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RE: Art Centers


From: Hillmer, Jan (hillmjan_at_TeacherArtExchange)
Date: Thu Feb 26 2004 - 10:44:38 PST

OOhhhh, THese are good. A whole new way to look at what we do. Boy - this is helpful. When we are evaluated, often the evaluator is not well acquainted with the arts and so much of the evaluation is based on an 'outside' point of view. This helps me to look at what I do with new glasses!
Thank you.
Do you use these questions to evalutate yourselves, Kathy? How do you fold your respnses into improving your curriculum?
(Not trying to be cocky)

-----Original Message-----
From: []
Sent: Thursday, February 26, 2004 7:23 AM
To: ArtsEdNet Talk
Subject: Re: Art Centers

Choice teachers are asked many questions about their teaching practice by educators who are more comfortable with teacher/curriculum-centered pedagogy. Here are my questions for those teachers: (and choice-based teachers also address these questions on an ongoing basis)
1. Can your students repeat an art work similiar to what they have done in your class, without your assistance or model?
2. How do you know what students have learned (as opposed to what they have done)?
3. How much are your students allowed to deviate from the model?
4. Does this deviation impact the grade that the student is given?
5. How do you manage variations in the speed with which students complete a given project? What happens when a student finishes early? What happens when a student is way behind the rest of the class in finishing?
6. If a painting, for example, is unsucessful, does the student have an opportunity to repeat the experience?
7. Do all of your students make something in each area of art each year? (painting, drawing, printmaking, fiber, book making, digital art, mask making, puppets, sculpture)
8. If a student makes brilliant paintings and does poorly in sculpture, what is the student's grade?
9. How much stylistic variation do you see in your student work? Can you pick out which student made a piece if it is unsigned?
10. What sort of art work do your students do at home? Is there a connection to what they are doing in class?
11. What percentage of special needs students are able to do your projects without assistance? What accomodations do you make for special needs students?
12. What percentage of students in each class are persistent behavior problems?
13. How often must you turn to magazines for new ideas?
14. How do you choose an idea which all the students will like enough to put forth effort?
15. How do you grade? Do you use rubrics? What do they look like?
kathy douglas
<< wrote:
"Once upon a time the animals decided to do something heroic to meet the problems of the 'new world.' So they organized a school.

They adopted an activity curriculum consisting of running, climbing, swimming, and flying. To make it easier to administer the curriculum, ALL the animals took ALL the subjects.

The duck was excellent in swimming, in fact, better than her instructor; but she only made passing grades in flying and was very poor in running. Since she was slow in running, she had to stay after school and also drop swimming in order to practice running. This was kept up until her webbed feet were badly worn and she was only average in swimming. But average was acceptable in school, so nobody worried about that except the duck.

The rabbit started at the top of the class in running, but had a nervous breakdown because of so much make-up work in swimming. The squirrel was excellent in climbing until she developed frustration in the flying class when her teacher made her start from the ground up instead of from the treetop down. She also developed a charely horse from overexertion and got a C in climbing and a D in running.

The eagle was a problem child and was disciplined severely. In the climbing class she beat all the others to the top of the tree, but insisted on using her own way to get there.

At the end of the year, an abnormal eel that could swim exceedingly well, and also run, climb, and fly a little, had the highest average and was valedictorian.

The prairie dogs stayed out of school and fought the tax levy because the administration would not add digging and burrowing to the curriculum. They apprenticed their child to a badger and later joined the groundhogs and gophers to start a successful private school.">>