Friday, July 11, 2014

Micropresentation for my project

The arts tend to get less attention in the curriculum and often are still the first to loose funding or are cut from the curriculum. I plan to add the arts into the STEM equation.  I intend to explore some STEM lessons and bring the arts into equation. I plan to use the studio model of the 4 studio structures and the 8 studio habits of the mind to create and form these STEAM lessons that will culminate in an art project.  For example, I might start with a science SOL bring it into my computer lab, use a math to grid off the page using golden square etc. and creating an art and design project.

The purpose is to show what artists do to create, to show how we teach art and how our students learn. Artists, artist-students would use research, and may use science to look at and explore natural objects, use math make calculations, or literature and technology as a research base for their art projects.
I plan on talking with our STEM teachers and getting their input and maybe rewriting one of their lessons. I plan to read the research out there already. I believe one great research source will be reading the “Art of Critical Thinking”, which shows and demonstrates the philosophy of STEAM as a school wide initiative. I will look for lessons and school systems such as Albemarle already using STEAM lessons.


My goal is to create and teach a few good lessons.  I would then offer a session in my learning plan on how to do this lesson for professional development. I would add it to my blog and share in my teacher portfolio. Possibly, I would share on Artsonia.  I would like to give workshops in the district and eventually present on the state level VAEA conference.  If that were successful I would propose to present at the national level and the NAEA conference. 

Thursday, July 10, 2014

Thoughts on Assessment



Assessment:
As I think about my project and the relationship that already existing between STEM and STEAM.  I feel the STEM group may rely on the arts and they are just not recognizing it.
In the Arts we create a hypothesis. In doing so we ask what the thing should look like. We create thumbnails, storyboards, sketches, notes, doodles and the like.
We research to figure out what to do and try to figure out how to do it. 
Artists think about the materials they want to use and often research them. Specific materials are needed, as artists- teachers we need to choose our medium and the materials that are needed?  In procedure artists and scientists differ most. A ridged procedure versus one that embraces accept, happy mistakes, acts of GOD if you are so inclined. We make careful observations, which are followed by experimentation. This leads the artists- students into new paths and new discoveries take place. The work begins to engage the student in dialogue. As the dialogue between the artist-student and the object changes as the piece transforms. Art teachers demonstrate their learned and practiced techniques, before the students practice through studio work, This gives students the necessary steps to begin their journey of problem solving. Sometimes the work takes on its own life. We critique the results and we begin again form there. Our result is our product. It is a measurable result. How do we measure it? We design a simple rubric.

The Measurable Result is assessed
            The tool is a rubric and could even be a bubble sheet.

Rubric key:
5= extremely well done above expectations
4= It works and meets expectations  
3= has the basics and meets most expectations
2. =Almost there needs work meeting only some expectations  
1. =No clue or needs improvement

Rubric
1. Does it solve the problem?
2. Does it make you think and respond?
3. Does it contain elements of design and composition?
4. Does it elicit a response or reaction?
5. Does it demand attention?
6. Is it original?                                                                                                                                                                                                  
Artists and scientists often think in many similar ways using a similar scientific method, compliment and bounce off one another adding greater understanding to problems and solutions of the world. Artists are pragmatists.

Assessment must be formative taking into account where the students start and where they go.  This can be observed and documented by photographs of their work, by notation and by their formal written critiques of their work.

I have my students write a formal critique for each project as follows:

Critique guidelines

Description
Description is looking closely, absorbing, seeing, looking and describing all the details.
Description is objective and begins by discussing the subject matter. You might begin with a photograph being black and white or color. Do not take any details for granted.
Once you have stated the subject elaborate on what you see. Describe what people are wearing or doing, the kinds of leaves, trees or berries even the type of rock formations or appearance of the trees, rocks or grasses. Look them up if necessary.

Reflection
This section will focus on emotions and interpretations that the images evoke for you as the viewer and creator.  What is the context of the picture?  What does it make you think about and remind you of?  How does it make you feel?  Create a story about the image from looking at the image.

Formal analysis
After looking carefully at the image and considering its emotional and interpretive properties the formal analysis is next.
That is a description of as many of the elements and principles of design (maximum 5 minimum 3) as you can apply to the image. Start with the elements that are most strongly represented. For example, how do the lines and shapes create frames or direct your attention?  What do they direct your attention toward? How is contrast used?  What draws your attention the most in the image? How is the image balanced etc. This is also a valuable assessment tool.





Tuesday, July 8, 2014

Thoughts of the Day on Leadership and instituting change

In discussing fine arts with my fine art teacher peers today we have some of the same concerns. Why are we not still not taken seriously as a stand alone discipline. In the scheme of things fine arts is clumped with others into a fine arts elective. Why?  This may be a district issue. One thought from the group involved adobe certification may help a graphic arts program by enabling them to get certification themselves and possibly using that certification as one of their exit standard diploma and technology requirements. I think that may be a nice route to go with my graphic arts class if I can shave out the time for my own certification.

I believe I would like my project to be creating STEAM lessons using the Marzano style format and help make the push toward the addition of art into the STEM equation. I know there is a lot research out there that will help me in my project.

So, today I searched the library and found an overwhelming amount of supporting literature. One thing that stuck out is that there is also a legislative initiative in Great Britain to add the A(arts)  to STEM.  I feel this would be a good legislative question for Senator Kane tomorrow.  I would like to ask him if there is any talk of incorporating the arts into the current stem curriculum to improve higher level critical thinking thereby putting STEAM into STEM.

We had a great discussion about teacher leaders. In reflection the ideal would be a school of all teacher leaders. I remember reading Nelson Mandela's biography he was a great leader. He was a symbol of peace making leading by example not force.  Respect, collaboration, doing what is right, having passion for your beliefs and what you teach; believing that all children can learn in their own way, taking risks, persistence, patience, good communication skills, and having a real presence in the community these are traits of school leaders.  So in my ideal art centered school we can all become school leaders in a rich learning community of sharing and caring.



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Monday, July 7, 2014

Initial thoughts

My initial thoughts are that a studio approach to teaching and learning might benefit all involved in the teaching and learning process.  As an art teacher we model and demonstrate and than we give students a problem to solve.  We open channels for research and for them to make connections.  Students respond, research, think critically, brainstorm and communicate their research and their thoughts in their craft or project.  They assess their own work in writing. We come together for a class critique and others respond and think critically about the work of their peers.  This seems perfect to teach math, and
My environmental club at out Countywide YAM Celebration raising money for our Courtyard Project.
Our gaol: to buy a gazebo add plants to it and and plant 4 dogwoods in the courtyard
by designing the with a big idea in science this approach should also work enhance student learning.


Granted this man is very creative, action oriented, supplying an important need and and fundamental human need and function.  Visual Artists are makers.  They are doers and for this the film has it's good points and ideas about teaching and learning. Making is ........doing


These are good reasons I believe the STEM to STEAM.