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Art Teachers Chatboard

Kids rush to finish

by Iammaestra

Feb 3, 2014

Does anyone have a behavior suggestion for getting kids to finish a project in a timely manner. The kids are rushing to finish by the end of the period and not doing their best work..

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The ROY G. BIV Movie!

by Hmmm...

Jan 22, 2014

I discovered the ROY G. BIV animated magical elf rainbow movie by the music group They Might be Giants during holiday break, I copied it and show it to my K-4 kids at the beginning of art classes. It was part of an educational music compilation that came out in 2009. The The 5th graders also will watch it even though they pretend they are too cool ...See More

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Ms. W. I started using it last year in the same ways, and everyone knows him now - some of my fifth graders will watch but most are "too oool." I even dressed up as him for the lowers grades when we had "Fairy Tale Day" instead of halloween.

Also check out Ok Go!'s video on the primary colors from Sesame Street.

n 1/22/14, Hmmm... wrote:...See More

Jan 22, 2014

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Hmmm... Sounds good I will get a copy of Ok Go primary colors if it is on YouTube. Music and harmony makes some terminology work really well. Had a girl tell me today she was not going to watch the ROY G BIV in class no matter what if I showed it, she watched the entire movie. On 1/22/14, Ms. W. wrote: > I started using it last year in the same ways, an...See More

Jan 22, 2014

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formal observation

by K

Jan 19, 2014

This year, all of the teachers are required to use technology during their formal observation. I am a bit of the technology black sheep of the faculty at my school. Ever classroom has a smart board, except mine. I have a LCD projector that I project onto butcher paper. I am the only teacher that does not have an Ipad because they counted wrong and ...See More

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Sick days

by MinneArt

Dec 13, 2013

It is that time of year. Ugh. In my first 5 years of teaching, I took 2 sick days total. Now I have an 11-month- old daughter and I have had to take 4 sick days this school year already (3 this week alone).

How do you handle subs? I started a "sub tub" when I was a first year teacher but never finished it. I'll be working on it this weeke...See More

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Beth Special Needs I am not an art teacher, but would this work? Ask the sub to read The Dot by Peter Reynolds.- yes even to those big ol' eighth graders and then give each kid a paper on which you have already placed a dot of color. Their job is to turn it into something lovely. For the little kids you can use that really thin cheap paper and let them be really prol...See More

Dec 19, 2013

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Robin On 12/19/13, Beth Special Needs wrote: > I am not an art teacher, but would this work? > Ask the sub to read The > Dot by Peter Reynolds.- yes even to those big ol' eighth graders > and > then give each kid a paper on which you have already placed a dot of > color. Their job is > to turn it into something lovely. For the little...See More

Jan 18, 2014

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Leaving teaching to be "just a mom"

by MinneArt

Jan 16, 2014

Our daughter (first and only child at this point) just turned one this week. I was lucky to have about 7 months off with her before I returned to my full-time art teacher job in August. With my husband's long commute, our desire to buy a house near his work (which is about 25 miles away from my school), the cost of childcare, the reality that enrol...See More

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MinneArt daraujo- Thanks for your response. I go between feeling excited about this opportunity and just really nervous many times a day. I would have jumped at it 5,4, even 3 years ago, but now it just seems risky with the economy. I have to constantly remind myself that there is no room for growth in my current position. I love my co-workers and students....See More

