From a high school perspective, I absolutely agree with Kevan. Some of my students think that, because "it took so much time," or "I worked hard on it" they automatically deserve an A. At the beginning of every course I explain to my kids that I am looking for growth and progress and that, if they came in as "the best artist in the 8th grade," but are still doing the same things the same way when they finish with me, they will not be the ones to make the As. The kid, on the other hand, who comes in scared to death about drawing, but who shows both effort and progress, probably will. Thanks, Kevan, for putting it so well. Linda in NC
-----Original Message-----
From: Kevan Nitzberg [mailto:knitzber@ties2.net]
Sent: Sunday, January 30, 2005 10:42 PM
To: ArtsEdNet Talk
Subject: RE: Kids Should NOT Fail Art......
Although I am admittedly responding to this question of failing from a high school perspective, there are some underlying commonalities that seem to run across grade levels and have already been expressed in previous posts.
Effort is always going to be key to whether a student achieves success in what he or she is producing in the class although effort alone is not enough to secure an 'A' as a grade. It should, however, be enough of a measurable commodity that it will give the student at least some feedback in the form of a passing grade that provides recognition for having successfully fulfilled a portion of what was required. On the other hand, students who come into a classroom and have already achieved recognition for having displayed artistic ability in other classes or outside of class but do little or nothing in the class that they are currently enrolled in, and thereby show no discernaible progress, may, in fact, not pass.
The establishment of a rubric that truly displays the level of not only the effort but also comprehension and growth over the course of the class, would be helpful in determining the grade that ultimately is given. Stating from the get go that a student should not fail art implies that it is because it is not a class that has measurable goals in it that may be achieved through application and concentration. As long as a student is in any class, those whould be considerations that are important irrespective of the specific curriculum being taught. Art cannot be looked at as not being able to be a teachable subject if is going to truly be a core art of a comprehensive curriculum.
While is it arguable that talent alone may not be a teachable commodity, certainly proficiency can be taught and achieved. That should hold true as much for art as it does for any other academic area.
Kevan
[Kevan Nitzberg] -----Original Message-----
From: Occasm@aol.com [mailto:Occasm@aol.com]
Sent: Sunday, January 30, 2005 7:52 PM
To: ArtsEdNet Talk
Subject: Re: Kids Should NOT Fail Art......
I am still struggling with these things myself. My principal is pushing for less subjective grading criteria and I personally think this might be a good thing as it helps explain things to parents.
What do we think? On grading the end product.....
You have a student who says he's tried his hardest (as noted on his self-assessment rubric), but still creates a poorly crafted and designed piece. He was shown and explained the assignment's objectives and demos were done both personally and as a group.
Another student produces a better designed and crafted piece, but it still doesn't represent the super high-end work that is possible from maybe a few in class.
Do both students get A's?
Personally, If they do,. I think I have a problem with that.
mike sacco
p.j. gelinas jhs
setauket, ny ---
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