SchoolArts Magazine

SEP 2019

SchoolArts is a national art education magazine committed to promoting excellence, advocacy, and professional support for educators in the visual arts since 1901.

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identifying what the student wishes to accomplish and describes how the student will meet the goals set by the standards. For example, a student may select to create a landscape painting using watercolors. A learning target should be selected that addresses how the student will meet the standards by accomplishing this project. If the student has never worked with water- colors, the learning target might be "I will work with unfamiliar materials." However, if the student is familiar with watercolors, then the learning target might be "I will improve my knowledge of a familiar material." To the right is a list of learning tar- gets aligned with the standards. Creation Students check to see if they are meeting their learning target. Some- times students may need to adjust what they are doing to make sure they are aligning with their learning target. Other times they may need to change their learning target to align with a new direction they have decided to move towards. Reflection Once students have completed their projects, they should begin the review process. They may reflect on their accomplishments and assess how suc- cessful they were at achieving their learning target. Individual Learning Targets The blue chart on this page provides students with a starting point to iden - tify specific outcomes. However, to effectively implement learning targets, advanced students need to develop individual learning targets, customized to their particular situation. Following are two examples of learning targets for a student inter - ested in exploring surrealism. The first example is the learning target the stu - dent might select from the list, and the second example is how the student can individualize the learning target. Learning Target: I will evaluate art- ists, artworks, or art concepts prior to creating art. Individual Learning Target: I will evaluate the works of surrealist artists Salvador Dali and René Magritte and gain an understanding of how André Breton influenced the movement. Before developing individual learning targets, students should be allowed time to select, document, and apply learning targets from the list. It's important that students under- stand this concept first, and then they can begin the process of writing their individual learning targets. Students who design individual learning targets are investing in their learning process. By doing so, they are identifying what is important to their own learning and setting goals in which to achieve success. Ian Sands is a visual arts instructor at South Brunswick High School in South - port, North Carolina and co-author of The Open Art Room, available from Davis Publications. artofsouthb.com Responding: Standards 10 & 11 I Evaluate • I will evaluate artists, artworks, or art concepts prior to creating art. • I will consider how artworks influence m rt-making process. I Am Inspired • I will consider how artists, artwork, or art concepts inspire me. • I will consider how this impact ma inspire m work. Connecting: Standards 7, 8, & 9 I Connect • M rt will be influenced b communit , culture, or traditions. • I envision m rtwork impacting m ommunit r societ . I Communicate • M rt will conve essage to m udience. • M rtwork will reflect personal feelings, likes, or dislikes. Creating: Standards 1, 2, & 3 I Create • I will appl nique ideas in m work. • I will combine an inspirational source with m wn ideas. I Develop Skills • I will improve m nowledge of a familiar material. • I will incorporate new skills and/or techniques into m ork. I Take Risks • I will experiment with new art-making methods. • I will work with unfamiliar materials. I Solve Problems • I will explore material, ph sical, or conceptual limitations. • I understand there ma e unexpected issues, accidents, or mistakes. We Collaborate • I will collaborate with others during the creative process. • I envision other students improving the outcome of the final project. Presenting: Standards 4, 5, & 6 I Reflect • I understand m roduct ma iffer from m original plan. • I anticipate decisions I ma eed to make during the art-making process. I Present • I am designing this work for showcasing. • I am considering wh his piece will be show-worth . • I am considering tasks I will need to accomplish to displa his work. LEARNING TARGETS SCHOOLARTSMAGAZINE.COM 17

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