1/27/2021
Topic:
Tools and Strategies
marie J Hosker
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Using self-evaluation and reflection in Access Art Class
Self – Evaluation / reflection is one strategy that I have been using over the years in my art classes. I ask questions about their art pieces, requiring students to think and answer the ways that they met the expectations the student had as well as those I required.
This year is the first year that I have an entire class of Access students in Visual Arts. I had done the normal written self - evaluation reflections with them but I decided to let them read their assessment and discuss it with our small group by showing their work on the doc camera. The class can view their work on the big screen and this is a big thrill for them.
Even though some were very tentative at first, they now are becoming more comfortable in our small group presentations. We make this fun and I tell students they get to be the teacher and must project their voice loudly and make certain their image is centered and in proper zoom or full view mode. We have a few giggles and everyone is very positive.
Peer- Partnering
For the student who is not at ease with group communication, I also done peer–partnering so they are not working alone. This is very helpful. One will present, and then the other might hold up supporting pieces like preliminary sketches, or use a pointer while the other is reading. Vice versa. This is a good strategy for those who are shy. I always stand there with them so it appears that I am also presenting with them the first time. I do interact with them as they present. I always help nudge them along if they are not sure where to start … even though they have the Q and A sheet in their hand and some will write up bullet points to discuss on note cards. I also put the 4 basic questions on the board so they can see them as they talk as a prompt.
As they are presenting, I give them a chance to initiate the conversation. If there is a lull, I ask “Did you feel that you were successful or not?” Then I ask “If you could start over, what would you change or do differently?” After they have started, students usually follow the posted prompts and proceed along without help. Usually I coax students in the discussion toward the positive aspects of their work. Class mates will raise their hands and make comments, sometimes suggestions, or they will ask questions such as “What is the arrow supposed to mean?” Or “why did you paint your face green?” so oral communication really is alive and well in my classes.
Overall, I find these 2 strategies very beneficial, fun, and both have helped students come out of their shell. Some students are now adamant to be first, as they enjoy that moment of being in charge and acting adult. The positives of building self- confidence and learning to speak well are just as important to me as learning the art concepts. |
2/4/2021
Topic:
Assessment of Learning
marie J Hosker
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Beginning of the course Practical drawing / painting assessments:
Pre-Assessment is important for my classes of beginning art students in Draw / Paint I. The first thing I do is give my students a series of simple practical drawing assignments which are used for assessment. From these drawings I can tell if a student has an understanding of drawing the human figure, background, depth and distance, and has an eye for detail. I can tell if a student is hesitant and not familiar or comfortable with art materials, or if the student feels very good about expressing himself. These drawings include figure drawing of themselves doing their favorite activity. Then a face portrait of themselves. Last are geometric forms then drawing of the hand. These pre assessment drawings are important for a base line and knowing what level that student was achieving at the start of the year. This gives a clear idea of that student’s growth throughout the year.
The written assessment: includes basic simple questions about drawing or painting, materials, major artists, and vocabulary.
Both assessments provide a good baseline to see where students are early in the course, then how much students have improved. As well they provide information to help me concentrate on any one student’s or the classes’ weak areas.
Example of a fine arts student with a disability
I had a student with a severe vision condition and she could only see within 8” of her face with the special glasses she had. She was also color blind and only saw dark and light, no color. We decided she would do a sculpture because it was more tactile. She created an amazing social statement on gambling and the homeless condition, including handmade painted cards and coins, interesting distorted drawings of homeless person and a help needed sign. The entire work was in black and white other than red numbers on a card. She used her fingers to feel her edges, some of which were filed and others intended to be rough. Her art piece made it past the Senior High Jurying committee and won an award district wide.
A number of ongoing assessments were given such as oral presentation to discuss project process and what direction work was going. We did peer assessments in which I grouped students together and they assessed each other’s work. We always do written /oral reflections. After any demo or note taking, I always give exit cards to every student.
Setting accommodation: I had this student sit close to the large film screen so that she could see the doc cam presentations more easily. Otherwise I sat her very near the art supply cabinet and had a stash of her own supplies available. She required stronger lighting, so we had a desk clamp on lamp that she could adjust as needed
Presentation: I usually sat next to her and we did one on one presentations and conversations. We extended her time on all of her projects as needed
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2/11/2021
Topic:
Students With Disabilities
marie J Hosker
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- Think of a fine arts student with a disability you have now or in the past. Review the Assessment Accommodations Checklist and select two options that could potentially benefit this student in assessing his or her fine arts learning. Discuss how they would benefit the student.
Accommodation - Response: Materials consideration
Last year, one of my autistic students was very leary to touch certain things, and had negative reactions to anything wet or anything colorful. He wore sunglasses, which were allowed based on the understanding that he did not like bright light, it gave him headaches. I realized he is overstimulated by high color. So we decided to let him use black and white dry media. He did have the option to use color, had available colored drawing tools, but used color rarely, only to let one small object stand out as a focal point. I gave him a container with every conceivable black or dark colored drawing tool...graphite, dark color pencils, markers, conte crayon, felt pens, felt brush pens and so on. Eventually he started using a drawing pen and he reluctantly tried liquid ink (black) for drawing, but if it blotted he got upset. He finally learned how to use it and did finish one project with pen / ink. However, we agreed to return to dry media. So the accommodation was in the materials used, and he did complete his assignments. Primarily, he used dark graphite pencil or a felt or ball point pen for all projects. We did make effort to use weighted line, values, patterns, textures within his line drawings.
Accommodation - Setting: Special seating and furniture arrangement
This same student was overstimulated by nearby conversations, bright lights, noise, or too much movement, or someone facing and talking to him (eye contact). I asked him where he would like to sit to have a less distracting surrounding. He chose the back corner of the room by my desk. I also moved a tall book case to be perpendicular to the wall so he had a partial visual barrier on one side and my desk area was the other barrier so to speak. He wanted to sit at the back of the class so the back wall was his 3rd barrier. Otherwise, his frontal view was the entire class, the back of students. I also moved art supplies from the back of the room to the front so that students were back and forth away from his seating. So this eliminated much of the problem. I turned one of the 4 light switches down so that the back of the room was slightly darker and that made him really happy. I had a small clamp on lamp that he was allowed to use if he wanted it, which he sometimes did. Apparently light on his paper was fine, but not in his eyes. He seldom looked up, but he and I gradually had long conversations which he often initiated, telling me all about his work and why his interpretations. |