Art Spirit

Me and my IEG

Here's my IEG (Individual Educator Growth/Goal) for this school year. I simply wanted to share. I suppose as a way to track where and how this work progresses. Enjoy!

Instructional Interval: 

School year

100% of students enrolled in 6-8th grade Visual Arts and Design classes will increase the performance level of Visual Arts Proficiency Scale Level 2 Standard 1:Observe and Learn to Comprehend  from a score of 3  to a score of 4.

Rationale:
Middle School students in all visual arts  and design classes  address the same Essential  Question: How do artists perceive and observe things that might not otherwise be seen?  Middle School students consistently  demonstrate  knowledge of Principles of Design and Elements of Art when they are observing art and artists. The sticking point for Middle School students is when they are asked to perceive what might not otherwise be seen. This means students can fluently infer meaning and transfer ideas in writing about art and making their art. To move students  past perception to interpretation, students  must gain skills in transferring ideas and inferring meaning.

Beginning/ Baseline
The sources of data that  will be used to document the starting points of each students’ knowledge, understanding and skill  are in class diagrams of artwork, in-process critiques, written reflections and in class discussions of artworks. Students will practice and apply Project Zero’s Thinking Routines as well as apply design language in writing, planning and in-process discussions.   Data will be collected  with formative (Transfer and Reflect Likert scales,Ticket in/out, speaking and written reflections, TellAskGive)  assessments targeting evidence of perception and inference of meaning in artworks as well as peer group art making processes. Truth and Beauty reflections will be used to target transferring of ideas and inferring meaning in  artworks. ( Truth and Beauty example attached).  

Progress Monitoring
The sources of data that will be used  as evidence for student growth in this program goal will be   from formative and self-reflection ( Art making/Idea Generation, Transfer and Reflect Likert scale,Ticket in/out, speaking and written reflections, TellAskGive). These and other in-progress  assessments target evidence of perception and inference in artworks as well as  in peer group art making processes.Truth and Beauty reflections will be used to target transferring of ideas and inferring meaning in  artworks. It will be evident that students are demonstrating growth  when their artwork interpretation using design language and perception influences their ideas,their discussion and their art making processes. It will also be evident  when students are asked ‘How do artists perceive and observe things that might not otherwise be seen?’ The answer will move from ‘I don’t know’(insert shrug)  to demonstrating transferring acquired knowledge to infer meaning through each learning activity listed  and specifically through their art making. Students will demonstrate growth in transferring acquired knowledge to infer meaning (Proficiency score 4) when  Exceed in each of the four  components ( Technical, Creative,Personal, 21st Century Learners)  on the Visual Arts Rubric.

End of Interval
The sources of data that will be used  for this program goal are:
Art making/Idea Generation
Transfer and Reflect Likert scale
Ticket in/out
Speaking/Listening activities  and written reflections
TellAskGive: Feedback activities
The above activities along with the four  components ( Technical, Creative,Personal, 21st Century Learners)  on the Visual Arts Rubric  will be  the sources used to document the knowledge, skills and abilities of each student. 

Success Criteria 

A performance target  for the instructional group of 6-8 Middle School Visual Arts  students  at the end of the instructional interval will be to Exceed in each of the four  components (Technical, Creative,Personal, 21st Century Learners)  on the Visual Arts Rubric.
The points are calculated by the percentage of students moving up a performance level in Visual Arts Proficiency Scale Level 2 Standard 1:Observe and Learn to Comprehend  from a score of 3  to a score of 4.

Blue Lion and Handshake

The first, Blue Lion and this one Handshake are from clearing out my studio and thinking about re-purposing and re-imagining by sewing and layering. The spread of the coronavirus is tragic and overwhelming in many ways. It is impacting my practice because I want to use what I have which is paper, a sewing machine and time. Oddly the last one --- time --- is a grateful benefit of all of this and has changed the way I look at/organize my work.

Long standing misconceptions about anything...

I think I am at the point, here in October, that all of this is now my new normal.  I haven't resisted this new normal. In fact, my embracing of my new schedule, my new socially distanced way of teaching, my cart full of art supplies with my computer balanced on top of it all and all of the rest of it has been a full on and  all in endeavor.  I'm here. And what still gets me up everyday is  the potential and the realization of the creative process in us all. It is our humanity. It is a gift. This cannot be taken away. The privilege of being part of this outweighs everything else.  So there it is.

Here's what I can control:

What materials and processes all of my students experience.

How often (which is very often) I spray 730 ( our district's disinfectant). I even spray it on the watercolors and surprise ! Blue is still blue!

The ways I connect with students through Zoom and in-person.

How I give feedback to students through our LMS.

The way I enter into my own creative process. AND how I give that to the students.

Here's what I can't control:

Long standing misconceptions about anything.

What other adults do.

The weather. 

 

...even though today the weather is lovely.

 

Live Bear Camera

I’m trying to think if there was anything amazing that happened. Anything new that may have taken place. I’m not trying to be ironic or sarcastic, even though I appreciate the well placed language of both. Reflecting on last week, it was really the challenge of teaching skills especially through video conferencing. The challenge was how accustomed to doing this practice a very particular way, I have become. This week I learned the value of pointed and targeted learning.

I learned the essentials of knowing exactly what we were going after and working to get the students there. Targeting the learning for one day is a challenge. This is nothing new. But what is new is the real need to drill down to what is essential in the hour for the students to know, understand and be able to do. This is difficult for any one pre or post Covid-19. For art education, in culture of personal voice and choice targeted learning was always, always a very soft target. Meaning if students did or didn’t ‘hit’ the target there was always tomorrow. Now there is just the time we have together and tomorrow they are doing something else. I want my students to end class with the confidence in what they are being asked to do. Not confusion. So, we are going very slowly. We are practicing the skill, and practicing again. We are taking 20-30 minute virtual studio time ( also known as screen breaks) where students work with their camera on or off but they are still in the class. I check in. We talk. We continue. Just more focused and more targeted. 




Also I have been screen sharing Live Web Cams with my students as they come in to start class with the video conference. Here is my favorite. You’re welcome!

Its like teaching.

So, first week is in the books. Well, begun. I think. In the weeks leading up to our first week with students I kept trying to create metaphors and analogies to frame what we teachers were all about to do. On my runs I would think of Remote Learning as the route we had all been on before we were simply taking the alleys instead of the main streets. When I considered how we would make art, talk about art, look at artists, talk at our ‘tables’ ( Zoom Breakout Room)I thought about how we would be in a virtual studio space working side by side in ‘real time’. I thought about how being in a Zoom Meeting with students is like being on a big (sometimes Magic) bus. With everyone doing what they do all the chaos of the video frames, bringing their pets in gradually. With the first week of Remote Learning came all the frenetic energy of the first week of school. I see the students every other day. One thing I found particularly challenging this year is keeping track of my students in which class they were in… I know. But really from March to May when I would hear from a student or see them online I would have the context of them in my day and their ‘world ‘ within the art studio. This is how I placed them and remembered where they were in the courses that I teach. So this week, I put names to Blocks. I teach six Middle School Blocks, four 5th grades and one 4th grade Remote Only group. We really spent the week building rapport through activities designed for the student to tell about themselves. My Middle Schoolers created Self Portrait Mind Maps and the elementary level students did a simple Google Slide about themselves. We will look at all of the Google Slides and Mind Maps in each class as way to celebrate them and see their art work. This is a similar thing I would do in person. I suppose what is different here is I am seriously slowing the process down. Sure, there is always someone who would like for it to go faster. I understand that. This week and going forward I really want the students to feel that sense accomplishment that comes from making something with quality. Slowing down is a first, real step.