What can be learned

from the visual arts

about

Personalized Learning?

DIFFERENT ARTISTS

DIFFERENT DIRECTIONS

WHAT SHOULD LEARNING LOOK LIKE IN THE ART ROOM?

TEACHING ART AS A SUBJECT

• Discipline Based Art

Education (DBAE)

• Tests, Quizzes

• Learning about what

creators in the past have

done.

EXPERIENCING WHAT ARTISTS REALLY DO• Teaching for Artistic

Behaviors (TAB), or

• Choice-Based Art Education

• How do Artists work?

• Leading students through the

creative process.

ONE TEACHER’S PERSPECTIVE

Dr. Andrew Wales

• 29 years of teaching art

• Primary

• Middle School

• High School

• University Art Education (Mansfield University)

WHY PERSONALIZE?-BECAUSE ONE SIZE DOES NOT FIT ALL!

•Wide range of abilities

•Wide Range of student needs

•Teaching several classes at one time

•Wide range of interests

CHOICES & VOICES

Everyone is taught the same standard. Does everyone have to take the same path to reach that standards?

OFFERING CHOICES CAN SPUR ENGAGEMENT AND ACHIEVEMENT

• If everyone is doing something different, how do

you plan?

• What do I grade them on?

Students tend to

choose projects that

are an appropriate

challenge for their

ability level.

TRANSITION TO INDEPENDENCE

• Start with structure.

• Transition to Guided Inquiry.

• Offering choices.

• Suggesting ideas for independent

study.

CATEGORY 4 Outstanding 3 Average 2 Fair 1 Poor

Focus Consistently stays

focused on the assigned

learning goals and what

needs to be done. Very

self-directed. Student

aside artwork to

participate in discussions,

demos, and writings

without prompting.

Focuses on the assigned

learning goals and what needs

to be done most of the time.

Sometimes needs to be

prompted to set artwork aside

to participate in discussions,

demos, and writings.

Focuses on the assigned

learning task and what needs

to be done some of the time.

Often must be reminded or

prompted to work on

learning task.

Rarely focuses on the task

what needs to be done.

Spends time working on

projects for other classes or

sitting idly.

Contributions Routinely provides useful

ideas when participating

in the group and in

classroom discussion. A

definite leader who

contributes a lot of effort.

Usually provides useful ideas

when participating in the

and in classroom discussion. A

strong group member who

hard!

Sometimes provides useful

ideas when participating in

group and in classroom

discussion. A satisfactory

group member who does

is required.

Rarely provides useful ideas

when participating in the

group and in classroom

discussion. May refuse to

participate.

Preparedness Brings needed materials

to class and is always

ready to work. Always on

time.

Almost always brings needed

materials to class and is ready

to work.

Almost always brings needed

materials but sometimes

needs to settle down and get

to work Sometimes late.

Often forgets needed

materials or is rarely ready to

get to work. Often late to

class.

Listening Skills Student listens attentively

when others present

information. Does not

interrupt or disrupt.

Student is mostly attentive

when others present

information.

Student is often inattentive

and needs reminder of focus

of class. Makes disruptive

comments.

Does not listen to others:

regularly talks while others

speak or does not pay

attention while others speak:

detracts from discussion.

Organization Student cleans assigned

area and puts materials

where they belong.

Finishes their own area

and contributes to

maintenance of

Student cleans assigned area

and puts materials where they

belong.

Student sometimes leaves

materials where they do not

belong. Area not thoroughly

clean.

Student often leaves

where they do not belong.

Does not clean assigned

CLASS PARTICIPATION RUBRIC

INSTRUCTION IS NOT PLANNED AROUND “PROJECTS” BUT ON ARTISTIC BEHAVIORS

• What behaviors, attitudes, and conditions best support innovation and creative thinking?

• How do artists work?

ANALYZING PERSPECTIVES

EVALUATION-WHAT IS THE PURPOSE OF GRADING?

•Meaningful feedback

•Weekly class participation

•Bi-weekly Benchmark

•Monthly Summative Portfolio Review

SUMMATIVE ASSESSMENT: PORTFOLIO REVIEW

How does collaboratively reflecting on a work of art help us to experience it more fully?

Citations:1. Image. CC0 Public Domain Free for commercial use. No attribution required. Retrieved from Pixabay.com2. Image. Classroom photograph.3. Image. Classroom photograph.4. Image. Image. CC0 Public Domain Free for commercial use. No attribution required. Retrieved from

Pixabay.com5. Image. Retrieved from: http://www.nationalartsstandards.org/6. Image. Classroom photograph.7. Image. Classroom artifacts.8. Image. Classroom artifact.9. Image. Classroom artifact.10. Image. Classroom photograph.11. Figure A. Retrived from: http://digitalvoices.eyeconic.ca/units/the-creative-process/

Figure B. Retrieved from: https://artsedge.kennedy-center.org/educators/lessons12. Image labelled for non-commercial reuse. Retrieved from: https://www.flickr.com/photos/el_ramon/225571051913. Classroom artifact.14. Classroom artifact.15. Image A. Retrieved from artofeducation.com

Image B. Classroom artifact.16. Classroom Artifact.17. Figure A. Retrieved from: http://www.aiga.org/how-to-survive-a-critique/

Figure B. Retrieved from: http://n8tip.com/the-hamburger-method-of-constructive-criticism-works-for-vegetarians-too18. Classroom photograph.20. CC0 Public Domain Free for commercial use. No attribution required. Retrieved from Pixabay.com

WHAT CAN BE LEARNED FROM THE VISUAL ARTS ABOUT PERSONALIZED LEARNING?

• Are these approaches that could be utilized by other subject area

classrooms?

• In what ways could these practices promote:

Authentic assessment

Engagement

Incorporating student interests

Cultivating independent learning

Collaborative skills

Positive social interaction

Content area learning