SchoolArts Magazine

September 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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A S S E S S M E N T Peer-to-Peer Reflections CONTINUED ON PAGE 49. this work, in which direction would you travel? • If you had to spend the night inside this work, what or who do you think you would encounter? Develop • W hat might you add to this work? Create a sketch. • What do you think happens both before and after this scene? Why? Act out a scene with your partner. • H ow would this scene change in the next few hours or days? Will there be people or other things that enter into the scene? Through describing, interacting, and developing questions/prompts, stu- dents can explore awareness and sensi- tivity in their projects. Setting aside a r eflection time can be a nurturing and transformative experience for students, allowing them to provide and give feedback in new and exciting ways. Pushing Current Projects Further Carefully crafted reflective questions and prompts can carry students into more transformative thinking. Here are some conceptual frameworks students can explore after they finish their projects: • Envision a title or a word to give your artwork. Draw or create a painting in response to the title/ word. • If you had to change one thing about your work, what would it be and why? • C raft a haiku, free verse, quatrain, or blank-verse poem about the art- work. • Add more to the work using a dif- ferent medium with an overlay (frosted Mylar, acetate paper, etc.). • C ritique your work with a partner. Take notes and sketch out each other's comments. How can you visualize it? • Imagine having a conversation with a professional artist about your work. What would you agree making skills, and advance current projects. These exercises are meant to be short, ideally five minutes or less. Prompts and Questions Students can be asked to write, sketch, act out, or visualize reflec- tive activities to support thinking about their art. The following general prompts and questions can be used if students are split up into groups of two or three, and can be adapted to current objectives. Describe • Write down one thing you notice about the work. What might draw your attention? • List five to ten words that come to mind about the thing you notice. Choose one word for discussion. • Write one thing you like about another person's work. Interact • If you were inside this work, how would you feel? Why? • If you had to move around inside T oday's art students need skills that help them visualize, internalize, and transform their creative ideas. Strong, collaborative, reflective activities incorporated into studio projects can help make students' learning experi- ences more accessible and meaning- ful and add a beginning step to take original ideas further. Short prompts, activities, exer- cises, and discussions at the begin- ning, middle, or end of a class session can redirect, focus, and prepare students for current lessons and objectives. Reflective exercises empower students to refocus on what is being taught, deepen art- Benjamin Tellie Setting aside a reflection time can be a nurturing and transformative experience for students, allowing them to provide and give feedback in new and exciting wa s. 14 SEPTEMBER 2015 SchoolArts

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