Thoughts on Arting
  • Thoughts On Arting
  • Bootcamps
  • About Me
  • Fellowship Reflections

Thoughts on Arting

Making the artists of the future, one learning experience at a time. 

Using Praise to Support Success

8/23/2014

0 Comments

 
Picture
Mindset has been on my mind all week. On Monday our principal showed us the video below, base on years of research by Stanford University psychologist Carol Dweck, about how powerful mindset is in influencing achievement. This is life changing stuff. 

Basically, there are two mindsets - fixed and growth. A fix mindset is based on the belief that our skills and abilities are set and don't really grow or change. It's the mentality that statements like "I'm just not good at math" or "she's a natural athlete" come from. It's also pervasive in how we as a society view artists. The myth is that artists are born, not made through hard work and effort. 


Children bring this mindset to our classes everyday - it's present  the ones that are afraid to try because they worry their work won't measure up and it's present in the ones who have more advanced skills but don't move forward. What we want, of course, is all our kids to work hard and grow - to have a growth mindset. A growth mindset is the idea that traits like ability and intelligence can always be improved through practice. These are the students who's ability increases during your class by leaps and bounds. It's also the mindset of great artists, like Michelangelo, who said "If people knew how hard I worked to get my mastery, it wouldn't seem so wonderful at all." 

So, how do you create a growth mindset in your students? It's all in the praise you use. Comment on effort, not ability. Instead of just "Wow, that looks great!" add "I can tell you spend a lot of time planning your composition". It sounds simple but putting it into practice takes time. I have to constantly remind myself to comment on the effort, not just the result. The great thing about praising effort is that it's very meaningful for students with all skill levels and it encourages all students to keep working. 

Some growth mindset supporting praise stems that can change your classroom culture:

I can see you really focused on__________.
I can tell you put time in to developing______________.
You work shows me that you understand how _____________ works. 
I can see so much growth between ___________ and ____________. Great job!
I noticed that ________ wasn't successful the first time but I saw you work through it. Excellent effort. 
Your hard work really paid off in how ___________ turned out. 

Here's to having a growth filled school year!


0 Comments

I do, We do, You do - with a little Flip

8/17/2014

0 Comments

 
My educational catch phrase this year is "I do, you do, we do". It's an instructional method, also known as the Gradual Release Model,  that scaffolds responsibility and ownership from teacher to students in phases.  I love it because it gives kids the skills and knowledge they need to be successful applying their own ideas - and using their own ideas to make original art is where we want kids of all skill levels to be. 
Picture
Click on the graphic for a short video from the Teaching Channel.
We've used our own take on the Gradual Release Model  to structured our Art 1 units at Apex High School. Each unit starts with an overarching goal, based on things artists need to know in the real worlds. We'll teach the concepts and skills that fit under the umbrella of each unit's goal over the two or so weeks.  This will include modeled instruction in the form of mini-lessons and demonstrations of techniques and processes.  Students will also complete short projects during this time frame with specific tasks and limited material and subject choices. During this guided practice time kids will develop knowledge and gain confidence. 
Next comes the fun part; a summative assessment in the form of an open-ended project where students are asked to apply what they've learned during the unit. Students will be responsible for planning, selecting materials and applying concepts. This section will be supported by our Art of Apex Portal which is filled with resources to support independent learning. 
See why I'm excited?!
0 Comments

On the Eve of a New School Year

8/14/2014

0 Comments

 
The last day of summer vacation is finally here. My mindset is shifting from pools and parks to inside the classroom. I'm excited for what this year has in store. All summer Ian Sands, Kim Sudkamp and I have been planning exciting, challenging units of study centered around the concept of what artists do. Hint - it's not follow each step just like the teacher does it. Instead, we'll teach concepts, processes and techniques grouped around specific artistic behaviors for guided practice then ask students to apply what they've learned in open-ended projects. Neat, right?! 

The big thing I'm thinking about today:
Differentiation. It's always important but for Art 1 classes it's the make-or-break issue. When presented with a conceptual, open-ended project some kids panic because it's outside of their comfort zone. Maybe they don't have the technical skills they feel they need or developing an idea presents an obstacle. On the other hand you have students who are filled with ideas and ready to jump in. To accommodate both, and those in the middle, it works best to provide a range of examples and options. I always include something concrete and something based on more abstract ideas. I try to present at least one option that doesn't rely on skill with traditional media to be successful. Creating multiple pathways to mastery of learning goals helps everyone. Art 1 is a huge opportunity to make life long supporters of the arts. The last thing I want is for students to leave at the end of the course without making art that they're proud of. 
Now to add this in my plans...........
:)



0 Comments

The Making of an Open Ended Art Experience

8/13/2014

0 Comments

 
Today I had the privilege of visiting Discovery Child Development Center in Morrisviille NC and talking to the staff about how to structure open-ended art lessons. The three tips I gave them will work with any age level and are perfect to try if you're TAB-curious but not ready to set up your centers yet. What an awesome place! The staff was great and I loved the STEAM approach they use with the kids. 
Three ways to open your art lessons:

1. Start with the medium or process - not the product. 
Instead of making a predetermined product, like paper flowers with scissors and glue or a Van Gogh inspired sunset, plan a lesson around how collage works or ways to create texture with paint. Introduce it, demonstrate it, provide a variety of materials and let the kids explore. 

