In the art classroom, students will be assessed on their abilities through performance-based assessments a majority of the time. Extended tasks will be given and completed in the form of art projects. From the beginning of each unit and lesson the objectives and standards the students are working towards will be presented to the class. I will measure each students learning based on these shared objectives and standards. Formative assessments within lessons will build up to a summative assessment at the end of each unit.
Differentiation in the art classroom is made possible through my flexibility as a teacher and my ability to understand and meet my student’s needs. If a student is struggling with a concept like drawing an animal, I can start them out with the shapes to create that animal. If they are drawing a cat, for example, a circle for the face, triangles for the ears and oval for the body. This breaks down the larger challenge into manageable pieces. If a student requires a challenge, I will find ways for them to enhance their learning through the lesson. On a higher level, I see differentiation in the art classroom as fluid movement. As students are working on projects, I will use proximity, interacting with each student in the room to problem solve and enhance their learning on an individual level. This is one of my favorite parts of being an art teacher, using my imagination and creativity to help my students tap into the possibilities they are capable of creating.
While a large portion of an art class is centered on students working individually on visual problems it is my goal to give formative assessments in all learning styles throughout the school year. Incorporating all learning styles in the classroom provides every student with a chance to feel successful. Verbal and Social learning will be addressed through peer critiques at the end of each project. All students will present their work to the class explaining their process and the meaning behind their work. Their peers will engage in meaningful conversation about the successes and room for improvement within the student's work. No matter a student’s talents they should come out of my classroom with enhanced skills in critical and creative thinking as well as confidence in their ability to express ideas to their peers.
Differentiation in the art classroom is made possible through my flexibility as a teacher and my ability to understand and meet my student’s needs. If a student is struggling with a concept like drawing an animal, I can start them out with the shapes to create that animal. If they are drawing a cat, for example, a circle for the face, triangles for the ears and oval for the body. This breaks down the larger challenge into manageable pieces. If a student requires a challenge, I will find ways for them to enhance their learning through the lesson. On a higher level, I see differentiation in the art classroom as fluid movement. As students are working on projects, I will use proximity, interacting with each student in the room to problem solve and enhance their learning on an individual level. This is one of my favorite parts of being an art teacher, using my imagination and creativity to help my students tap into the possibilities they are capable of creating.
While a large portion of an art class is centered on students working individually on visual problems it is my goal to give formative assessments in all learning styles throughout the school year. Incorporating all learning styles in the classroom provides every student with a chance to feel successful. Verbal and Social learning will be addressed through peer critiques at the end of each project. All students will present their work to the class explaining their process and the meaning behind their work. Their peers will engage in meaningful conversation about the successes and room for improvement within the student's work. No matter a student’s talents they should come out of my classroom with enhanced skills in critical and creative thinking as well as confidence in their ability to express ideas to their peers.