SchoolArts Magazine

February 2015

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

Issue link:

Contents of this Issue


Page 44 of 50

JOURNEYS OF SOUL ART & Hit the road with SchoolArts this summer for one (or both!) of these amazing travel opportunities. Folk Art and Culture of Oaxaca Oaxaca, Mexico, June 26–July 2, 2015 A Celebration of Pueblo Art & Culture Santa Fe, New Mexico, July 12–19, 2015 Using the Artistic Behav- iors as the focus of writing asks students to practice metacognition. As they think about their thought process, they reflect on what has been learned. Much of our current focus has been on directing students to think about how they cur- rently incorporate each of the Artistic Behaviors. Our next step will be asking stu- dents to identify a behavior that they would like to improve upon, and to analyze that aspect of their art-making. By creating the snapshot blog posts and placing importance on thinking like an artist, we have empha- sized that important learning takes place all along the creative process. Through it all, we have discovered that we aren't just teaching art, we are creating artists. Melissa Purtee and Ian Sands are both visual arts instruc- tors at Apex High School in Apex, North Carolina. mpurtee @, N A T I O N A L S T A N D A R D Presenting: Interpreting and sharing artistic work. W E B L I N K Continued from page 12. about their learning in a broader sense—more than just asking themselves if their drawings are "good." The goal was to get students to the point where they could ask themselves what their strengths and weaknesses are as artists. We considered what an ideal framework would capture. The Studio Habits of Mind came close to what we were looking for, but we needed something that was more specific to high school, so we developed the fol- lowing list, which we called Artistic Behaviors: Artists . . . • create original art. • develop art-making skills. • communicate through their work. • take risks. • collaborate. • solve problems. • reflect. • have a global awareness of art- making. We presented these behaviors to students and asked them to refer to three of the eight when creating their snapshots. What happened next blew us away. The Results The snapshot blog posts were incredibly insightful and per- sonal—like a window into students' worlds. One student, Hannah, wrote: I asked a few others in my class for their opinion, and the most valuable advice that I got was to do what I was most inspired by. I had been too focused on what I thought looked good and not on what I, as the artist, felt moved by. Notice that Hannah didn't label herself a student, but identified herself as an artist. M A N A G I N G T H E A R T R O O M Teaching Students to Think Like Artists complete a post even if they were only at the beginning of their projects. This would allow us to conveniently grade the art-making process. Thinking Like Artists As our department began talking about this new way to grade, we came to the conclusion that we needed to create a reflective assessment tool that would allow students to think W hen we hold class critiques, exhibit art, and even grade projects, the focus is usually placed on the product. However, before a product is presented, the stu- dent-artist goes through several steps in the art-making process. These steps are where learning truly takes place. This raises an important question: Why is there so much emphasis on the final product? What if we didn't assess the project, but rather the process? Our department at Apex High School recently decided to answer this question. We wanted students to complete self-assessments that covered a full range of artistic behavior instead of just focusing a com- pleted product. In essence, we wanted to teach our students to think like artists. Snapshot Blogging Asking students to speak and write about their work can be taxing. This is made even more challenging when the goal is for students to write about their entire art-making experience. We needed a tool to help stu- dents achieve this goal, so the idea of the "snapshot blog post" was con- ceived. We started by asking students to periodically complete blog posts about the process of their work. We called these posts "snapshots" because each is a glimpse of where each student cur- rently is in the creative process. Post- ing snapshots would occur frequently enough that students would need to Melissa Purtee and Ian Sands What if we didn't assess the project, but rather the process? 12 SchoolArts Continued on page 43. school arts Inspiring Creativity since 1901 October 2014 $4.95 Envision school arts SchoolArts magazine inspires… Self-Expression Student work from "The Accidental Self-Portrait," August/September 2014 SchoolArts magazine is written b rt educators for art educators. That's wh housands of readers rel on SchoolArts for artroom-tested lessons. Be inspired; subscribe today and get nine issues for only $24.95 . Go to , or call (800)533-2847

Articles in this issue

Links on this page

Archives of this issue

view archives of SchoolArts Magazine - February 2015