To put my 2 cents in on the quality issue...This
discussion is a prime example of the need for
backwards planning in your lessons (we talked about
backward planning earlier on the list). I have been
working with an intern since school started. One of
the discussions we have again and again is about the
notion of establishing a "quality expectation or
benchmark" in your mind as the teacher...what will the
students learn from this art experience and how will
the quality of their art work or their writing, etc.
serve as evidence of the learning? What in your
teaching will help the students reach that "quality"
Language is SO important in the creation of a rubric
or any other assessment for that matter (or in how we
teach WOW!)...what does the phrase "effective use of
color" mean- especially to a student artist? I teach
grades 7-12 and have never scrutinized the language I
use in my teaching as much as I do now. It has been my
experience that as the student artwork becomes more
complex-paticularly in content- the assessment has to
be SO SO SO carefully planned. I have a quote taped to
my computer at school that says something like "Until
you realize how much you don't understand about
something, your learning will never become deeper and
so on... Boy am I in the big middle of that right now!
:)
Amanda
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Somewhere in Texas there is a village without an idiot.
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