Program Evaluation
Program Evaluation
Embedded Files
What did you ask students to evaluate their learning? What was your rubric for evaluating them?
Our rubric had questions that asked students about their understanding in materials, possibilities, connections, and freedom in art making.
What responses did you receive from students via your evaluation?
The questions regarding materials, we wanted students to reflect on the possibilities instead of a right or wrong answer. We also had questions regarding the freedom in art making, because a lot of the students had that concern; students wanted to make sure they were able to make art they wanted to make instead of a general one kind of project.
Reflect: How do students' responses inform your understanding of student learning? How does it inform your teaching practice?
The fact that students were able to answer the questions without asking for explanation of the questions, informs us that they understand the topic and that they've retained the information given to them. It informs my teaching practice by giving me a general espectrum in where students' understanding falls into. Out of the 100% of understanding, in my summer class we had a around 85% of general average.
Art from urban nature
Art from urban nature
Students and teachers had a conversation about the materials for art making that are found around the school grounds; although the school is surrounded by green spaces, it's inevitable not to find other man made objects, and trash. We talked about intertwining found objects and nature to reflect on the current pollution of the planet. Students reflected on their concerns for the future by stating all of the statistics they know about plastic pollution, microplastics, human footprint, and human civilizations life expectancy. Surprisingly, and not because of the school's environmental culture, the students knew a lot!
Free Form Self Portraits
Free Form Self Portraits
Because we started with a discussion about the student's freedom in their art making, students had the opportunity to make self portraits without any limitations or constraints. Students eagerly modified their own black and white pictures, transforming them into avantgarde pop art.
Andy Goldworthy's Art in Nature
Andy Goldworthy's Art in Nature
Students watched a documentary about the photographer, sculptor and environmentalist : Andy Goldsworthy, who produces site-specific sculptures and land art situated in natural and urban settings.
The students were extremely mesmerized and excited about the possibilities and couldn't wait to go outside to the gardens to see what they could make. They loved the idea to make art with natural materials to be left to be destroyed by nature.
Sidewalk chalk Mandalas and Messages
Sidewalk chalk Mandalas and Messages
Students were familiar to the look of Mandalas, but didn't know their significance : "The original meaning of Mandala is “circle.” Mandalas are meant to represent fullness, wholeness, and infinity, helping us understand what exists beyond the world we inhabit. Mandala is seen all around us, in the moon, sun, and Earth. If you study how your family and social lives work, you will also see “circles” of life in them, particularly among friends and family members residing in the same communities." (AsianStudies.com)
Students drew Mandalas around the school's outdoors using chalk, and they added a positive message for the viewer.
"if you don't try, you don't succeed"
The Exhibit
The Exhibit
Students had a final exhibit at the end of the summer camp. Special thanks to Sean Leonard (student teacher) for helping us through out the camp and specially the final exhibit.
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