Red Ribbon Doors!

During the month of October, our BEARS groups have been learning about the dangerous effects of drugs and have been spreading awareness in our school about the importance of saying NO to drugs.  Next week we will be participating in Red Ribbon Week at our school; taking the pledge to stay safe, healthy and drug free.  One way we are spreading awareness at BMS is with door decorations.  Below is my 8th grade BEARS door design for Red Ribbon Week!  Stay tuned for some fun dress-up day pictures to further promote a safe, healthy and drug free lifestyle!!

ArtBooks!

This quarter I had my fifth through eighth grade students create ArtBooks for class.  I use these like a sketchbook although students do not have sketch assignments on a daily or weekly basis and they do not take them out of the classroom (except when necessary).  I have been using these ArtBooks for lesson and unit notes and brainstorming ideas for final projects.  I have really liked utilizing the ArtBooks in class, because I can gain useful information (formative assessments!) just by asking students to show me what they are working on in their books.  We have been able to adapt this as a routine in class - students know that when they have a question I am going to ask to look in their ArtBooks to access their notes or sketches.  I also like that the ArtBooks help to get students involved with the lesson during the instructional process - rather than going through a lesson and then having them work on something.  This is a great way to encourage accountability in class and I think the students are doing really well with these!

Below are examples of the Art Math my fifth grade students are currently working on in their ArtBooks.  Fifth graders are learning about color theory: Primary, Secondary, and Tertiary/Intermediate Colors as well as Complementary and Analogous Colors.

Promoting Student Ownership

I recently found an article from the November 2008 issue of Education Leadership titled "Formative Assessment that Empowers".  My action research has been on promoting student responsibility and ownership in my middle school art room and I continued to search for suggestions on how to do this with my students.  One example outlined in this article was about a seventh grade teacher who had their students create a checklist and rubric to plan, monitor and refine their drawings of the water cycle.  As the teacher walked around the room each day, he was able to refer the students to their checklist and rubric to offer connections or lack thereof.  It was noted that students soon became focused on the checklist and rubric and it aided in the quality and accuracy of their drawings.

My eighth grade students are currently working on a micrography drawing lesson - drawing only with text.  Before students began working with ink, I guided them through the process of creating a checklist for their work.  We then used the checklist to create the rubric that will be used to assess the final drawings.  The drawing checklist consists of the following criteria: Shading is completed using only text; Full range of values present (gradation); Final product is clean and undamaged (craftsmanship); Drawing is complete (design fills the paper); Creative design (unique, detailed, interesting).
Students will also be assigned to complete a written self-evaluation; this checklist consists of the following criteria: Complete sentences; Legible (easy to read and understand); Lesson vocabulary used correctly.

This is the first time I have created a checklist with the students - in the past this is something that I had always created for them prior to the beginning of the unit or lesson.  For the most part I thought this process went over very well - because it was the first time going through this with students, I noticed that they did not offer very much for the checklist, so I had to really push for students to participate.  I think that this would improve the more students are exposed to this process.  Overall, this helped to give students a say in the work that was being assessed while also providing them with a very clear outline of expectations for their drawings.

Click on the link below for this Educational Leadership article -
Formative Assessment that Empowers

Example of Micrography

3, 2, 1...Action!

Last Friday we had our annual Freaky Friday celebration at Byron Middle School.  Freaky Friday falls on the Friday of Homecoming week and all of our middle school parents join their students for a day at school!  The kids absolutely love this day, and I think the parents enjoy going back to their middle school days too :-)

Last Wednesday as I was drifting off to sleep I began thinking about how I could involve the students more in the project introduction when their parents are in the classroom.  And then it came to me - why not let the students tell their parents what they have been learning about with a movie?  Great idea, except, I had never made a movie incorporating multiple photos and video clips...so it was going to be an experiment.

I was so excited to introduce this idea to my classes - and they were super excited when they heard about it!  I was so happy...and relieved that they wanted to participate.  We took many pictures and recorded a few video clips and I put them all together using iMovie on my iPad.  They were ready to go for parents on Friday and my students and I were excited to share them.  They were a big hit!!  I have expressed to my students that I would like to create movies about our lessons and they seemed to really like that idea.  What a great way for students to take ownership and share what they are learning in the Art room!

I have included a couple of the movies for you to watch.  Enjoy!

