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Re: [teacherartexchange] Quality of work


Date: Sun Dec 03 2006 - 04:53:45 PST

One idea that usually results in better work is providing specific criteria for
the work that you can review with them...maybe a check list of the kinds of
things that you expect. These can and probably should be tied to your
objectives. These can be posted in the classroom on the blackboard or poster
board. These can be used for rubrics to evaluate their working process and
final work. Here are a few examples: edges of paper neatly and completly
glued to surface, experiment with media in five different ways before
beginning, five different sizes of shapes to provide variety, colors should be
repeated several times for unity, create five different textures, make a sketch
before beginning.

You may already do this, but these helped me to get the students to work hard
and take more time. This strategy usually resulted in better work. It also
allowed me to point to the criteria when students completed their work in a
hurry with usually poor results. It also helped when we had short sessions to
talk about the work.

One of the things I noticed though after using this method is that some of the
work started having a sameness to it. In other words there seemed to be the
same aesthetic preference being demonstrated in the work...mine. So be careful
with it so that doesn't happen. You can even put something in the critera that
says...try and do something different, surprising, humorous, ugly, or crazy
just for fun.

Hope this helps.

Diane Gregory

Quoting Tammy Morin <>:

> I have noticed that my students work doesn't have the quality or
> craftsmanship I would like. I am at a loss on how to get them to
> produce better work. They just scribble and rush through.
> >
> Is anyone having the same experience?
> I teach elementary so using grades doesn't work that well.
> Most of the time it is my 1-2 graders that really rush. My older
> students don't have the quality I want but I can push them and talk
> with them about getting the work to be better. I don't usually show
> them a good and bad example.
> Yesterday my 2nd graders had to finish a drawing and color it in. I
> teach them for about 75 minutes. They just scribbled the color all
> over the place. No thought to where it goes. If they were coloring
> the sky blue everything overlapping the sky got colored blue.
> Some had good drawings but started getting goofy like adding
> fireballs and one girl did a good drawing of her in front of the
> school then added a fiery ball coming out of the sky.
> I am frustrated because I feel that some of it is so unrecognizable
> that I can't hang it up.
> Thanks for your help.
> Tammy
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