When reading this chapter about assessments, one of the most important concepts I think that was mentioned is, “Students need to understand what qualities of their work help them to say what they are trying to say” (Boughton, Freedman, pg. 1). This ties back into the previous chapters where we as art educators need to make sure that when we teach, we emphasize the importance of the three types of knowledge- conceptual, technical and formal. By assessing student work and offering them constructive criticism and feedback, not only to we let them know that we see what they are creating on an individual basis, but also that they can always improve themselves through reworking a project after a critique or making sure that they take the feedback into account when creating new work. Since art is such a visual medium, people who are outside of our field might not know what to do for grading elementary work, due to the quality of the work coming from young students. However, by having proper objectives and clear rubrics, this aspect of teaching seems less intimidating.
When we were making our own rubrics based on our of our lesson plans we made sure to integrate a technical and conceptual criterion, and once those were in place, it was easier for us to judge the quality of each student’s work, while taking into account our own observations of their engagement during the lessons. It is also important to have examples to show the students so they can understand what we as teachers what to see as well (photo attached of Andrea having a demo example). By having both a technical and conceptual objective for the students to focus on, it became clearer for us to make a proper assessment of our student’s work. Boughton, D., & Freedman, K. Introduction to Art Education. Elementary Art Education: A Practical Approach to Teaching Visual Culture. New York, NY: McGraw Hill
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DescriptionPosted here are my reflections from class as well as readings in the textbook, Elementary Art Education: A Practical Approach to Teaching Visual Culture written by Freedman and Boughton.
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