Jan 17, 2014

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Josie I did the same thing when my daughter was born. I worked the first year and had such a hard time with it. My husband said we would try a year with me home, and that turned into 2 which turned into 6. I was ridiculously lucky that I could take parental leave for that long (I had 2 more children and took 2 years for each child. (It wasn't written in ...See MoreI did the same thing when my daughter was born. I worked the first year and had such a hard time with it. My husband said we would try a year with me home, and that turned into 2 which turned into 6. I was ridiculously lucky that I could take parental leave for that long (I had 2 more children and took 2 years for each child. (It wasn't written in our contract that we had to return between each child.) I did end up returning to my job when my oldest was in 2nd grade, middle in kindergarten and youngest was 3 years old (pre- school.) It was absolutely difficult financially and I lost all of my seniority, but it was hands down the best decision I ever made. I don't regret it for a minute and treasure that time I had with the kids especially now that they are getting old (4th, 6th, and 8th grade.) I say go for it.... It could turn into a wonderful opportunity where you end up doing something other than teaching---something you would have never tried if you didn't have a reason to leave. You DO have a reason---a big one, and if you can swing it financially, you'll never regret having that time with your children. 't 1/17/14, MinneArt wrote: > daraujo- > > Thanks for your response. I go between feeling > excited about this > opportunity and just really nervous many > times a day. I would have > jumped at it 5,4, even 3 years ago, > but now it just seems risky > with the economy. I have to > constantly remind myself that there is > no room for growth in my > current position. I love my co-workers > and students...but being > able to give my family my best hours > sounds pretty amazing. I > know lots of parents balance work and > family and are rock stars > at it. Me, not so much. I am feeling the > stress big time and > feel like my family gets whatever little > energy I have at the > end of the school day. And let's not forget > the art making > piece. I have hardly finished any paintings of my > own since I > started teaching. > > > > On 1/16/14, daraujo wrote: > >> You are SO LUCKY! you have the support of your husband to >> pursue your own artistic endeavors, you get the chance to keep >> your daughter with you, all while trying to purchase a home. >> This is a dream for many art teachers out there. Cherish this >> new adventure, nurture and trust your artistic abilities, and >> enjoy this amazing opportunity. Good luck!!!

Jan 18, 2014

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To overwhelmed: Art Critique DAIE template answers

by Traveling Art Teacher

Jan 15, 2014

Here are the answers to the template in the previous post. This old paper I copied was from Heather, a street tough girl who wrote out this without a complaint. She was used to the system and could have gave iffy answers but she wrote everything out and answered.

I. Description The artwork I chose to review for todayÕs art criticism assi...See MoreHere are the answers to the template in the previous post. This old paper I copied was from Heather, a street tough girl who wrote out this without a complaint. She was used to the system and could have gave iffy answers but she wrote everything out and answered.

I. Description The artwork I chose to review for todayÕs art criticism assignment was created by the artist __Camille Pissaro_ in the year__1870__. This artwork is titled __The Road from Louveicennes_____and the known dimensions are __100__x__81__cm. This artwork is presented in ___landscape___orientation and demonstrates___deep___space. The media the artist used for artistic expression was __oil on canvas___. This artwork is currently owned or housed at__Sterling and Francine Clark institute_, in the country of __USA__. The location of thematic items in this artwork are found in the ____left __ quadrant. The simulated textures are the__road__and the __houses__.

II. Analysis The artist organized the principles of art such as line, shape, and color. The examples of line in this artwork are the _branches_ , _trees__ and the cobblestones__. When a line borders or encloses a object an ensuing shape is made. The most obvious shapes in this artwork are _houses_ , __people__ , and ___the road__. The colors the artist _Pissaro__utilized the most in this artwork are __tan__, _red_ , and _green_. The warmest color(s) in this artwork are found in the _roofs__ and _road___. The coolest colors in this artwork are found in the objects _grass_ and _sky__.

III. Interpretation. The artist known as _Camille Pissaro__ is communicating __rural life___to the viewing audience or general public. The social commentary for this artwork deals with __traveling in 1800s__as it was very pertinent during this epoch of human history. A secondary theme the artist __Pissaro__ was trying to communicate could be__country living__. The man made technology that is no longer used in the artwork is__carriage/horses?___________. It is safe to assume the people or beings in this artwork are__no longer living_.

IV. Evaluation Without asking the art teacher (Mr. Ms. Ôteacher nameÕ) what this artwork is worth, I think this masterpiece has an estimated at a monetary value of _a million_dollars or equivalent value. If I were presented ownership of this artwork I would hang it in the_livingroom__, and not the garage, basement, or attic. If I had to give up this artwork, I would give it to __my Mom__because he/she would __like___ it. I have completed eight of these art critiques and I feel ready for the text next week!

