Assessing what a student learns has been done in many ways, but more often than not it comes in the form of a test, either multiple choice or essay. but does this truly show how much a student learned, or just how much information he can regurgitate?
While with the current grading system that is employed in most schools, these tests are imperative for making up a letter grade.(csus.edu) These grades can be sent home and mom and dad can ooh and ah over it with proper enthusiasm, but it may not actually show how much their student has learned. What can? What can show the student, teacher and parent how much the student has actually learned?
If there is one way, there must be 10. There is plenty of ways we can asses how children are learning, and here is one.
give a student an assignment, 20 multiplication problems, write down all of the capitols of every state, write a 5 paragraph essay. Time the child or have them time themselves, remind them to be honest. Perform this task at the beginning of your unit then perform it once again at the end of your unit, not letting the child know that this is the same task they performed at the start. This should show improvement, and therefore letting the teacher know the student has learned. These two tasks can be displayed side by side and show to the student and parent, letting them know how well they have done and what they still need to work on. This can easily be applied to any other type of classroom, art, church, or adult college.
In order to be able to focus on what they need to do, students should have someplace they can look and know exactly what they are expected to accomplish for the day or week or month.
"Assigned topics for each class throughout the day are written on the whiteboard in order to help everyone to focus." (Wachowiak, p51)
This strategy will help the students to know what they are expected to do. The teacher will be able to know if the student learned the lesson or not by noting whether the information in the expected task is correct and completed or not.
As before, this strategy can be used in many different types of classrooms, and not only classroom. This technique can be used in raising children as well, writing chores on the board or their schedule for the day lets children know exactly when they need to accomplish and can provide a way for the parent to know exactly what the child did.
There are many more strategies that can be used in classrooms, at home, and in the world today, the ideas are endless.
Center for Excellence in Teaching. University of Southern California, n.d. Google. Web. 28 Feb. 2011.
Clements, Robert D., and Frank Wachowiak. Emphasis Art. Ninth ed. Boston: Allyn & Bacon, 2009. 51. Print.
Monday, February 28, 2011
Trip to Macey's Face, wearing slippers, buying stamps.
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| My Stamp |
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| This is the same bamboo pictures as before, just with my stamp on it. |
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| This is my shoe |
Tuesday, February 22, 2011
Bamboo Lightshade of Flowers
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| bamboo in the style of chinese art |
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| A lampshade, made from a projector sheet |
there are may things that happen to make art. First is an assignment. Nothing happens without a goal. Second the will. Even with an assignment nothing will happen unless the want is there. And third the drive. The will to move on through the project, even when the want is sometimes not there anymore.
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| A flower in the style of Georgia O'Keef |
Thursday, February 10, 2011
Let it Snow! (only if the snow is paper!)
I chose the best out of all the snowflakes, well not the best but not the worst.some are my brothers, some are mine. but I instigated the project.
It is amazing the variety of snowflakes created!
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| This one would have to be my favorite (probably because I made it!) |
Friday, February 4, 2011
This is Called Integration
As there is much demand for math, science, english, and social studies, ART tends to get pushed aside and forgotten. But it is a necessary part of an education. So how can ART be brought into the classroom, while still teaching the other subjects that are required?
This is called Integration.
Integrating ART into different subjects of learning to create a more well rounded experience.
Using ART in the classroom (and not just crayons, or paint brush ART. But moving ART, human sculpting, dancing.) along with other subjects can be highly rewarding.
"Because of this fusion, like the experiences we encounter in 'real' life, combines which knowledge, body movement, and emotions, fusing all three into any one subject or lesson makes the learning in that subject very powerful and 'real'" (Clements, Wachowiak pg 70)
Math on its own in generally boring. But when two children dancing are added to two jump roping children, suddenly 4 is a great number! And this concept is better remembered than dully repeating "two plus two is four..."
When history is combined with the ARTs using visual stimulus as well as emotional and physical, "Such a rich, integrated plan enables students with a wide variety of learning styles, emotional needs, and life needs to become involved in producing quality artwork." (Clements, Wachowiak pg 76) Not to mention quality understanding of the subject at hand.
For example, when studying Columbus my brother learned "Columbus sailed the ocean blue in 1492." This is a simple rhyme, but it brings together many different disciplines of education. The rhyme creates joy with the sound of the words, and the children can recognize "hey that is a rhyme!" giving them a sense of accomplishment. That sense of accomplishment helps them to feel proud and ready to try something a little bit harder. Their proud feeling flow into other area's such as their physical activity where they may jump the rope or play hopscotch while echoing the simple rhyme. And to top it all off, they have learned something valuable.
