Embedded Files
Standard 1 - Teaching Diverse Students:
The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop and learn within the context of their social, economic, cultural, linguistic, and academic experiences. The teacher uses these experiences to create instructional opportunities that maximize student learning.
Their Creative Freedom:
Their Creative Freedom:
There are two types of projects that the students get to work on during their time in art. They are Technicals and Exploratories. Technicals are projects where the teacher will guide them all throughout the entire project while Exploratories allow that creative freedom to come forth. Featured below are the notes that we have the students take for an Exploratory project. They are first given a list of different ideas that they can explore with. They circle four that speaks to them and then write a little bit about that picked topic below as to why they chose it. They then get to create small sketches for two of four that they picked until they come down to one final rough draft before moving onto the final version of the project.
After they create their final project, they are given one last page in their sketch books to write out a reflection of their project, talking about what their project is and why they chose to make their project this specific way. Also in their reflections, they detail what they learned that was brand new to them.
Pick Their Topics
Pick Their Topics
Students are given various topics to explore a bit further down by writing out how and why said topic they picked means of any importance to them.
Draw Their Subjects
Draw Their Subjects
Students will draw thumbnails and rough sketches of two and one of their choices. Final sketch also has students label what materials will be used for their project such as what will be painted, what will be oil pastels, what will be markers and so on.
Reflect Upon Their Work
Reflect Upon Their Work
Students will answer a few questions about their work and what they've experienced throughout this particular project.
Peer Critique:
Peer Critique:
Below are three examples of Peer Critique forms that the students fill out at the end of our projects. At the end of exploratory projects, the class gets to critique their peers' work to see how different everyone's projects turned out. Below are what we give to the students to fill out and hand to the student they chose to critique:
Peer Critique
Peer Critique
This is what we give to majority of our students for the Peer Critique forms.
Modified
Modified
This is a modified version of the Peer Critique for IEPs/504 students
Other Langauges
Other Langauges
We also have modified Peer Critiques for those who do not speak English. The example above is for a student who speaks Arabic.
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