As part of developing my pedagogy in EDPB 501, I have researched and reviewed current literature regarding assessment in the arts and humanities classroom. “Engaging Learners Through Artmaking: Choice-Based Art Education in the Classroom” argues that the end product of artwork alone is not sufficient for an accurate student assessment; accurately assessing students’ work extends beyond their technical ability, and reaches into the process of thinking, learning, peer mentoring, and responsible classroom stewardship (Douglas & Jaquith, 33). Of particular interest in this chapter was the author’s suggestion of a rubric for a more accurate student assessment, which takes into account the method by which the student acquired ideas (ideally from personal experience); the final artwork demonstrates effectual organization and forethought; some elements of art and principles of art are incorporated into the piece; the artwork is complete; 3-D pieces are sturdy and built with quality care; the artist carefully and respectfully handles materials and cleans their workspace; students respond positively to the works of other students and treat those works with respect; artists are productive with class time, mentoring other students, or researching future ideas (Douglas & Jaquith, 37).
Additionally, the text suggests that educators complete progress reports of observed growth for their students, and include such factors as planning and organization, student innovation, risk taking, skill and technique development, the development of meaning and expression, the student’s ability to work independently or collaboratively, and the student’s ability to problem solve (Douglas & Jaquith, 39). This section was incredibly relevant to my teaching practice, as the assessment of literature and creative writing is inherently nuanced, much like art. This assessment method – considering process and attitude instead of merely an inspection of the final product – can be applied across a myriad spectrum of arts and humanities, and can take the needs of diverse learners into account. It can also aid in a personalized learning plan that emphasizes classroom equity, as well as personal growth in the individual (such as an increased ability to take risks with one’s work). Whether I teach art classes at a high school level or not, I am confident that I can develop this rubric to create an inclusive assessment plan that considers the efforts and attitudes of my individual, complex, and unique learners. References Douglas, K. M.,, & Jaquith, D. B. (2009). Engaging Learners Through Artmaking: Choice-Based Art Education in the Classroom. New York: Teachers College Press.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories
All
|