Hi Marvin -
right now I don't use this in my art classes - but I teach an
arts-based literacy class... writing, reading, speaking, listening and
observing (and technology) through the arts - those are the literacy
strands - I was given a 7th grade class 3 days a week and that is what
I decided to do with them.
Last year I started a wiki page for the classes - it has been the best
thing to help teach the students to coach each other. For instance, I
started by posting an image and they had to tell me what they thought
was happening - what was the story being told? I used Christina's
World - they posted their thoughts.
Next stage was posting several images and assigning - then describe
the image using rich and precise language. They again had to post
comments - but they had to find a good example and explain why they
thought it was a good example. i could also find examples and post to
the homepage. The next part was to send an e-mail with constructive
comments to someone that needed to work on their descriptions... I
could monitor their on-line discussions, pull good examples - offer
individual feedback etc...
The great thing was when that nugget of great dialog came through - I
could pull and post for all to see -
The kids have also been peer conferencing with their writing since
primary school - I have handouts that I use when they read someone
else's writing - or they evaluate someone's artwork. The handout's are
based on the rubric - it includes a checklist of things I am looking
for and a place to elaborate.
If they can identify it in someone else's writing, hopefully that will
transfer over to their own.
I plan to make more of an effort to use the wiki with my 8th graders.
I only have them once a week and it is more difficult to get everyone
active - but my 8th grade art students are my former 7th grade
literacy class - so the base it there.
I hope to use a voicethread for comments and conferencing too - they
enjoyed using them last year.
All wikis and voicethreads are closed to the public - nothing is
published... and I can invite outsiders if I want.
Some of the quietest kids had the most profound things to say and we
would have missed them because of their comfort level and speaking in
front of peers.
On Fri, Jul 11, 2008 at 1:00 PM, Marvin Bartel <firstname.lastname@example.org> wrote:
> I am writing an essay about peer learning in studio art classes. Do you do intentional things to encourage and guide peer coaching in the studio art classroom? Do you have questions about how to encourage peer teaching/learning in the art studio classroom? Do you have a rubric that helps students understand successful team participation. If so, please respond to the list or directly to me.
> Marvin Bartel, Ed.D., Professor of Art Emeritus
> Adjunct in Art Education
> Goshen College, 1700 South Main, Goshen IN 46526
> studio phone: 574-533-0171
> Home Page in Art Education
> Home Page as an artist
> "We need to remember that we are created creative and can invent new scenarios as frequently as they are needed." -- Maya Angelo
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