MAAI Series 2 Part II: Madison Elementary Visual Art Program

MAAI Series 2 Part II: Madison Elementary Visual Art Program

[ Music ] >>So that’s just what he did
everyday objects especially things that were
flat like numbers and flags became the
subjects of his paintings. [ Music ] Up on the I Can Board for second
grade it says I can create a work of art using numbers
and I can become aware of the art of Jasper Johns. So we did the first
one now we’re going to try the second one.>>Sorry.>>I did my side.>>A huge one.>>But doing, she’s
using the tip.>>Eight, 10, 12. [ Background Conversations ]>>A piece about the
Student Center learning is, the thing that got me really
excited when I started thinking about it was it’s no
longer my responsibility. Once the kids know what’s going
on in here and what the point of their being here,
in here is mostly through the I Can Board then
they become responsible as much as I am for their
learning in this space. My main goal was to throw
as much stuff at them as I possibly could during their
time with me and I’ve noticed that my lessons have
gotten longer and more drawn out because it’s not just
about working with the tools, it’s about the kids thinking
about what their learning when they’re working with tools.>>Well Student Center
is always looking for what the students
are interested in first and trying to teach with that. I just listen to students;
my goal was to find out what might motivate
them, what might engage them. Instead of using the lessons
that I know work already, I took a couple periods to
brain storm with the students and they came up with these
concepts well let’s do selfies, brain storm harder, we thought
harder, so the selfies became like okay we’ll do the
shoulders and the head shot and then we’ll have like the
angel on one side full body and a little naughty person, devil on the other side
full body but they had to express more about what
represented themselves. My independence study portfolio
class, each student determines and outlines their
learning objective and their learning outcome
and then they have to connect and link it to the main
learning result and standard. So every student in this class
is doing a different lesson. They’re studying and
researching a different topic about the visual arts.>>Well I mean standard based
learning is where we are and our views are no different
and the focus is there.>>Literacy is the big thing and it doesn’t matter what you
teach, it has to be a piece of what you’re doing
in your classroom. So I’ve always tried to connect
it to the art room somehow. With the older kids it is
in the form of writing, with the little kids it’s
usually in the form of stories. But the kindergarteners are
going to read Mouse Paint with me today and it’s perfect because these little mice
they mix primary colors into secondary colors
and it’s fun because the kids will sit there and guess what colors
they’re going to make. We’re going to use the
colors red, yellow, and blue to make other colors. What are the primary colors? [ Background Conversations ] Awesome. Once there were three
white mice on a white piece of paper, so three
jars of paint. One was?>>Red, yellow, blue.>>James?>>Orange.>>Let’s see what color. When we think about student
thinking in the art room, I, it always comes back to
visual thinking strategies because that’s a big
piece of visual literacy and so I did get
Philip Yenawine’s new “Visual Thinking
Strategies” book which does connect
visual thinking strategies with the common core literacy
and the first chapter, he just had me at the first
chapter is called “Permission to Wonder” and it’s all about,
one of my favorite things about the little kids
is they will just ask a billion questions. It doesn’t even matter if
you throw the answer at them, they’re just curious about
everything and I think it’s one of the things in here that
love, I love giving them stuff to think about and come
up with their own answers and do not give them answers. What are we calling
this group of colors?>>Primary colors.>>Primary colors. High five because you’re going
to get your little mouse feet. And you’re going to run
those little mouse feet all over your paper.>>Meow, meow, meow,
meow, meow, meow, meow, meow, meow, meow, meow.>>Let’s see if anyone make art? Very interesting
green there too. Go aound, and you go
around his little foot, and I’m going to turn.>>No, no, no.>>Because I’ve always tried
to design this classroom so that everybody’s successful
in here anyway and I think one of the things, one
of my favorite things about are is I mean they can
come in here and it’s not like some of the other
curriculum there’s not a right answer, and there’s not even
just one answer everybody can come up with something
completely different.>>When I think that nobody
cares how much you know until they know how
much you care. When students realize that you,
you know, you do care about them as people, you’re going to
push them, you’re going to try to get, you know, squeeze as
much out of them as you can, but if they know you care about
them and they know it’s genuine and if you have some passion
about what your teaching, you know, just give it time
and the magic will happen.>>There are a few different
ways I assess students. I do use their final