Action Research Update

One of the articles I have recently read is How to Help Students Take Ownership of the Learning Process, by Jeffrey Carpenter.  Carpenter suggests five strategies that encourage students ownership in school.  One suggestion is to use formative peer assessment as it can provide "more immediate and individualized attention".  I have used formative peer assessments in my fifth through eighth grade visual arts classes and have really enjoyed the feedback that students are providing for one another.  Today I had students in my fifth grade class conduct formative peer assessment with their one-point perspective drawings.  Students were to locate the horizon line, vanishing point, orthogonal lines and comments on their partners' details.  The conversations that students were having were great and some realized that they needed to change or add things on their drawings which is so helpful as I don't always have a chance to get around and talk one-on-one with each student every single day.  I will continue to use formative peer assessments for a quick way for students to gain useful feedback about their work.

Reflection

My action research work has focused mainly on encouraging my art students to take responsibility in the art classroom.  Throughout the past few weeks, I have been creating classroom routines with each group of students that I see - grades five through eight.  I am beginning to see students adapt to these routines including multiple cleanup routines, conducting pair share discussions and checking artwork with self assessment checklists.  One additional task I will be starting with students is to have them photograph their artwork (whether at the beginning stages, in progress, or finished) and email their parent(s) with a description about what they are learning in art and what the project is that they are working on.  My goal with this activity is to encourage students to take ownership of the work they create as well as providing important information about the art classroom to our middle school parents while opening up lines of communication for parents to discuss talk about their child(ren)’s work.

I am feeling very good about the work that is going on in my art classroom.  I do realize that it will take some time to continue to make our new routines a part of our everyday procedures, however each day we are improving and it is getting a little bit easier each time we go through with these classroom routines.  I am very hopeful that parents will enjoy hearing about what their students are working on in class, as well as seeing pictures of their work in class.  

Praxis Folio

Question 1: Why is teaching my content important to what I believe about teaching? How do I see these beliefs aligning with my teaching practices?

I truly believe in providing students with a well-rounded education.  Offering students core subjects as well as specialized subject areas is important for their growth throughout their school years.  Teaching art is a passion of mine; I feel that it is important for all students to have the opportunity to explore the world of art because it opens up opportunities for self-expression, provides students with opportunities to develop independence as well as collaboration skills, develops higher order thinking skills (critical and creative thinking) and provides a means for every student to learn and achieve.  I feel that I directly align my teaching practices with my beliefs; I provide my students with the opportunity to be creative in their own personal way while developing higher order thinking skills.  I have recently incorporated more collaboration among students within my classroom and will be doing so more in the future with other school staff and school administrators.  

Question 2: How is my understanding of content concepts guiding me in making needed changes in my teaching practices in the area of my content?

Although I teach the same units each quarter, sometimes in the same day, they are never the same for each group of students.  I am constantly assessing my students to see how they are doing, to see if I can move ahead or if there is need for reteaching.  Everyone works at a different pace, especially when creating art.  I encourage my students to take their time and in turn I need to make changes in my teaching to accommodate for their individual needs.  Encouraging students is another passion of mine, as it is difficult to hear students say that they “can’t” complete a task that I have introduced to them.  My goal is to make it very clear to my students that I do not accept “I can’t” in my classroom.  I work with them one-on-one every chance I can get to help them along and work through their struggles with the concept at hand.  Although I provide my students will project outline I think it is also important to encourage students to experiment with materials and technique in the art room; I want them to feel comfortable to think creatively and try new things.  I have learned so many great ideas from my students and I know this would not have happened if I would not have allowed them the opportunity to be creative.

Question 3: How am I coming to connect the depth of understanding and application needed in the learning process of each student? How am I changing my  content delivery to account for the cognitive processes of my students, engaging them in solving real life problems for building knowledge?

One main technique that I use in my classroom to account for all cognitive processes of my students is to work with them one-on-one.  This is not always an easy task, however, it is something I try to do with each student on a daily basis.  I get a new group of students each quarter; once I get to know each student my goal is to provide them with any information they may need.  Some of my students do better with information in writing at the board, while some need a copy of the information in their hands.  I currently have 6 sections of student for art each day, so my daily/weekly goal is to be organized for my students.  With so many kids coming into my room each day, I know how important it is to be organized so that they know exactly what their job is in class each day.  

I do think it is very important for students to engage in real-world problems.  I have begun working on creating projects for my students that prepare them for the real-world interactions that they will (or have already) encountered.  Collaboration is one of the ways that I encourage real-world situations in my classroom.  Students will work work collaboratively with people all their lives, and I feel that it is an important aspect for them to learn.

Question 4: How can the gifts, backgrounds, and interests of each person in the classroom community be used to help one another learn and make my content understandable and meaningful in their lives now?

I love learning about my students on an individual level.  Each student brings different experiences to my classroom and I enjoy giving them the opportunity to share their personal experiences with their peers and myself.  I aim to connect the material that I teach to student’s everyday lives.  Allowing students to work collaboratively opens up the lines of communication between students.  I love to see students work with one another to solve a problem and it takes various experiences to do so in the classroom setting.