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Art Teachers Chatboard

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 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 ta...See More

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overwhelmed Could you give me some examples? On 1/11/14, Josie wrote: > Do you write your learning targets on the board each day? We > have been > "encouraged" to embrace Marzano strategies in our > district for the past few > years, and I have found that > posting them and reviewing them EACH day does > help > retention. They do unfort...See More

Jan 12, 2014

Traveling Art Teacher 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 vis...See MoreThe 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 12, 2014

overwhelmed 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 forma...See MoreCan 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 14, 2014

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

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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