One thing that is stressed in my classroom is the process over the product. I want students to feel free to explore, make mistakes, and learn from those mistakes. In the Barnett Duck Art Studio, failure is an option. Because from failure, we learn. What is important to me is helping my students to begin to think like artists and to understand and exhibit artistic behaviors that an artist would. This shift in focus will help with student artistic growth. These behaviors are processes than can be transferred to other aspects of their learning as well. Another aspect I focus on in my classroom is making assessments/grades meaningful. I am not a fan of the arbitrary grade. I want my students to know where they are in their artistic growth and how they can improve and move forward. In a class discussion, the students were asked what an 87 on a project meant. They floundered with an answer. I looked at them and said, "exactly...it doesn't really tell you much about where you are in your artistic process, what you learned, what did well, etc." So, to address both of these important aspects, I have created a rubric that is based on the artistic behaviors we focus on, and has levels of mastery--emerging (75), progressing (85), meeting (95), and exceeding (100). Each student is different and will exhibit different behaviors at different times. This rubric will also allow for more personal feedback and personal instruction for each student. It is fair and informative. Each student is going to blog about 6 different behaviors per marking period. This will help me to evaluate the student. Along with my observations during studio time and conversations I have with the student, I will be able to devise a level I think the student is exhibiting.
Looking closely, you will see there are 9 behaviors and I ask them to write about 6. So, this means, in the grade book, you will see all 9 behaviors, but your student will only get grades for a minimum of 6 (more if I see something in the student they haven't blogged about). If they don't exhibit a behavior, I will just leave that assignment blank; it will not affect their overall grade. However, if a student is not working at all and is not displaying any behaviors, that student would get zeros in as many as 6 of the behaviors. Please contact me if you have any questions about the rubric, my assessment system, or how your student is moving along on their artistic journey. Our first theme in Art 1 was "light". We discussed different ways that light could be defined and interpreted. From there, students learned drawing techniques that could be used with black and white media. Finally, it was up to the students themselves. They determined how they wanted to define light. From there, they sketched, researched, and planned how they wanted to show an image that went with their chosen interpretation. I am super pleased with the students first artworks. I know that being asked to come up with an artwork from conception to completion is very hard for many of my students. But, as the year goes on, they will become more confident in their ability and their work, and it will become easy for them to go through the process as they grow as artists. On November 20, 2015, Ceramics Club and the Culinary Arts Program are throwing THS's first Empty Bowls Event. So far this year, bowls have been made by my Art 1 and Ceramic students. However, this wasn't enough. We thought more students should be involved. Mrs. Ellison challenged me to include our life skills students because they have a connection to our local food pantry, Shepherd's Heart, through their work program. And, all money from the Empty Bowls event will be donated to Shepherd's Heart. So, this morning, Mrs. Keith brought her students down for some fun with clay. The students had a blast and made some fabulous bowls. Together, we made what we called "thumbprint" bowls. Each student, and teacher, rolled clay into small balls, then pushed the balls into each other to create their bowls. I am super excited about the energy and care put into the bowls and I look forward to when they are full of colorful glazes. These are an excellent addition to the bowls already made. Where do artists get ideas from? What inspires them? These are questions that are often asked. So, my art 1 students were "asked" them too. We spent a class period looking through magazines and pulling images that some how spoke to us. Once each student had at least 6 images, they were given post-its and asked to label each picture with the reason they chose that picture. They were asked to go further than "because I liked it." I wanted them to say WHAT about the image drew them in. The answers were fabulous. There is so much depth behind the choices. Now, their challenge is to bring these things that inspire them into their artworks. |
AuthorMrs. Barnett, Art Teacher Extraordinaire. But really, the students create the awesomeness on this page. The Living Painting ExperimentThe living painting is a 36"X40" canvas that the students are free to work on and add to as they have extra paint or are finished with their work. The work will continue to evolve as students add and cover.
#Barnettstravels
|