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PS3: Models and develops artistic visual literacy and process through content and context to build students’ capacity to create, describe, respond, and connect to works of art.
Evidence 1: Presentations of Artists and Their Work
Description: This slideshow and video of Mickalene Thomas' art that I created is designed to introduce students to new artists. It is one of many slideshow / video presentations that I created. It is set up in the hallway of the school so that it is accessible to the wider school community. Students in art class are asked to view the slideshow then respond to the artist and artwork. They are given sticky notes to write down what they see and wonder about the artist and artwork, then after seeing the video, they write down what they learned. As a class, we discuss the artwork and share out what we notice, what it reminds us of, what we think about when we see the art, and other topics of discussion to get students to practice responding to art.
Analysis: One way to expand students' visual literacy is to expose them to artists and artwork that they may not have seen before. Having such exposure expands young artists' minds and teaches them that there are endless possibilities and ways to make art. Teaching students to look at, describe, and respond to artworks is an important skill to practice and this is one way I have found to draw students in and also show the school community what we are talking about in the art classroom. It is amazing to see students and teachers approach the artwork, and hear a student explain to a teacher what it is that they learned in art class and what the presented artist is inspired by to make art.
Mickalene Thomas Slideshow (1).pdfResponding Assessment.pdfEvidence 2: Responding Assessment
Description: This is an assessment form I created for students grades 5-12 to respond to artists' work, or to classmates' artwork.
Analysis: Most students are accustomed to the creating portion of an art class. It is important, however, to expose students to other people's artwork - from well-known artists, to local artists, and even their own classmates. As a child, I was not taught how to respond to artwork and often felt lost when looking at art. I created this responding assessment for students to practice just that - responding to art. It includes a series of questions for students to contemplate and attempt to answer, with the hopes that these questions may initiate additional questions and considerations. Similar questions could be asked of younger grades to begin the habit of inquiry while looking at art, but this particular assessment is designed for 5th grade and above.
One point that I make clear with students before filling out this assessment is that they are not in charge of assessing another person's artwork, but rather, they are practicing really looking at art, being able to describe it, notice details of it, and expanding upon what they see to be able to interpret what is happening within the artwork.
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