Instruction & Assessment Statement

Instruction and Assessment Statement (K-12):

I believe teaching art matters because it gives students a space to think creatively, take healthy risks, and learn how to express who they are. Art helps students build real-world skills like problem-solving, decision-making, and learning through trial and error. Students learn that small choices can create big effects, that there isn’t always one “right answer,” and that mistakes are often where the most learning happens. Art also gives students a way to communicate ideas that might be hard to put into words, which makes it a powerful and meaningful part of a well-rounded education.

In my classroom, I plan lessons around big ideas so students are learning more than just a technique. I want students to understand the “why” behind what they’re creating, not just follow steps. This means students build understanding (the big takeaway), learn important content and vocabulary (what they need to know), and practice skills they can carry into future projects (what they can do). These skills include planning, experimenting, revising, using feedback, and making choices on purpose.

Assessment is closely connected to instruction and happens throughout the process, not just at the end. I use formative assessment daily through check-ins, demonstrations, sketching and planning, work time conversations, and critique. These informal assessments help me adjust instruction in real time, reteach when needed, and support students without taking away their independence.

I also use the Studio Habits of Mind as a major part of how students understand their progress and how I assess learning. Habits like Develop Craft, Engage & Persist, Envision, Express, Observe, Reflect, Stretch & Explore, and Understand Art Worlds give students clear language for what it means to “be successful” in art beyond just having a polished final piece. In other words, I am not only assessing what students make, but how they think, problem-solve, and grow throughout the process.

For summative assessment, I use tools such as rubrics, final reflections, artist statements, and student self-assessment. My goal is to assess growth in both understanding and skill while still honoring individuality and creative voice. I aim for assessment to feel authentic and encouraging, not intimidating, so students understand what they’re learning, why it matters, and how they are improving. I also build in reflection opportunities during and after projects because students often learn best when they can pause, notice their progress, and decide what to try next.

I believe assessment should be equitable and accessible for every learner. I provide multiple ways for students to demonstrate understanding, including written reflection, verbal discussion, visual planning, or process-based evidence. I offer accommodations and support when needed so students can be successful while still being challenged and proud of their work. Overall, my goal is for instruction and assessment to work together to create a learning environment where students feel supported, capable, and confident taking creative risks.