Instruction & Assessment
My classroom goals are to have students engaged and excited about learning art. Creative problem solving is an integral process in creating artworks. This skill can be transferred across a multitude of disciplines and trades. As students are effectively engaged in the creative process, management becomes less of a focus as learning is the primary focus. I use multiple modes of assessment to guide my further instruction and student growth. Assessment and Instruction have a cyclical relationship that inform each other. I use assessment to personalize my teaching experience to cater to all learners.
Formative Assessment:
-Thumbs up/down
-Discussion
-Sketchbook
-Gallery Walk
Summative Assessment:
-E-Portfolios
-Rubric Based Projects
Making expectations clear to students with rubrics and posted objectives when they are making art is important for a clear direction in their learning. By having students communicating with each other and the teacher about their growth they are building problem solving and collaboration skills. This promotes students to engage in reflection as a community. It also increases intrinsic motivation to have students participate in the reflection and analysis of their learning. A classroom culture where students and teachers are partners in learning is vital.
Formative Assessment:
-Thumbs up/down
-Discussion
-Sketchbook
-Gallery Walk
Summative Assessment:
-E-Portfolios
-Rubric Based Projects
Making expectations clear to students with rubrics and posted objectives when they are making art is important for a clear direction in their learning. By having students communicating with each other and the teacher about their growth they are building problem solving and collaboration skills. This promotes students to engage in reflection as a community. It also increases intrinsic motivation to have students participate in the reflection and analysis of their learning. A classroom culture where students and teachers are partners in learning is vital.