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Lesson Plans

FW: A Favor, please...

[ Thread ][ Subject ][ Author ][ Date ]
Fields, Linda (
Fri, 15 May 1998 10:31:18 -0400

> ----------
> From: Sandra Hildreth[SMTP:shildret]
> Reply To: shildret
> Sent: Thursday, May 14, 1998 10:36 PM
> To: Fields,Linda
> Subject: A Favor, please...
> Linda,
> I'm getting my ArtsEdNet mail, but I am having a problem posting
> messages. I've been directed to resubscribe. Could you please forward
> this message to ArtsEdNet for me - it's on a topic I wanted to comment
> on about a week ago. Thanks, Sandy
> Re: Early finishers
> Everyone seems to be looking for art puzzles, sketchbook assignments,
> or
> extra topics for students to do who finish projects early. Now, I have
> early finishers too, and sometimes I resort to things like that to
> keep
> them busy, but aren't we all missing the point here? The creative and
> performing arts are arts of practice, revision and reflection. Just
> because a
> child draws a still life once or sings a song once doesn't mean it's
> the
> best they can do. Think of how we, as artists, approach the creative
> tasks that we are involved with. As I work on a painting, first of all
> I
> never finish it in one sitting, I frequently stop and just look at it,
> and many, many times I redo or add or delete things - again stopping
> to
> look at and analyze it. Is it what I want? Are the elements and
> components working the way I want them too - what could I do to make
> it
> better? I don't know if I've ever actually asked myself those specific
> questions - but I hope you all know what I mean. When we have early
> finishers, we should be teaching them how to be reflective about their
> work, how to look at it - what they need to look for - in order to
> learn
> that change and revision are part of the creative process. A painting
> is
> not done just because all the background is filled in and the
> assignment
> requirements met. I find most kids have a really difficult time
> understanding that. They are so accustomed to just completing
> assignments. Read the text and answer the questions ! We, as art
> educators, need to cultivate the creative process. And this doesn't
> mean
> we are turning all our little painters and potters into artists.
> Whatever people make, whether it's a loaf of bread, a quilt, or
> filling
> out a job application - there are opportunities for revision and
> reflection.
> So I try to build opportunities for this into my projects. People who
> finish early get to get started on their self assessments. I try to
> set
> up specific questions for them to answer - and then encourage them to
> work on their projects more if that is what is indicated by one of
> their responses. For example - on an advertising project - I will ask
> them if they have all the separate components of an ad (listing them)
> -
> if they don't, then they need to add what's missing. Usually the ones
> who finish early are the ones who are careless about meeting all their
> requirements, or just fast workers who speed through whatever process
> they happen to be working with. So a reflection or self assessment
> document can get them to look at what they've done and perhaps work on
> it some more. The better students are usually the ones who take more
> time, and are more apt to have done most everything with quality and
> care - therefore being able to quickly and easily complete the
> self-assessment.
> --
> Sandra Hildreth
> C.L.A.S.S. (Cultural Literacy through Art & Social Studies)
> Art 7-12, Madrid-Waddington Central School, Madrid, NY 13660
> Art Methods, St. Lawrence University, Canton, NY 13617