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overwhelmed Thank you so much. A few questions/points: How do your students get information not visible in the image, such as dimensions or where the piece is displayed? Do you provide them more than just the image? I also wonder about what you have given students to consider in each category. For example, under Description I would be more concerned that the s...See MoreThank you so much. A few questions/points: How do your students get information not visible in the image, such as dimensions or where the piece is displayed? Do you provide them more than just the image? I also wonder about what you have given students to consider in each category. For example, under Description I would be more concerned that the student actually list out all the aspects of the image through careful attention to detail, rather than tell me where the piece is displayed, or even it's dimensions. The Analysis is very simplistic (i.e. naming shapes, etc.), but I suppose if most of our students know nothing about looking at art, what is laughably obvious to us may still pose a challenge for them. It's still hard for me to relate to, though. Would there be a way of writing this so students would be challenged to analyze at a more sophisticated level? For Interpretation, I want students to use contextual information, say from a lecture or reading, to connect visual cues to historical/philosophical/social ideas and issues of the time. Evaluation, to me, has always been a bit tough to teach. The estimation of the monetary value of the painting seems a strange thing to ask for, but I also don't feel it's useful to ask the students whether they think the artist has made a good or bad work, as I have in the past. Obviously it's a great work if they're studying it, so the question seems silly. Perhaps the best approach at the final stage of the critique is to ask them for a conclusion where they sum up their analysis and use it to justify why the work is important. I apologize if this sounds like a critique. I'm just trying to work this out for myself. On 1/15/14, Traveling Art Teacher wrote: > Here are the answers to the template in the previous post. > This old paper I copied was from Heather, a street tough > girl who wrote out this without a complaint. She was used > to the system and could have gave iffy answers but she > wrote everything out and answered. > > I. Description The artwork I chose to review for todayÕs > art criticism assignment was created by the artist > __Camille Pissaro_ in the year__1870__. This artwork is > titled __The Road from Louveicennes_____and the known > dimensions are __100__x__81__cm. This artwork is presented > in ___landscape___orientation and > demonstrates___deep___space. The media the artist used for > artistic expression was __oil on canvas___. This artwork is > currently owned or housed at__Sterling and Francine Clark > institute_, in the country of __USA__. The location of > thematic items in this artwork are found in the ____left __ > quadrant. The simulated textures are the__road__and the > __houses__. > > II. Analysis The artist organized the principles of art > such as line, shape, and color. The examples of line in > this artwork are the _branches_ , _trees__ and the > cobblestones__. When a line borders or encloses a object an > ensuing shape is made. The most obvious shapes in this > artwork are _houses_ , __people__ , and ___the road__. The > colors the artist _Pissaro__utilized the most in this > artwork are __tan__, _red_ , and _green_. The warmest > color(s) in this artwork are found in the _roofs__ and > _road___. The coolest colors in this artwork are found in > the objects _grass_ and _sky__. > > III. Interpretation. The artist known as _Camille Pissaro__ > is communicating __rural life___to the viewing audience or > general public. The social commentary for this artwork > deals with __traveling in 1800s__as it was very pertinent > during this epoch of human history. A secondary theme the > artist __Pissaro__ was trying to communicate could > be__country living__. The man made technology that is no > longer used in the artwork is__carriage/horses?___________. > It is safe to assume the people or beings in this artwork > are__no longer living_. > > IV. Evaluation Without asking the art teacher (Mr. Ms. > Ôteacher nameÕ) what this artwork is worth, I think this > masterpiece has an estimated at a monetary value of _a > million_dollars or equivalent value. If I were presented > ownership of this artwork I would hang it in > the_livingroom__, and not the garage, basement, or attic. > If I had to give up this artwork, I would give it to __my > Mom__because he/she would __like___ it. I have completed > eight of these art critiques and I feel ready for the text > next week!