2. Start with a question and approach it like a scientist. 
 Set up the lesson with a demonstration followed by guided practice and then let students learn through trial and error.  Some example questions:
How many ways can you mix brown?
What can you make out of a cereal box?
What are some ways to incorporate balance in your artwork?
How can you communicate the idea of identity in your work?
Or have kids pose their own questions! 

3. Facilitate problem solving with good questions.
Students will run into problems. When they do, take advantage of these excellent learning opportunities by having the right questions ready. Examples:
Why isn't it working?
What would happen if you changed (specific part or aspect)?
What is one thing that could make you like it better?
Where could you find that information?
What do you like best about what you have done so far?
Did you learn anything new?
0 Comments

Learning isn't Pretty

8/9/2014

2 Comments

 
Picture
      I've been looking at picture after picture of art teacher rooms today. They are decked out to the nines with thematic, coordinating decor. I felt a temporary urge to run to school with my staple gun looking at them. I suppressed it. You see, I think we as art teachers place too much importance on appearance. Now I've lost you. What art teacher wouldn't place the up-most importance on how things look, you ask? Well, one who places more importance on the thought behind them.

     Take, for example, the student artwork in the hallway. It's beautiful, brightly colored and coordinated. We've all seen it countless times. It has the same appeal as a rack of shirts at the Gap - looks great on display but no one would mistake each one as an original. Art is there, in the set up of the lesson, in the organization of the steps, in the displaying of the work but not in the work itself.

      The tasks that students are asked to do in this scenario are to reproduce each step as directed. It's what the parents expect, it's what the teachers expect, it's even what the students expect but it is not art. Art does not match, it is not same size and color palette as the art it's displayed next to. It's not orchestrated by the teacher. Student art should be planned by the student. It should be varied, original and sometimes messy. Student artwork isn't always pretty. There are false starts, mistakes and projects that get entirely scraped. That's okay. Mistakes often provide the best opportunities for growth, as does failure. When the teacher takes on the  planning, the selection of materials and the problem solving of a lesson the work that results is the teachers, not the student's. 

2 Comments

Part III, Planning & Evaluation

8/4/2014

3 Comments

 
A common misunderstanding of TAB is that it's a free for all. It's not. I mentioned in previous posts that I started my elementary TAB program in a school where I was observed daily. The expectation was that  my teaching was based on state standards and that I was never more than one day off the county pacing guide. It was also expected that I clearly show student growth and mastery of standards. Here a some things I did that worked for me:

- I started my planning by going through the standards at each grade level and dividing them into two groups. One group consisted of standards that would be met by everyday center work. So, using the North Carolina Essential Standards for grade 5, things like "create art that reflects personal voice and choice", "apply the Principles of Design in creating compositions","evaluate solutions to artistic problems, including their effectiveness" and "evaluate how to manipulate tools safely and appropriately to reach desired outcomes" could all be taught and assessed through student work in centers. To facilitate this I created an extensive list of questions to use for assessment. To assess manipulating tools I might ask "Tell me about what tool you used to make this. How did you use it to make your art? Why did you pick it?" These questions were listed with the standards in a sort of "base" lesson plan for each grade for standard center work. I also compiled a collection of evaluation rubrics with learning goals written in student friendly terms, like this one for manipulating tools:

5.V.3.1: Evaluate how to manipulate tools safely and appropriately to reach desired outcomes.

Level 1: I’m not sure about the difference between media and tools. I can’t evaluate how they work. 




Level 2: I know what tools I’m using but I need help to explain my thought when I’m asked to evaluate.





Level 3: I can evaluate how well the tools I’m using work. My thoughts are clear and make sense. 





Level 4:Not only can I evaluate tools in art but I can also evaluate how well they might work outside of art. 


Teacher Observes: Student is unable to use tools safely or student is unable to use tools to reach desired outcomes – most of the time. Student is unable to select a better or safer tool or method (evaluate). 

Teacher Observes: Student frequently needs help or reminders to use tools safely or to use tools to reach desired out comes. Student realizes when a tool or method is not safe or working well but needs suggestions from peers or teacher to make a better choice.
  
