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Here is my grading philosophy and grade level curriculum at a glance.
Here is my grading philosophy and grade level curriculum at a glance.
When it comes to grading I have some very strong beliefs about the 4, 3, 2, 1 grading scale. It can be very devastating for a student to read they received a 1 or 2 on their art report card, but we need to flip this mentality. These grades aren't indicating failure or lack of intelligence, but a student who is working towards a standard or an expectation. Often times a 1 or 2 will be more likely during the first trimester because developmentally this is when students are becoming acquainted with the standards or expectations for their new grade level. This data helps me as their art teacher see an area for growth moving forward in the rest of the year. We build rubrics and have criteria set in class about each standard and sometimes students might have just missed some of the expectations. I hope as students, parents and teachers we can start to foster a mentality between us all that grades are an indication of progress being made and the possibility of growth.
The CDE Visual Art State Standards
The CDE Visual Art State Standards
Observe and Learn to Comprehend: Use the visual arts to express, communicate, and make meaning. To perceive art involves studying art; scrutinizing and examining art; recognizing, noticing, and seeing art; distinguishing art forms and subtleties; identifying and detecting art; becoming skilled in and gaining knowledge of art; grasping and realizing art; figuring out art; and sensing and feeling art.
Envision and Critique to Reflect: Articulate and implement critical thinking in the visual arts by synthesizing, evaluating, and analyzing visual information. To value art involves visualizing, articulating, and conveying art; thinking about, pondering, and contemplating art; wondering about, assessing, and questioning art concepts and contexts; expressing art; defining the relevance, significance of, and importance of art; and experiencing, interpreting, and justifying the aesthetics of art.
Invent and Discover to Create: Generate works of arts that employ unique ideas, feelings, and values using different media, technologies, styles, and forms of expression. To make art involves creating, inventing, conceiving, formulating, and imagining art; communicating, ascertaining, and learning about art; building, crafting, and generating art; assembling and manufacturing art; discovering, fashioning, and producing art; and causing art to exist.
Relate and Connect to Transfer: Recognize, articulate, and validate the value of the visual arts to lifelong learning and the human experience. To respond to art involves relating to art; connecting to art; personally linking to art; associating with art; bonding to art; moving toward art sensibilities; shifting to art orientations; thinking about art; attaching meaning to art; replying to art; reacting to art; internalizing art; personalizing art; and relating art to diverse cultures.
To read more about the CDE Visual Art Standards click the link: https://www.cde.state.co.us/coarts/visualarts-statestandards
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