Philosophies on the relationship of instruction, management and Assessment

                                                                                          Instruction and Assessment Statement
Relevance of Art Education in 21st Century Education: Art is a very valuable part of a student’s education because the art classroom allows for in depth and creative exploration in problem solving. It is important to value assessment in the art classroom an advocacy tool for the importance of art and a means to measure student growth.  
Instruction in Art Education:
  • Focus on creating artistic problems and giving students to art skills necessary to find authentic answers
  • Allows students to have genuine artistic experiences that are powerful, personal, and pertinent to the specific student
  •  Pushes students to take risks and challenge themselves
  • Creates a safe and inclusive environment for students to create artwork in and be challenged
Assessment in Art Education:
  • Formative-Assessment during various parts of a lesson utilized to adapt instruction in the moment  
    • Utilization of a “Do Now” activity that is connected to the objective and drives the lesson. Quickly orients students to the classroom and prepares them to learn.
    • Think, Pair, Shares to in class questions
    • Exit tickets to synthesize the information of the class.
  • Summative Assessment utilized at the end of a larger activity or unit to assess comprehensive understanding.
    • Final critiques
    • Gallery Walk Activities
    • Presenting a classmate’s art work
    • Rubrics
    • Checklists with proficiency definitions.
  • Accommodation in Assessment
    • Highly important to recognize and allow for the individual needs of students when assessing student art work.
    • Allow for varied response to a prompt, verbal and/or written
    • Allow for extended challenges in student art work built into the lesson (example: pushing a higher-level student to only use primary colors when creating a water color painting)
    • Allow for students to use words to add detailed information to planned sketches if drawing these elements becomes a distracting problem.
    • Engage students in a more interactive way by having them help with the creation of project objectives and/or rubrics for assessment of work.
  • Reflection in Assessment 
    • Students learn when students reflect. Therefore, it is extremely important for students to engage in a genuine process of reflecting on their work at various stages of the creation with the goal of seeking better solutions. This can be accomplished through the use of in-progress critiques, in class discussions, journaling about a process, utilization of a community discovery board, interviewed responses to completed work, etc.  
                                                                                            
                                      Instruction and Management Statement
 
In my classroom, clear routines and expectations are used so that students can make positive choices that contribute to an inclusive and productive learning environment.
Choice Based Management: At the beginning of the school year tight routines and high expectations will be used so students know exactly what is expected of them. When a student chooses to break one of the community norms they will be redirected. Three redirects will lead to a hallway conversation to evaluate if the student is ready to their participation in class. Choice will also be provided in the following ways:
  1. Choice in exploring different mediums and techniques using stations
  2. Choice on subject with an emphasis on connecting the subject back to the student and their individual interests
Access to Differentiation and Accommodation: It is important to understand and respect the different needs and abilities of students in the art classroom. Project will be structured so that multiple solutions can be used to solve an artistic problem or challenge. This allows students to select the most appropriate solution for themselves and allows the teacher to guide specific students through the process adapting for needs and pushing them further. The following ways are additional means of differentiating and accommodating:
  1. Providing instructions and demonstrations in multiple ways including written on the board, in notes, and verbally.
  2. Utilizing built in checks for understanding before moving to the next step
  3. Providing access to 2D and 3D materials when appropriate
Classroom Culture: Establishing a strong classroom culture is paramount to a successful art experience. The art classroom should mirror a successful art studio with healthy coloration between student artists and mutual care and respect for the space. Classroom culture is created and cultivated in the following ways:
  1. Remembering the names of students and trying to learn one unique thing about each of them
  2. Allowing time for students to provide in progress technique to one another during work time
  3. Requiring students to advocate for themselves and for their specific needs while in the art classroom
  4. Clear and consistent procedures to access and clean up supplies