Teacher Observes:Student is able to independently use tools safely and makes decisions about their effectiveness as part of the work process. This can look like picking the right tool the first time or changing tools when they are not producing the desired result. 

Teacher Observes: Student can teach other how to use tools in new, safe ways. Student uses tool in unique ways to accomplish goals. 


- The second group of standards  were those that were not taught as a normal part of centers. For these I used mini lessons in the start of class to teach the standards and assessed them during work time, weaving assessment in to student's own work. I organized these mini lessons into units of study, centered around a central theme. For example, in a unit centered around the idea of how art connects with other subjects I might teach a mini lesson one week about how patterns are important in both math and art. During work time I might ask students to compare and contrast math and art using a visual organizer to record and share their personal connections. 

- Self-assessment was something that worked well for student's learning, especially with process. Command charts, lists of steps or videos of processes were all incorporated as tools for students to use as tools to check learning or revisit needed information.  
Picture
Students self-assess by checking understanding of process against video instructions
Picture
Students use a graphic organizer to record thoughts about how math and arts connect.
Picture
Students use a command chart to self assess.
3 Comments

Part II, Implementing TAB

8/1/2014

0 Comments

 
Picture
Students mixing paint at the painting center. All colors are mixed from the primary colors and white in 12 cup muffin tins. The "Color Mixing Math" command chart helps those who forget how to mix a color.
This short clip shows how it all looked in a first grade class. Notice the conversations the kids are having about color mixing.
Picture
Students working at the sculpture/ collage center. A student works on a basket making activity she found in the research center, modifying the materials the text lists with things we have in the room.
      At this point in my tale I've had my Come to Jesus Moment, seen the light and decided to make my classroom full TAB. Now I needed to decide how to do it. I was just getting ready to start work at a new elementary school so it was the perfect time. A wise friend once told me that it's easier to ask for forgiveness than beg for permission so I just went ahead with my planning without checking with anyone. 

      I decided on six centers - paint, drawing, computers, sculpture/collage, origami and the research center. I left one table open for flex space or a temporary center. I organized the supplies on bookshelves near their corresponding center and labeled them all with text and an image of what was inside. This labeling really helped with students who were pre-literate or ELL. 

      Then school started. I introduced centers one at a time, starting with drawing. Each week I opened a new center. I focused on procedures at this time, reviewing expectations for clean up in every class, and always checking how supplies were put away.

Some things I learned that work well for independent learning:

- Include photos of how centers should look at each table and use them to teach clean up procedures. 

-Create and post command charts with images and text. I had these for everything from paper weaving to how to make a clay mask. These allow students to answer most questions independently. 

-Provide text resources. I was able to check out at lease twenty art books from the media center and kept these in my research center. The books ranged from paper crafts to a variety of how to draw books to text on historically important artists. They were invaluable resources when kids got stuck. 

       A little background about the school this takes place in - it was one of the lowest preforming, poorest elementary schools in a big county. It's test scores were so low that it was selected as one of four schools that the district was investing a big chunk of Race to the Top money in to reform. This reform looked like hiring new administration, all the teachers having to re-apply for their jobs and the school being given extra funding for things like SMART Boards and extra support personnel.It was very high pressure and I was observed daily during my time here. The level of student engagement was always noted, which TAB is responsible for. 

Next post: how I tied TAB to state curriculum and assessed work. 

If you are thinking about trying TAB in your classroom look here
0 Comments

    Mrs. Purtee

    I'm interested in creating a student student centered space  for my high school students through choice and abundant opportunity for self expression. I'm also a writer for SchoolArts co-author of  The Open Art Room.

    Archives

    December 2019
    September 2019
    August 2019
    July 2019
    June 2019
    May 2019
    January 2019
    December 2018
    November 2018
    September 2018
    August 2018
    July 2018
    June 2018
    April 2018
    March 2018
    February 2018
    December 2017
    November 2017
    October 2017
    September 2017
    August 2017
    July 2017
    June 2017
    May 2017
    April 2017
    February 2017
    December 2016
    November 2016
    October 2016
    September 2016
    August 2016
    July 2016
    June 2016
    May 2016
    April 2016
    March 2016
    February 2016
    January 2016
    October 2015
    September 2015
    August 2015
    May 2015
    April 2015
    March 2015
    January 2015
    December 2014
    November 2014
    October 2014
    August 2014
    July 2014
    January 2014
    November 2013
    September 2013

    Categories

    All
    Flipped Instruction
    High School
    TAB
    The Gradual Release Model

    RSS Feed

Proudly powered by Weebly
  • Thoughts On Arting
  • Bootcamps
  • About Me
  • Fellowship Reflections