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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CONTINUED FROM PAGE 14. SCHOOLAR TSMAGAZINE.COM 49 and disagree on? What would y ou discuss during a critique session? • Assume the role of a museum educator. How would you craft a discussion about your chosen work with a small group? • Explore the connection between your artwork using another subject area (science, biology, math, etc.) in an artist statement. B y discussing, questioning, and investigating each other's work, students will be able to encourage each other towards more thoughtful and deeply enriched processes with studio projects. Benjamin Tellie is an artist and art educator who teaches art at the Charles E. Smith Jewish Day School in Rockville, Maryland. He is also a gallery instructor for the High School Seminar Program at the National Gallery of Art. N A T I O N A L S T A N D A R D Responding: Understanding and evaluating how the arts convey meaning. W E B L I N K Kimberly ® Watercolor Pencils are the only watercolor pencils I use in my watercolor paintings. The range of hues that these highly pigmented pencils can create is amazing. Whether I'm applying soft tints or stroking bold color in an area, the colors are always fresh and pure! ~Kathi Hanson General Pencil Company ~ Factory: Jersey City, NJ ~ MADE IN THE USA t d p i l A S S E S S M E N T Peer-to-Peer Reflections CONTINUED ON PAGE 50. would you feel? Why? • If you had to move around inside 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 • What 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. • How 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 reflection 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 regard- ing their work. Here are some concep- tual frameworks students can explore after they finish their projects: • If you had to envision a title or a word to give your artwork, what would it be? 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? • Craft 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.). • Critique your work with a partner for five minutes. Take notes and sketch out each other's comments. How is each comment shaped? what is being taught, deepen art- 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 between five and ten words that come to mind about the one 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 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 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 Make Learning Stick for Everyone with VELCRO ® Brand Hook & Loop a division of FASTENation, Inc. LEARN • CREATE • SHARE Get Stuck on Learning Today 800-876-9922 w w w . f a s t Use Offer Code SAM14 When Ordering

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