Jan 16, 2014

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overwhelmed On 1/16/14, overwhelmed wrote: > Thank you so much. A few questions/points: > > How do your > students get information not visible in the image, > such as > dimensions or where the piece is displayed? Do you > provide > them more than just the image? > > I also wonder about what you > have given students to consider...See MoreOn 1/16/14, overwhelmed wrote: > Thank you so much. A few questions/points: > > How do your > students get information not visible in the image, > such as > dimensions or where the piece is displayed? Do you > provide > them more than just the image? > > I also wonder about what you > have given students to consider in > each category. For > example, under Description I would be more > concerned that the > student actually list out all the aspects of > the image > through careful attention to detail, rather than tell > me > where the piece is displayed, or even it's dimensions. > > The > Analysis is very simplistic (i.e. naming shapes, etc.), but > I > suppose if most of our students know nothing about looking at > art, what is laughably obvious to us may still pose a > challenge > for them. It's still hard for me to relate to, > though. Would > there be a way of writing this so students > would be challenged > to analyze at a more sophisticated level? > > > For Interpretation, I want students to use contextual > information, say from a lecture or reading, to connect visual > cues to historical/philosophical/social ideas and issues of > the > time. > > Evaluation, to me, has always been a bit tough > to teach. The > estimation of the monetary value of the > painting seems a > strange thing to ask for, but I also don't > feel it's useful to > ask the students whether they think the > artist has made a good > or bad work, as I have in the past. > Obviously it's a great work > if they're studying it, so the > question seems silly. Perhaps > the best approach at the final > stage of the critique is to ask > them for a conclusion where > they sum up their analysis and use > it to justify why the work > is important. > > I apologize if this sounds like a critique. > I'm just trying to > work this out for myself. > > On 1/15/14, > Traveling Art Teacher wrote: > >> Here are the answers to the template in the previous post. >> This old paper I copied was from Heather, a street tough >> girl who wrote out this without a complaint. She was used >> to the system and could have gave iffy answers but she >> wrote everything out and answered. >> >> I. Description The artwork I chose to review for todayÕs >> art criticism assignment was created by the artist >> __Camille Pissaro_ in the year__1870__. This artwork is >> titled __The Road from Louveicennes_____and the known >> dimensions are __100__x__81__cm. This artwork is presented >> in ___landscape___orientation and >> demonstrates___deep___space. The media the artist used for >> artistic expression was __oil on canvas___. This artwork is >> currently owned or housed at__Sterling and Francine Clark >> institute_, in the country of __USA__. The location of >> thematic items in this artwork are found in the ____left __ >> quadrant. The simulated textures are the__road__and the >> __houses__. >> >> II. Analysis The artist organized the principles of art >> such as line, shape, and color. The examples of line in >> this artwork are the _branches_ , _trees__ and the >> cobblestones__. When a line borders or encloses a object an >> ensuing shape is made. The most obvious shapes in this >> artwork are _houses_ , __people__ , and ___the road__. The >> colors the artist _Pissaro__utilized the most in this >> artwork are __tan__, _red_ , and _green_. The warmest >> color(s) in this artwork are found in the _roofs__ and >> _road___. The coolest colors in this artwork are found in >> the objects _grass_ and _sky__. >> >> III. Interpretation. The artist known as _Camille Pissaro__ >> is communicating __rural life___to the viewing audience or >> general public. The social commentary for this artwork >> deals with __traveling in 1800s__as it was very pertinent >> during this epoch of human history. A secondary theme the >> artist __Pissaro__ was trying to communicate could >> be__country living__. The man made technology that is no >> longer used in the artwork is__carriage/horses?___________. >> It is safe to assume the people or beings in this artwork >> are__no longer living_. >> >> IV. Evaluation Without asking the art teacher (Mr. Ms. >> Ôteacher nameÕ) what this artwork is worth, I think this >> masterpiece has an estimated at a monetary value of _a >> million_dollars or equivalent value. If I were presented >> ownership of this artwork I would hang it in >> the_livingroom__, and not the garage, basement, or attic. >> If I had to give up this artwork, I would give it to __my >> Mom__because he/she would __like___ it. I have completed >> eight of these art critiques and I feel ready for the text >> next week!

Jan 17, 2014

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SMART board

by SH

Jan 15, 2014

Hello, I'm having a smart board installed in my room tomorrow and I was searching online for good art sites/activities to use. I got a ton of results, both from google and pinterest. I will take some time and look through the links, but I thought I'd also ask here, if anyone has a favorite site they use on their smart board?

I teach K-5 ...See More

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arttty I love getty games, it works great with a smartboard! > SH

Jan 17, 2014

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To overwhelmed: Art Critique DAIE template

by Traveling Art Teacher

Jan 15, 2014

Here is the art critique template I used in HS and MS. I kept a bunch of examples. I usually changed portions of it adding /changing more information. As I remember now I gave each student in class an art reprint to look at then used a single artwork for the test. I tested them after 8 art critiques. You may want to copy and paste this into microso...See MoreHere is the art critique template I used in HS and MS. I kept a bunch of examples. I usually changed portions of it adding /changing more information. As I remember now I gave each student in class an art reprint to look at then used a single artwork for the test. I tested them after 8 art critiques. You may want to copy and paste this into microsoft word to ease of reading. I will post the answers in a second thread. I. Description The artwork I chose to review for todayÕs art criticism assignment was created by the artist_____________________ in the year______________. This artwork is titled __________________and the known dimensions are _______x_______cm. This artwork is presented in ____________________orientation and demonstrates_______________ space. The media the artist used for artistic expression was_______________. This artwork is currently owned or housed at________________, in the country of_______________. The location of thematic items in this artwork are found in the ________________ quadrant. The simulated textures are the_________ and the ____________.

