Increasingly in my district, administrators and teachers in the
"tested" areas are putting more pressure on the unified arts teachers
(Art, phys. ed., computer, music) to incorporate writing, reading,
proficiency test vocabulary, extended response questions, etc. into our
curricula. There are rumors that there might no longer be any unified
arts in the district within a few years. We need to "prove" that we
are supportive.
I work in a middle school with a large population of students reading
far below grade level (as low as 1st grade level). One out of four
students is in special education. Art, potentially, could be the only
class where students feel successful. Many students have a natural
artistic ability, yet cannot read. When I incorporate too much reading
and writing (we are supposed to daily), they become frustrated. The
academic teachers all co-teach with a special ed teacher, but unified
arts teachers teach all of the kids on their own.
The heart of this dilemma comes down to proving to administrators,
other teachers, etc. that the art program is valuable AND also reaching
every child so that each one can be successful in art. Ironically,
NCLB leaves many of my students behind because it has become more
difficult for these students to feel successful anywhere in school.
I want my art program to stand on its own, so I feel I must grade based
on the standards and benchmarks. However, it is very important that
every student feels success in school and art (my bias, I guess).
Several of my students fail each quarter, but for reasons other than
their lack of proficiency in other academic areas. Most of the
students that have failed my art class, do not show up to school
regularly and make no effort to catch up on their work. They must
attend school and art class for me to even begin to understand what
they need to be successful.
Rachel in Columbus, Ohio
Rachel Smith
rsmith@columbus.rr.com
"We are the music-makers, and we are the dreamers of dreams..."
-Arthur O'Shaughnessy
Begin forwarded message:
> Standards Based Assessment.... I did do a search to
> see if I could find some samples for visual art. How
> are you going to decide what the "standard" will be?
> Based on what? a preconceived idea of what the
> standard should look like? Have fun.... I did find
> lots of stuff on Standards Based Assessment (related
> to NCLB). Art is always going to have some
> subjectivity in the grading....
>
