Program Evaluation

What did you ask students to evaluate their learning? What was your rubric for evaluating them?

We made a brief questionnarie and talked to them about the questions and their answers as they were filling them out. Some of our students are not quite at reading level. Our rubric is based on how they responded to the material presented. We asked for favorite parts, connections, learnings, and how art connects to them to their feelings.

What responses did you receive from students via your evaluation?

Playing outside, dancing, making art, and expressing their feelings. One student named, "working together, and jumping and twirling." Another said, "draw butterflies" another said, "balance."

Reflect: How do students' responses inform your understanding of student learning? How does it inform your teaching practice?

Most of students responded positively to being outside. I would continue to deepen ideas integrating being outside with specific movement ideas and learning about plants, insects, and the communication that is happening between those elements.

Program Documentation

What activities did you work on with students? Write descriptions along with pictures and videos of student work

Balancing

In the nature area, there was a balancing stick, there were a few students that did it easily, others had a hard time. We would help those that wanted it, by the end of the prorgam all of the students could walk across the log with ease.

Dancing with Plants

We went on a nature walk, and collected one object to create a movment with. Students each found connections to a plant or rock and created duets together that demonstrated both feeling and physical sensation.

Insects

Playing outside was a highlight of every class, and all the students explored the bugs they met in the nature area.

Made From

We made insects using plastic spoons, paint, pipe cleaners and googly eyes. The students chose their designs, colors, and type of insects.

Spoons

This idea came about because we spent a lot of time outside and were exposed to different insects. We realized that some students were deathly afraid of some of the insects they encountered. By discussing insects and making art inspired by the insect we saw, the children became more comfortable with them and realized that they were not going to be hurt by the insects.

Hanging with the insects.

Observing the insects in the garden.

Milk weed bugs.

Up close to nature.

Stencil silhouettes

For this project we asked the children to make some dance poses as we photographed them. They selected the pose they liked best.

Add a Picture

After we developed the pictures, the children cut themselves out using scissors. They pasted the picture onto a black piece of construction paper.

Finish With Some Color

Using soft pastel paints in the colors of their choice, the children colored around their picture creating patterns or designs. Finally using their fingers they smudged the paint to create a hombre effect.

Floor Moves

Students were encouraged to find ways of relating to the floor, finding balance, stretching, and learning new complex movements such as yoga poses Bridge, Crow, and Boat.

Making

Why is clay important in the arts? It allows children to be creative and learn about texture, shapes, and forms by manipulating the clay by rolling, cutting, and shaping it.

Self Portrait

In this project the children made clay sculptures modeled from themselves in a dance pose.

Clay Figures

After the figures dried the children painted them. They also created an environment for their sculptures using paint, glitter, and recycled cardboard.

The Sculptures

Students made representations of themselves with air dry clay, painting them and creating their favorite environments for display. Talking about these figures led to interesting conversations about what felt important to include and why.