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Lesson Plans

Preservice Ele Ed

[ Thread ][ Subject ][ Author ][ Date ]
Marilyn Schnake (mschnake)
Fri, 21 Feb 1997 14:25:21 -0600

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Responding to Lorena Nalin who stated:
"First is the continual reference by these students that they "are not
creative" "have no artistic ability" or some similar statement when the
creation art work is presented. I do include their art work prodcuts along
with other assignments to determine their grade. But I have tried to
lessen their "level of concern" by including many types of assignments
(such as creating a game to teach/introduce or reinforce art concepts or
written activities) along with the art work."


One system I've used for assessment of Elementary Education majors' art
work focuses on the criteria all students can accomplish, not based on
talent or artistic ability. I use a rubric that is designed to rate a
student's developmental level. After all, life experiences inform our level
of abiity and talent. Therefore, if students are assessed on "where they
are" on a continuum (naive to sophisticated) based on specific criteria,
they understand that the assessment is not biased, less subjective, or a
no-win. The criteria are task-specific instructional expectations. What
learning do you want students to demonstrate/show evidence? The students
discuss the criteria prior to their assignment/problem--such as the impact
of a conceptualized idea into a form; degree of elaboration/invention,
etc.; degree of technical facility; degree of appropriate
design/composition attributes--whatever relates to the study. They do not
receive letter grades on art work but do so on the completion of a
portfolio of artwork. Hope this helps! Studying the works of Grant Wiggins
(CLASS) and others will offer more complete explanations and support.

I've found students accept this form of assessment for products and written
work (different criteria, of course). They should be familiar with the use
of rubrics when they become teachers of all subjects.

Marilyn Schnake

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