piece of artwork as kind of like a checklist of well
did they, did they use red and blue to make purple? You know so that would be
a really simple assessment. But, the other thing I’m
doing and I’m getting a lot of really rich information
from is I’m looking for some of the studio habits. I’m looking to see if they’re
connecting their learning to learning outside the art room
to other content areas and a lot of students are doing that
but I wasn’t noticing it. I also use art notes
which I’ll be using with my first grade later
and they go on the back of the artwork when the
artwork gets sent home, cause it’s a pretty quick
assessment a self-assessment for the kids where the goals
or lesson are on the art note, they check them off we stick
it to the back of the work and it serves as kind
of talking points too, when they bring the artwork home
they can share their learning with their parents. So you can see that we meant
all the goals that we learned about on the I Can board while
we were making this artwork. I can recognize the
artwork Piet Mondrian.>>Yes.>>Look around the room, do
you see a piece of artwork by Piet Mondrian anywhere?>>E.>>Point to it. Point to it so I
know you see it. Awesome so you met
that first goal. Any color crayon,
check off that box. Third box. It says, I can identify and use
the primary colors, red, yellow, and blue on a work of art. When you take these
pieces of artwork home, share what you learned
about them with your family. The checklist is big when I’m
doing our trimester grades. You know, there’s lots of standard assessment
observation questioning stuff. Okay, give me a thumbs up if you
know what we need to do today. I see we are all ready. Artistic processes checklist which basically takes the studio
habits of mine and it kind of condenses them into
like five different areas because it’s more reasonable
for me to try and observe with my kids, and
so I’m not looking at just their artwork that’s
not the piece I’m using to assess them completely
anymore, what I’m doing is I’m
looking at their approach to the materials
how they’re thinking about what they’re
doing, how they reflect on what they’re doing and
connected to their classroom or even with the
stuff they do at home. With the older kids, yeah I have
self-assessments that they do on their own and we’ve talked
about the different categories and they reflect using those
categories while looking at their own work. So they tell me, well
this part was difficult, but I kept working on it or this
was, this piece was something that I’d never tried
before and it was successful or maybe it wasn’t successful
but they made it work anyway on self-assessment,
and those have changed since the main art’s assessment, cause the self-assessments
have gone from questions about the artwork and they’ve
been developed into questions about the student’s
artwork connected to the studio habits of mine. So, that’s a new
piece of language that the kids are gaining also. I have my artistic processes
checklist and I photocopy it onto the back of my seating
chart so when the class comes in I flip it over and it’s
for the whole trimester and it has spots
where I can check off and put the different number for
meets, succeeds, I have a spot where I write down really
cool stuff like when one of my second graders, we
were painting still life’s, she did not end up
with a still life, but oh my gosh did she have
fun mixing her colors together. You Jordon I don’t
think we talked today. Would you like to tell Mrs.
Fenn what we did today?>>We used the primary
colors mixed in.>>Oh!>>And you mixed
red with the yellow.>>And it was orange.>>Oh, that happened?>>Share something new
but it’s going to build on the stuff we’ve already done. We were working on patterns. Raise your hand if you
remember the special name for that pattern that we used.>>Plaid!>>Yeah.>>I’m wearing plaid.>>You are wearing plaid! M.C. Escher was an artist who
used patterns to make woodcuts and sometimes he repeated animal
shapes in is artwork and all of this is his artwork
too up here. You’re going to use these
little heart shaped stencils and you’re going to trace.>>A heart.>>So what do you
think I’m going to fill these spaces
with Jayline?>>Patterns.>>I am. I get two spots on the
report card so it’s art concepts and its participation
in here, so. It’s four for exceeds,
three for meets, two for partially
meets area of concern. Now I love trimesters because
they get the information faster. It still gives me
enough time to get to know the kids I
haven’t met before and see what they’re
capable of in here and it gives me another
chance to report out about what the kids are
learning in here which is great.>>And in this electronic system
you can identify the standards that you are including in your
unit; the critical skills, the assessments that you’re
going to use and your resources, those are just some
of the components. When you have that collective
data in one repository then, and everybody has access to it, then every teacher can see
what’s happening in art, for instance at the
elementary level, you can look at those kinds of
units and you can think about what you’re doing
in your own classroom and can I tie something in to what Lisa is
doing in art right now. What work of literature is she
