SchoolArts Magazine

March 2015

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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Page 16 of 70

A S S E S S M E N T A Game Plan for Self-Assessment Continued on page 59. as "draw lightly with crayon, fill in with color, add details, and use four crayon techniques." This serves as a reminder in case students forget some- thing. Students also record how they are doing when the teacher calls for a midpoint check. This could involve check- ing steps completed and noting steps to be completed, or compar- ing their artwork to posted product crite- ria. This gives them an opportunity to make sure they are on target, consider making changes, or get feedback from the teacher or peers. Self-Assessing After the artwork is complete, there is space to describe a problem, challenge, or "roadblock" that was solved, and what the student thought was success- ful. The retelling of problem solving and what led to success, along with generate ideas and plan out their work. Students list or sketch what inspires them from the images or other ideas discussed at the beginning of the les- son. They also record their own ideas, which may be chosen after a group brainstorming, visualization, or other activity. This component is cen- tral to students tak- ing ownership of their creative work. If the lesson is too teacher directed, what incentive is there for students to be invested in the outcome? Making artwork personally meaningful and relevant comes from connecting ideas to self. The Game Plan and Art-Making The game plan is revisited as students make art. The basic steps for the les- son should be posted so that students can follow a list of process steps, such H ow can we help elemen- tary students become more reflective about their creative process and art production? How can we use self- assessment to support critical think- ing and problem solving? Last summer a curriculum writing team from our district grappled with these ideas. We mapped out what we wanted our students to do as part of the artistic process and wrote ideas on sticky notes. While discussing ideas, the sticky notes were arranged in a rough sequence. This was the genesis of "My Game Plan for Art." Starting with a Lesson Challenge At the start of a lesson, students engage with art reproductions or other visuals, and the teacher presents a lesson "challenge" (what they will be creating). Recording the challenge or having it printed on the game plan helps students to stay on topic as they Jean-Marie Galing Making artwork personally meaningful and relevant comes from connecting ideas to self. 12 March 2015 SchoolArts

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