Hi Kathy,
Absolutely! I've just returned from the midwest DI conference in Ohio.
I had already learned about it in great detail, but I realized that I
was giving choices but not adhering to KUDos (what I want them to know,
understand and do), and I wasn't weightingt he options they were given
to make sure that rigor wasn't lost in the process. Back to the drawing
board for me! I must love stepping off cliffs and trying something new.
vicki
-----Original Message-----
From: twoducks@aol.com
To: TeacherArtExchange Discussion Group
<teacherartexchange@lists.pub.getty.edu>
Sent: Tue, 19 Jul 2005 23:13:44 -0400
Subject: Re: [teacherartexchange] Elliot Eisner on choice/national art
standards
-----Original Message-----
From: vranck0602@aol.com
Unfortunately we are living in a standards driven era
.To Vicky and all...another good time to re read those standards. I do
not believe that aligning to these precludes in any way offering choice
to students. And keep in mind, choice based teaching involves an
enormous amount of instruction and information. But the students are
challenged to put it in to use in their own way...
Students know the differences between materials, techniques, and
processes
Students describe how different materials, techniques, and processes
cause different responses
Students use different media, techniques, and processes to
communicate ideas, experiences, and stories
Students use art materials and tools in a safe and responsible
manner
Content Standard #2: Using knowledge of structures and functions
Achievement Standard:
Students know the differences among visual characteristics and
purposes of art in order to convey ideas Students describe how
different expressive features and organizational principles cause
different responses Students use visual structures and functions of art
to communicate ideas
Content Standard #3: Choosing and evaluating a range of subject
matter, symbols, and ideas
Achievement Standard:
Students explore and understand prospective content for works of art
Students select and use subject matter, symbols, and ideas to
communicate meaning
Content Standard #4: Understanding the visual arts in relation to
history and cultures
Achievement Standard:
Students know that the visual arts have both a history and specific
relationships to various cultures
Students identify specific works of art as belonging to particular
cultures, times, and places
Students demonstrate how history, culture, and the visual arts can
influence each other in making and studying works of art
Content Standard #5: Reflecting upon and assessing the characteristics
and merits of their work and the work of others
Achievement Standard:
Students understand there are various purposes for creating works of
visual art
Students describe how people's experiences influence the development
of specific artworks
Students understand there are different responses to specific
artworks
Content Standard #6: Making connections between visual arts and other
disciplines
Achievement Standard:
Students understand and use similarities and differences between
characteristics of the visual arts and other arts disciplines
Students identify connections between the visual arts and other
disciplines in the curriculum
Grades 5-8
Content Standard #1: Understanding and applying media, techniques, and
processes
Achievement Standard:
Students select media, techniques, and processes; analyze what makes
them effective or not effective in communicating ideas; and reflect
upon the effectiveness of their choices
Students intentionally take advantage of the qualities and
characteristics of art media, techniques, and processes to enhance
communication of their experiences and ideas
Content Standard #2: Using knowledge of structures and functions
Achievement Standard:
Students generalize about the effects of visual structures and
functions and reflect upon these effects in their own work
Students employ organizational structures and analyze what makes
them effective or not effective in the communication of ideas
Students select and use the qualities of structures and functions of
art to improve communication of their ideas
Content Standard #3: Choosing and evaluating a range of subject
matter, symbols, and ideas
Achievement Standard:
Students integrate visual, spatial, and temporal concepts with
content to communicate intended meaning in their artworks Students use
subjects, themes, and symbols that demonstrate knowledge of contexts,
values, and aesthetics that communicate intended meaning in artworks
Content Standard #4: Understanding the visual arts in relation to
history and cultures
Achievement Standard:
Students know and compare the characteristics of artworks in various
eras and cultures
Students describe and place a variety of art objects in historical
and cultural contexts
Students analyze, describe, and demonstrate how factors of time and
place (such as climate, resources, ideas, and technology) influence
visual characteristics that give meaning and value to a work of art
Content Standard #5: Reflecting upon and assessing the characteristics
and merits of their work and the work of others
Achievement Standard:
Students compare multiple purposes for creating works of art
Students analyze contemporary and historic meanings in specific
artworks through cultural and aesthetic inquiry
Students describe and compare a variety of individual responses to
their own artworks and to artworks from various eras and cultures
Content Standard #6: Making connections between visual arts and other
disciplines
Achievement Standard:
Students compare the characteristics of works in two or more art
forms that share similar subject matter, historical periods, or
cultural context
Students describe ways in which the principles and subject matter of
other disciplines taught in the school are interrelated with the visual
arts>>>>
So I do not teach the standards, but the standards are embedded in
everything we do. And I do not teach painting flowers and I do not
teaching painting just once, but all year long. And the demonstrations
start with the simplest and then spiral back around...so in painting
for instance start with setting up, then later, mixiing colors, then
later, maybe painting in layers and sgraffittto, and then later,
subject matter, then a review of color mixing and so on.
regards,
kathy douglas