using to kick start this unit that she’s doing in
art to really focus on how they’re teaching
the standards, what the critical skills
are that they’re expecting of their children and how art
units can tie in with everything across the curriculum.>>Nothing was more powerful to
me and should be more powerful to the visual arts than
one particular standard and that’s C1. C1 states that students
need to analyze and apply creative
problem solving and creative thinking
skills in their own work and the work of others. I’ve developed creative
thinking techniques for every single class
that I teach; a combination of Quick Writes, Quick
Draws, journaling, but creative thinking leads us
into the 21st century skills. I was empowered by what
happened to Bloom’s taxonomy; creating would be
higher than evaluating. With that knowledge I
went into the classroom and said well there’s going to
be put a lot, going to put a lot of energy into creating
thinking skills. Not just embedded in a
lesson but overtly applied to the beginning of each
class so that we practice and we exercise our creative
thinking skills every day in every single class. The solutions for tomorrow come
from making new connections and if you teach
creative thinking skills in the classroom, the other
contents areas they’re going to be thinking well how can I
connect that, it can be assessed but I would recommend that
we do it gently and slowly; kind of approach of levels
of questions, but open ended. The first year is to invite
them back into their imagination and the second year
uses a number of different creative thinking
techniques though a slightly higher level and by
them time they’re in my independent study
portfolio class, they’re dealing with questions about
innovation and design. So there are levels
within the grade levels, but even within the class
you get different levels of creative thinking. The point is to gently and slowly make them
a deeper thinker.>>A couple of really
exciting things that have happened recently
is I’ve been invited to speak with the school board
about the Maine Arts Assessment Initiative. I’m looking forward to that
and the other piece is, my principal has asked me to
share the stuff I’ve been doing with Maine Arts Assessment
Initiative with, at a staff meeting with the
other teachers in the building, and I’m excited about that because when other
classroom teachers have come into the meetings with
strategies they’re using in their classrooms it has
given me the opportunity to use that language with my
kids in here so I’m hoping that happens the other way also. The biggest Ah hah I had from the Maine Arts
Assessment Initiative, we looked at all these different
pieces of artwork and we had to decide whether they
showed proficiency and one of the things that struck me
the most was that every teacher in that room wanted
to know more. They wanted to know more about,
okay what was the lesson, what was the student trying to
do, what was the larger body of work by that student? And it became very
clear to me that a piece of artwork is not the only way
to assess a student’s growth in the art room, so
what I’ve been doing with the artistic processes
checklist has really made a difference. I had a student who met
the goals of the lesson, I could see why, I was
observing with my checklist and she met the goals
of the lesson, but we had 15-20 minutes left,
she kept going and her artwork, the end result it really
didn’t show what the goals of the lesson were but
I knew they were there and I knew she was just so
excited about using the tools that she just kept experimenting
and that was right on there with the studio habits, I mean she was trying new
stuff and taking risks and. I don’t know if other art
teachers feel this way, but I’m the only elementary
art teacher in my district, so any growth or learning
they do has been me, it’s been you know what book do
I want to read, what do I want to get involved in so the Maine
Arts Assessment Initiative was brilliant. Just being in the room
with 35 other visual and performing art teachers,
it was a powerful experience and then to know that it’s
continuing that we meet up periodically and I get to
learn new stuff and share some of the stuff that’s
been successful in here. I love that it’s ongoing,
it’s not just something that okay I’ve done
this I’m done. It’s like I’m trying this and
it’s working out really well and we’ll meet again and I get
to see other teacher’s workshops and I get to try some of
the stuff their doing, so it’s a constant cycle
of growth which is great.>>Blue, red.>>We’re doing curriculum
mapping, but we’re listening to critical skills and
linking it to the standard and repeating it repeatedly to
the students during class time so that they become
more familiar with the terminology embedded in
the standard, and then we have to transition from that to create a rubric,
some kind of record.>>Ah hum.>>That says that
they met the standard, they didn’t meet the standard and we need more
time to do that.>>I like [inaudible]. [ Silence ]>>I like painting. [ Silence ]>>Because that you get to paint and use glue sponges
and the teacher.

local_offerevent_note October 11, 2019

account_box Matthew Anderson


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