I will "differentiate" my lessons when the lesson calls for a "measureable
artistic" /techniques or objectives (i.e. shading, realism, print
quality....etc.), for my more gifted students, but I never "differentiate"
or place higher expectations on the "creative" more subjective portions of
the art class. It's a fine line, not perfected yet, but, it works for my
classroom, and believe it or not, through "osmosis" or the value of
"watching" my not-so-born-talented students' level will actually raise on
its own. I have taught 15 years in the middle school, and have been doing
this before "differentiation" even had a name or was a "popular"
Byron/Excelsior Middle School/CA
From: SPienschke@aol.com [mailto:SPienschke@aol.com]
Sent: Tuesday, February 12, 2002 8:12 PM
To: ArtsEdNet Talk
Does anyone differentiation instruction? What I mean is, does anyone put in
parts of their lessons that challenge the high ability learner. We are
currently redesigning our gifted curriculum and I was thinking how it can be
done in art. My lessons are based in art history and we reproduce art work
from various artists. I always get great work out of my talented students,
but am I really challenging them? Does anyone do this or does anyone have
any ideas. Please let me know.