Establish a possible curriculum for the 5th and 6th
grade. Try not re-inventing the wheel, go online and
look what is available and select what might work for
Second give a simple pre-assessment that might include
matching, true/false and maybe a drawing exercise or
creation part. The things should be basic: line
identification, color mixing, shape/form
identification, writing about a piece of art, texture
identification, cutting, glueing etc.
I participated in the development of your Elementary
program and had many of the issues you discussed about
students not knowing things. I came up with a
solution by creating centers or visuals around the
room where students could find the answers. The
centers/visuals can be expanded as new questions or
issues develop. In the case of the ruler I created a
large ruler with the measurements on them along with
how to measure a piece of paper, make borders etc.
The centers/visuals you can use year to year and with
5th or 6th grade. You might even consider having the
students participate in the creation of these
visuals/centers in order to reinforce the concepts.
Directing students to find the answers and having them
available makes students more independent and will
free up time for you. Having students find answers is
much more a "real world" experience then just
supplying them with the answers.
You will find having resources available and ready for
students you will spend less time on the small
concepts and focus more on the big ones. This will
make your 7 week class time more productive.
Good luck on your assignment.
--- chris massingill <email@example.com>
> Hi Everyone,
> I am going to be switching from 1st - 5th to 5th and
> 6th grade only in a district without a curriculum.
> Technically, last year was the first year for art
> so my students have had one year of art, but there's
> no telling what they covered as each elementary
> teacher creates their own curriculum.
> So, I was wondering if anyone on the list does any
> kind of pre-assesment at the start of the year that
> they would like to share, or do you just plan
> assignments and adjust as needed.
> One of the reasons I ask is that I had several
> problems last year where I had planned projects or
> assignments that had postponed when I discovered
> I had fifth graders who didn't know how to use a
> or how to mix green. In these classes, we discussed
> an artist or a concept and started a project only to
> find that the kids couldn't do the production part
> the assignment.
> And of course when asked if they know how to use a
> ruler everyone says "YES!!" as if I have asked a
> ridiculous question, but then they come to me later
> and ask "what does cm stand for?" or they have to
> their assignment because they can't tell the inch
> from the 1/4" line.
> I would like to avoid this problem this year and
> sure to cover what they need before we get to the
> making portions of our project, but I'm just not
> how to go about testing them on the basics and if I
> did have a pre-assesment it would be nice to be able
> to give it at the start of the quarter and again at
> the end to measure their progess. Any suggestions
> would be appreciated.
> Also, I think I should mention that I see them every
> day, but only for 7 weeks, so time is of the essence
> in covering material.
> Thanks for your help!
> chris in Central Arkansas
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