Artistic Behaviors Artistic behaviors are honored and noted in the ongoing daily assessment process.
Choice-based art education uses multiple forms of assessment to support student and teacher growth.
Some of the artistic behaviors choice teachers value include:
- Following a line of thought over time
- Going deep with a preferred medium or technique
- Playing and experimenting
- Bringing aspects of their life into their art
Documentation Teacher-created documentation captures observations of students’ artistic behaviors, needs and accomplishments.
Teachers create easy-to-manage record keeping:
- Large charts where students can input their daily center use
- Mini journals that students fill out at class end
- Notes in teacher plan books
- Digital photo records of finished student work
- Portfolios, both digital and paper
Rubrics are negotiated between students and teachers and are broad enough to affirm diverse learning styles.Below is a rubric created by a grade five class. These rubrics were generated while viewing student artwork as examples of excellence, selected by the teacher. Examples show a range of materials. Some represent weeks of work while others are simple sketches done in minutes.
WHAT DOES EXCELLENCE LOOK LIKE IN ART CLASS?
- Artists get ideas for their artwork from their personal experiences, resources (books, other artists’ work, etc.) and from art materials.
- Artwork shows good effort and planning.
- Artwork is complete. All areas and parts are carefully thought out and the artist is satisfied that the artwork is “done.”
- All 3-D artwork is built to last – no loose pieces held on by tape, no clay attachments that are not securely scored together.
- Artists includes some of the elements of art such as line, color, pattern, texture and shape and some principles of art such as rhythm, contrast and balance.
- Artists show respect for materials and tools by cleaning up their workspace before moving to a new center and at the end of class.
- Artists shows respect for classmates’ artwork by not touching and by sharing positive comments.
- Artists are always productive in class with their own artwork or helping a classmate or teacher or researching ideas for future artworks.
Self-Assessment and Collaborative Assessment
- Self-assessment occurs on a regular basis, both informally and with self-reflection writing. Collaborative assessment includes peer coaching, group sharing, curating exhibits and conferencing with the teacher.
- Students are coached to work with and through mistakes.
- Students reflect on struggles and brainstorm alternate strategies to work through difficulties.
- Students are given multiple opportunities to revisit media or techniques that were not successful for them at first.
- Student coaches work with peers for problem solving and reflection on process.
- Preparation for art exhibits involves writing or dictating artist statements to accompany work.
COPYRIGHT 2013 TEACHING FOR ARTISTIC BEHAVIOR, INC.