II. Analysis The artist organized the principles of art such as line, shape, and color. The examples of line in this artwork are the _________ , _________ and the ____________. When a line borders or encloses a object an ensuing shape is made. The most obvious shapes in this artwork are ___________ , ______________ , and ______________. The colors the artist ________________utilized the most in this artwork are __________, __________ , and ______________. The warmest color(s) in this artwork are found in the __________ and ___________. The coolest colors in this artwork are found in the objects ___________and _____________.

III. Interpretation. The artist known as ____________ is communicating ____________the viewing audience or general public. The social commentary for this artwork deals with _____________as it was very pertinent during this epoch of human history. A secondary theme the artist ____________ was trying to communicate could be_________________. The man made technology that is no longer used in the artwork is_____________. It is safe to assume the people or beings in this artwork are__________________.

IV. Evaluation Without asking the art teacher (Mr. Ms. Ôteacher nameÕ) what this artwork is worth, I think this masterpiece has an estimated at a monetary value of ____________dollars or equivalent value. If I were presented ownership of this artwork I would hang it in the_____________, and not the garage, basement, or attic. If I had to give up this artwork, I would give it to ____________because he/she would __________ it. I have completed eight of these art critiques and I feel ready for the text next week!

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Too much to teach. What do you focus on?

by overwhelmed

yesterday, 2014

I regularly have my high school students write about art we study in class, as well as reflections and critiques. However, I find that their writing usually has one of the following problems: They didn't carefully read the question or the directions, they rushed through or they don't know how to articulate their ideas. As a result it's very difficu...See More

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Traveling Art Teacher Sure, I will look in my filing cabnet in the basement for some old papers I saved somewhere. Probably break it down by section per post to make it easier.

Yes there is an image at the front of the room when they arrived. They knew what it meant for the class period and they got their notebook paper out and startied copying the sentences. T...See MoreSure, I will look in my filing cabnet in the basement for some old papers I saved somewhere. Probably break it down by section per post to make it easier.

Yes there is an image at the front of the room when they arrived. They knew what it meant for the class period and they got their notebook paper out and startied copying the sentences. The four sections of the DAIE was used for the one artwork displayed at the front of the room. After doing it awhile the students understood what each section stood for.

