I agree Michal - I see my role partly as a guide for all of the students' to
find their "inner artist" and giving a low grade can be discouraging rather
than encouraging. which seems so contrary to my overall goal. When a grade
is clearly labeled as a behavior grade then I find it more acceptable... BTW
I am in elementary schools...
Mary in No. MN and ND
----- Original Message -----
From: "M. Austin"
> Note: I give them all A's. Why is Art weighted so much more heavily than
> the other classes? The students have math for 50 minutes a DAY. I see them
> for less than 8 hours total each 9 week period, and a good portion of that
> is dedicated to finding their seats, quieting down, getting out supplies,
> & clean up. There is not a realistic amount of time for me to truely
> instruct and for the students to practice their new knowledge. What do you
> do when a student is absent? If they miss one class period how on earth
> can they make up the time missed? I told my administrator that I didn't
> believe we should mess with "good learning" with assessments. He agrees,
> so I just give the elementary students A's. In the last 10 years I have
> had 0 office referrals. Students are engaged in art while in my classroom.
> My principal has 2 daughters in my program, one very talented, the other -
> well, not so much. Yet it is obvious that they are both learning about
> art. I love not having the stress about grading - I do have to give grades
> at the middle & high schools, but even those are for the sake of "playing
> the game". I appreciate the fact that I am supported in my program. Many
> of my students go on into art related careers, so I must be doing
> something right!