Art should reflect it's maker. Art should be unique and expressive. We know this to be true, but it's hard to get a class to make unique works of art and still meet curriculum needs. Some opt for the cookie-cutter project and leave individualism to professional artists. Many, like myself, opt for open-ended projects that allow for unique interpretations.
However, as students become more familiar with media and procedures, I allow them more latitude to explore. My concern though is how to document progress and work on an individual basis and make sure everyone is digging deep. With that in mind, I created several worksheets to help track my student's progress. As I walk around I have a one-on-one conversation with students to see what they are doing, offer advice, or tips. I see my role as a resource and I tell them that. When you face a challenge, ask a peer, or ask the "professional."
Rather than providing answers, I sometimes ask questions that lead them to answers, or ask the class, or a student I know has dealt with that issue. As they work they have their documentation open. It's a page from "The Advanced Student's Workbook." I check off where I feel they are... 10% complete, 50%, 75%, etc. If I return a day or two later and the percentage has not changed, we have a discussion. Is it laziness? Have they re-started? Are they stuck? This tracking has been very helpful in assessing a grade.
They also use a universal rubric I developed with a colleague and have altered over the years. In it they have to justify how they have exceeded expectations should they feel they deserve above 90%, or admit how they might have missed the mark in some areas.
However, as students become more familiar with media and procedures, I allow them more latitude to explore. My concern though is how to document progress and work on an individual basis and make sure everyone is digging deep. With that in mind, I created several worksheets to help track my student's progress. As I walk around I have a one-on-one conversation with students to see what they are doing, offer advice, or tips. I see my role as a resource and I tell them that. When you face a challenge, ask a peer, or ask the "professional."
Rather than providing answers, I sometimes ask questions that lead them to answers, or ask the class, or a student I know has dealt with that issue. As they work they have their documentation open. It's a page from "The Advanced Student's Workbook." I check off where I feel they are... 10% complete, 50%, 75%, etc. If I return a day or two later and the percentage has not changed, we have a discussion. Is it laziness? Have they re-started? Are they stuck? This tracking has been very helpful in assessing a grade.
They also use a universal rubric I developed with a colleague and have altered over the years. In it they have to justify how they have exceeded expectations should they feel they deserve above 90%, or admit how they might have missed the mark in some areas.
Grades should not be arbitrary. When a project is complete, we review sketches, possible false-starts, the research they had to complete before beginning their work, etc. Because all of these reference pages are bound under one cover, grading becomes much easier for these very diverse and personal projects. You can see from my photos here that the grades are as diverse as the work.
Below is a video walk-through of the book I am using. It comes in a teacher's edition as well. Both can be found HERE, and on Amazon or at Nasco.
Below is a video walk-through of the book I am using. It comes in a teacher's edition as well. Both can be found HERE, and on Amazon or at Nasco.
| Independent Project Documentation Packet |
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