On 1/14/14, overwhelmed wrote: > Can you give me a clearer example of how your fill-in-the-blank works? > I'm assuming you put up an image and then ask kids to do the 4 things > with it. What do the sentences say and how do you teach them the > meaning > of each step in DAIE? It's all new to most students. > > On > 1/12/14, Traveling Art Teacher wrote: > >> The template fill in the blanks format for >> (Describe:Analyze:Interpret:Evaluate) works for >> self critique or >> other students as well as critiqing a famous artwork. After awhile >> if you >> practice the fill in the blank template on the dry erase >> the students know what to look >> for in an artwork. In the beginning >> I tried a peer critique art handout with visual symbols >> with each >> question to try and get them to understand what to look for in an >> arwork but it >> didn't catch on (blank stares set in). We did art >> critique every Thursday and they knew >> when they walked in before >> the bell to get lined paper out and start copying the >> sentences >> drawing the blanks___________from the board and wait until we >> started, some >> students started filing in the blanks on their own >> which was awesome. Once I got a side >> by side dry erase in the art >> room we got Describe:Analyze:Interpret:Evaluate all done in a >> class period and I had the board set up all day. Not too much >> complaining by the >> students to the schedule of art crit day, and >> they got into a rhythm with it. We mostly did >> famous artworks, yet >> after we finished a project I would pass out papers and they would >> critique classmates. I forgot to add that I gave extra credit for >> student to stand in front of >> class and read (presented) their >> papers to class. I gave participation deductions to >> students who >> talked during presentations. So many in the audience were very quiet >> >> during presentations, they did not want deductions. As a whole >> they were able to carry >> over information from the prior year when >> I had them for Art II. >> >> On 1/12/14, overwhelmed wrote: >> >>> This seems right on track! What about when they need to assess >>> their own work or critique another students? Do they have a >>> format >>> for that? Are they able to carry over what they learned >>> from the >>> exercises? How often do you give them the exercises, >>> are they >>> always on famous art works and what is the occasion >>> for doing so? >>> On 1/11/14, Traveling Art Teacher wrote: >>> >>>> I also ran into that also, when I wanted students to >>>> articulate their ideas in a >>>> written art critique or review, >>>> they gave me a blank stare. So after awhile I >>>> resorted to a >>>> critique day. I used pre formated sentences written on the dry >>>> erase >>>> board....where I wrote _____in the blank before class. >>>> Students wrote all the >>>> sentences and blanks_______ for >>>> Describe:Analyze:Interpret:Evaluate: on paper >>>> then waited >>>> for everyone to finish. Then we went through a guided session >>>> during >>>> class (with the Mona Lisa for example) where I called >>>> on students and answered >>>> the questions (blanks) out loud for >>>> the class to hear and fill in the answers. >>>> Seems fundamental >>>> and overtly simplistic, but HS kids knew after awhile how to >>>> fill in these blanks for future use automatically when we did >>>> it in subsequent >>>> weeks.Then I had students write an art >>>> critique (test) on their own (without my >>>> writing it on the >>>> dry erase board) after several fill in the blank assignments. >>>> It >>>> went well. They then had mastered how to write a critique >>>> and fill in the pertinent >>>> information about an artwork. >>>> >>>> One time the other art teacher showed me an art critique paper >>>> of an 'honors' >>>> student. The girl couldn't even form a >>>> sentence or spell art terminology, but then >>>> again she did >>>> not have any practice on how to write an art critique either. >>>> So even >>>> high grade academic kids seem lost on writing about >>>> art unless we practice it >>>> with them for several weeks. >>>> >>>> Fill in the blanks worked very well and even the English/Lit >>>> teachers came into >>>> approve at the progress the HS students >>>> made. >>>> >>>> On 1/11/14, overwhelmed wrote: >>>> >>>>> I regularly have my high school students write about art we >>>>> study in class, as well as reflections and critiques. >>>>> However, I find that their writing usually has one of the >>>>> following problems: They didn't carefully read the question >>>>> or the directions, they rushed through or they don't know >>>>> how to articulate their ideas. As a result it's very >>>>> difficult to assess what they've learned. In addition, I >>>>> constantly find that they need to be taught the simplest >>>>> things, like breaking down a set of instructions on >>>>> answering questions. >>>>> >>>>> I admit I'm bad about modeling assignments, but can't get >>>>> over the sense that the only way to get them to the point >>>>> where their writing is thoughtful and not a mess is to >>>>> micro-teach every aspect. This, needless to say, is >>>>> overwhelming. Especially as there is still all the art >>>>> making they need to do. Then, when asked what they learned >>>>> about the process, they mention superficial technical >>>>> things, rather than important ideas and concepts that drove >>>>> what I taught them. Or, they write that they learned very >>>>> little, which I know is not true. Then the question >>>>> becomes, how did they process the learning and where did it >>>>> go?