ART does not always come from a brush or a pencil, it can come from feet in the form of a dance or from the lips in the form of a poem. But no matter what form it comes in, ART makes a difference.
There is a school in Seattle called Green Lake Elementary. The school employs an ART specialist who helps integrate ART into everything the students do in their classroom.
" One need only to enter the school with its bright murals, student-created rain forests, and enthusiastic dramatic performances to know that something special is alive in this school." (Dickenson, par. 8)
ART can make all the difference in a child's life. They may have trouble understanding a concept because of the way it is taught. But using ART to teach may help the student. If they cannot grasp the concept of adding, the above example of the dancing students and jumping students may help. Or perhaps thestudent cannot grasp what happened in the revolutionary war. Drawing a picture or acting out what happened may help them to grasp the concept.
On Jesus Lopez, a bilingual teacher said "It [Art] has been the "spice" to my language arts, math, geography, science, and ESL Lesson Plans." (Lopez, par. 2)
ART can help every lesson, every subject, and every child. But it is up to the teachers to use art to help their children learn better.
This is called Integration.
Integrating ART into different subjects of learning to create a more well rounded experience.
Using ART in the classroom (and not just crayons, or paint brush ART. But moving ART, human sculpting, dancing.) along with other subjects can be highly rewarding.
"Because of this fusion, like the experiences we encounter in 'real' life, combines which knowledge, body movement, and emotions, fusing all three into any one subject or lesson makes the learning in that subject very powerful and 'real'" (Clements, Wachowiak pg 70)
Math on its own in generally boring. But when two children dancing are added to two jump roping children, suddenly 4 is a great number! And this concept is better remembered than dully repeating "two plus two is four..."
When history is combined with the ARTs using visual stimulus as well as emotional and physical, "Such a rich, integrated plan enables students with a wide variety of learning styles, emotional needs, and life needs to become involved in producing quality artwork." (Clements, Wachowiak pg 76) Not to mention quality understanding of the subject at hand.
For example, when studying Columbus my brother learned "Columbus sailed the ocean blue in 1492." This is a simple rhyme, but it brings together many different disciplines of education. The rhyme creates joy with the sound of the words, and the children can recognize "hey that is a rhyme!" giving them a sense of accomplishment. That sense of accomplishment helps them to feel proud and ready to try something a little bit harder. Their proud feeling flow into other area's such as their physical activity where they may jump the rope or play hopscotch while echoing the simple rhyme. And to top it all off, they have learned something valuable.
ART does not always come from a brush or a pencil, it can come from feet in the form of a dance or from the lips in the form of a poem. But no matter what form it comes in, ART makes a difference.
There is a school in Seattle called Green Lake Elementary. The school employs an ART specialist who helps integrate ART into everything the students do in their classroom.
" One need only to enter the school with its bright murals, student-created rain forests, and enthusiastic dramatic performances to know that something special is alive in this school." (Dickenson, par. 8)
ART can make all the difference in a child's life. They may have trouble understanding a concept because of the way it is taught. But using ART to teach may help the student. If they cannot grasp the concept of adding, the above example of the dancing students and jumping students may help. Or perhaps thestudent cannot grasp what happened in the revolutionary war. Drawing a picture or acting out what happened may help them to grasp the concept.
On Jesus Lopez, a bilingual teacher said "It [Art] has been the "spice" to my language arts, math, geography, science, and ESL Lesson Plans." (Lopez, par. 2)
ART can help every lesson, every subject, and every child. But it is up to the teachers to use art to help their children learn better.
Clements, Robert D., and Frank Wachowiak. Emphasis Art. 9th ed. Boston: Pearson, 2010. 70. Print.
Clements, Robert D., and Frank Wachowiak. Emphasis Art. 9th ed. Boston: Pearson, 2010. 76. Print.
Dickenson, Dee. "Learning Through the Arts." New Horizons for Learning. New Horizons, 2010. Google. Web. 4 Feb. 2011.
Lopez, Jesus M. "Art Across the Curriculum." Arts Work. ASU Herberger Institute, n.d. Web. 4 Feb. 2011.
Clements, Robert D., and Frank Wachowiak. Emphasis Art. 9th ed. Boston: Pearson, 2010. 76. Print.
Dickenson, Dee. "Learning Through the Arts." New Horizons for Learning. New Horizons, 2010. Google. Web. 4 Feb. 2011.
Lopez, Jesus M. "Art Across the Curriculum." Arts Work. ASU Herberger Institute, n.d. Web. 4 Feb. 2011.
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