Bulb Archived: Boone 2018-2019: Soto and Terry (2018-2019 A/R Partners)


1. How did you and your teaching partner decide to do this project? (Please describe the context of your project, this can include influence from previous projects, context of your school, community, etc.): This project was inspired from Mr. Soto’s classroom incorporating flexible seating. Flexible seating is when you swap out all the traditional desks for comfy chairs and floor seating to help students’ engagement, buy-in, and ownership of their learning. Looking at Mr. Soto’s pedagogy, a student-centered, self-directed learning environment which is relationship-driven: he made this classroom change to empower students with the freedom of choice. The students’ responses to this simple change in furniture were compelling and have made a larger impact on their engagement in the classroom, towards each other and their daily structural behaviors.

2. Big Idea: The relationship between choice and security.

3. Inquiry: How does your freedom to make choices in the classroom affect your sense of security when exploring a shared space?

4. Grade Level: 5th

5. Academic Subject(s): Language Arts/Social Emotional Learning

6. Artistic Discipline(s): Installation Art

7. How many years have you worked together as partners?: 5

8. Please describe what you did and what you made for this project: Students created an installation in their classroom that pivots around the concept of choice and their interpretation of security. As our guide we looked at, and deconstructed, the concept surrounding the structure of the classroom. Questions and artistic activities were based upon our conversations in the classroom. The activities were prompt-based, using various interpretations of words related to security. The reflective questions gave room to explore choices centered around the relationships of space, environment, security, and each other.


9. How did you share your student’s learning process with your school faculty or community? On our final day of installation we invited various classrooms and staff to visit and do a gallery walk through the installation. The visitors were able to interact with the installation and we had a Q and A session with them. Student artists described the process of what they created to their visiting peers. Visitors were asked to answer a series of questions in order to leave feedback on their experience. 


https://docs.google.com/document/d/12HoPG03_0MSsLyQE9HtfbMddcsjC7m_NGCtYDrJo45Y/edit (Link to visitor comment questions we used for our gallery/showing day.

Teaching Artist Assessment:

How did you assess student arts learning?: (ex. Was it formative or summative? Was it a written, verbal or performative based assessment? Were students provided with teacher or peer feedback? Did you use a rubric or portfolio system? Etc.) 

 The students were involved in the formation of the activity from the start through classroom discussions to see the level of their interest and buy in. These discussions allowed us to assess and adjust our focus in real time. During the activity we had several sub activities meant to engage the students and build conceptual bridges/connections between what many students saw as unrelated concepts (language structure, word use, and installation art).  At the end, we had a set of questions looking at the level  of engagement that the students had with their work at various stages. They were asked to look closely at their choices, especially in regards to their use of the physical space and how they engaged/altered the environment through composition and material manipulation.

What were the results of the assessment? What did students learn in your class/project? The assessment appeared 

The students appeared engaged and thoughtful in the choices they made in creation of their work

What did you learn from analyzing the student assessments that informs your Arts teaching practice?

I didn’t get as much from analyzing the final assessment as I did in the process of creating it. This was my first time creating a rubric for the students to use and looking back I would change the language and format. The wording was to formal and flowery and we had to reinterpret many of the questions when they filled it out, which isn’t user friendly. As a teaching artist, the process of creating the assessment gave me clear understandable markers to comeback to while doing the activity. The activity, with 86 students, would become at times hectic and often interrupted due to scheduling/testing  in the schools. The student assessment gave me a touchstone to come back to and refocus when needed.

https://docs.google.com/document/d/1LLKEcbfzJlIqRtUdYoX-e9JdAKDirCGixiDmPWOKxTs/edit (Link to rubric)

Illinois Arts Learning Standards Addressed:VA:Cr1.2.5, VA:Cr1.1.5, VA:Pr4.1.5, VA:Pr6.1.5 VA:Re8.1.5,  VA:Re9.2.5,  VA:Cn10.1.5, VA:Cn11.1.5

Teacher Assessment:

How did you assess student academic content learning?: (ex. Was it formative or summative? Was it a written, verbal or performative based assessment? Were students provided with teacher or peer feedback? Did you use a rubric or portfolio system? Etc.)

Students were assessed throughout the project on a daily basis informally, for participation and engagement. At the conclusion of the project I used a summative assessment of student’s writing through reflection of the process involved with our project. Students had to reflect on what they did throughout the project on how it impacted them personally. The writing prompt was assessed by using a created rubric.

What were the results of the assessment? What did students learn in your class/project?

Students were able to recall in detail the process involved in the installation project. They were reflective in their answers and made connections to their everyday lives which was what we were hoping they would do. Seeing things on a grander scale and how their choices can not only impact their school environment but the outside world. Students learned the importance of how the choices they make on a daily basis can impact their sense of security especially within the share spaces of a classroom environment. Students were asked to really think outside of their comfort zone and through discussions were able to get a  better understanding of the roles they play within our shared environments.

Standards Addressed: (Common Core, Next Generation Science, SEL, Etc.): 

CCSS.ELA-LITERACY.W.5.3CCSS.ELA-LITERACY.W.5.3.D, Goal 2: Use social-awareness and interpersonal skills to establish and maintain positive relationships. A: Recognize the feelings and perspectives of others. 2A.3b. Analyze how one’s behavior may affect others. 2C.3b. Demonstrate cooperation and teamwork to promote group effectiveness.  


(Reflection Rubric)