Jan 15, 2014

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overwhelmed Great! What do the sentences say exactly? On 1/15/14, Traveling Art Teacher wrote: > Sure, I will look in my filing cabnet in the basement for some old papers > I saved somewhere. Probably break it down by section per post to make it > easier. > > Yes there is an image at the front of the room when they arrived. They > knew what i...See MoreGreat! What do the sentences say exactly? On 1/15/14, Traveling Art Teacher wrote: > Sure, I will look in my filing cabnet in the basement for some old papers > I saved somewhere. Probably break it down by section per post to make it > easier. > > Yes there is an image at the front of the room when they arrived. They > knew what it meant for the class period and they got their notebook paper > out and startied copying the sentences. The four sections of the DAIE was > used for the one artwork displayed at the front of the room. After doing > it awhile the students understood what each section stood for. > > On 1/14/14, overwhelmed wrote: >> Can you give me a clearer example of how your fill-in-the-blank works? >> I'm assuming you put up an image and then ask kids to do the 4 things >> with it. What do the sentences say and how do you teach them the >> meaning >> of each step in DAIE? It's all new to most students. >> >> On >> 1/12/14, Traveling Art Teacher wrote: >> >>> The template fill in the blanks format for >>> (Describe:Analyze:Interpret:Evaluate) works for >>> self critique or >>> other students as well as critiqing a famous artwork. After awhile >>> if you >>> practice the fill in the blank template on the dry erase >>> the students know what to look >>> for in an artwork. In the beginning >>> I tried a peer critique art handout with visual symbols >>> with each >>> question to try and get them to understand what to look for in an >>> arwork but it >>> didn't catch on (blank stares set in). We did art >>> critique every Thursday and they knew >>> when they walked in before >>> the bell to get lined paper out and start copying the >>> sentences >>> drawing the blanks___________from the board and wait until we >>> started, some >>> students started filing in the blanks on their own >>> which was awesome. Once I got a side >>> by side dry erase in the art >>> room we got Describe:Analyze:Interpret:Evaluate all done in a >>> class period and I had the board set up all day. Not too much >>> complaining by the >>> students to the schedule of art crit day, and >>> they got into a rhythm with it. We mostly did >>> famous artworks, yet >>> after we finished a project I would pass out papers and they would >>> critique classmates. I forgot to add that I gave extra credit for >>> student to stand in front of >>> class and read (presented) their >>> papers to class. I gave participation deductions to >>> students who >>> talked during presentations. So many in the audience were very quiet >>> >>> during presentations, they did not want deductions. As a whole >>> they were able to carry >>> over information from the prior year when >>> I had them for Art II. >>> >>> On 1/12/14, overwhelmed wrote: >>> >>>> This seems right on track! What about when they need to assess >>>> their own work or critique another students? Do they have a >>>> format >>>> for that? Are they able to carry over what they learned >>>> from the >>>> exercises? How often do you give them the exercises, >>>> are they >>>> always on famous art works and what is the occasion >>>> for doing so? >>>> On 1/11/14, Traveling Art Teacher wrote: >>>> >>>>> I also ran into that also, when I wanted students to >>>>> articulate their ideas in a >>>>> written art critique or review, >>>>> they gave me a blank stare. So after awhile I >>>>> resorted to a >>>>> critique day. I used pre formated sentences written on the dry >>>>> erase >>>>> board....where I wrote _____in the blank before class. >>>>> Students wrote all the >>>>> sentences and blanks_______ for >>>>> Describe:Analyze:Interpret:Evaluate: on paper >>>>> then waited >>>>> for everyone to finish. Then we went through a guided session >>>>> during >>>>> class (with the Mona Lisa for example) where I called >>>>> on students and answered >>>>> the questions (blanks) out loud for >>>>> the class to hear and fill in the answers. >>>>> Seems fundamental >>>>> and overtly simplistic, but HS kids knew after awhile how to >>>>> fill in these blanks for future use automatically when we did >>>>> it in subsequent >>>>> weeks.Then I had students write an art >>>>> critique (test) on their own (without my >>>>> writing it on the >>>>> dry erase board) after several fill in the blank assignments. >>>>> It >>>>> went well. They then had mastered how to write a critique >>>>> and fill in the pertinent >>>>> information about an artwork. >>>>> >>>>> One time the other art teacher showed me an art critique paper >>>>> of an 'honors' >>>>> student. The girl couldn't even form a >>>>> sentence or spell art terminology, but then >>>>> again she did >>>>> not have any practice on how to write an art critique either. >>>>> So even >>>>> high grade academic kids seem lost on writing about >>>>> art unless we practice it >>>>> with them for several weeks. >>>>> >>>>> Fill in the blanks worked very well and even the English/Lit >>>>> teachers came into >>>>> approve at the progress the HS students >>>>> made. >>>>> >>>>> On 1/11/14, overwhelmed wrote: >>>>> >>>>>> I regularly have my high school students write about art we >>>>>> study in class, as well as reflections and critiques. >>>>>> However, I find that their writing usually has one of the >>>>>> following problems: They didn't carefully read the question >>>>>> or the directions, they rushed through or they don't know >>>>>> how to articulate their ideas. As a result it's very >>>>>> difficult to assess what they've learned. In addition, I >>>>>> constantly find that they need to be taught the simplest >>>>>> things, like breaking down a set of instructions on >>>>>> answering questions. >>>>>> >>>>>> I admit I'm bad about modeling assignments, but can't get >>>>>> over the sense that the only way to get them to the point >>>>>> where their writing is thoughtful and not a mess is to >>>>>> micro-teach every aspect. This, needless to say, is >>>>>> overwhelming. Especially as there is still all the art >>>>>> making they need to do. Then, when asked what they learned >>>>>> about the process, they mention superficial technical >>>>>> things, rather than important ideas and concepts that drove >>>>>> what I taught them. Or, they write that they learned very >>>>>> little, which I know is not true. Then the question >>>>>> becomes, how did they process the learning and where did it >>>>>> go?

Jan 15, 2014

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