Bulb Archived: North-Grand 2018-2019 : Bowlus and Mannebach (2018-2019 A/R Partners)

A/R P BULB

1. How did you and your teaching partner decide to do this project?

Last year was our first year working together, and the first year the students completed a CAPE project. Due to this we learned a lot from observing and talking to the students. One of the main observations we had was that since there was such as large diversity in the students style and type of engagement we wanted to provide a project that allowed multiple access points. In this way a student would be able to use different mediums and styles to better represent their individual interests and abilities. The classes work would be worked on collaborative, or presented collaboratively at the end to ensure that each student voice was represented. We felt this would encourage the most student buy in and would allow for their perspective to be represented authentically. 

(Please describe the context of your project, this can include influence from previous projects, context of your school, community, etc.):

2. Big Idea: Fragment and Form

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Joshua, Xavier and Kasandra consider how to arrange their shapes after they’ve been cut apart.

3. Inquiry: How can parts come together to make a whole, and can we determine when something is complete?

4. Grade Level: 9th and 10th

5. Academic Subject(s): Geometry, Language Arts

6. Artistic Discipline(s): Painting, drawing, clay modeling, sculpture (wood, pipe cleaners and aluminum foil)

7. How many years have you worked together as partners?: 2 years

8. Please describe what you did and what you made for this project:

To make this project we met with different groups of students. To start we discussed the book Hatchet focusing on key details and themes throughout the text. Each student was asked to draw images to represent the book. After several sessions different materials were presented for the students to be creative with. Students were able to gravitate towards what appealed to them (ie. clay, pipe cleaners, painting on a wooden board) and use the materials in a unique way to represent their ideas. The students provided input on how to combine the pieces and in what arrangement. 

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Solmaris and an owl buddy (Esteban) work on drawings.
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Mateo works with tin foil while Jessica and Rashawn paint.

9. How did you share your student’s learning process with your school faculty or community?

The students working were photographed and will be shared in the school yearbook. Parts of the project were worked on during the Owl Buddies club, which brought in additional student voices and allowed the artists to share their work. Further, upon competition of the project we will invite faculty and students to visit the classroom to see the work.

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.)

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

We created a formative assessment together, but also talked to the students about the project throughout the process. I also found an opportunity to talk to several groups of students at the exhibit field trip to get another interpretation that was more summative. Some of those results are reflected in the Illinois Learning Standards listed below. 

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

I think a combination of formative and summative is most helpful to me. It’s helpful to reflect on how things are going mid-way, but it’s also great to see how students can evaluate what they’ve done after having a little bit of distance from it. As I become more experienced with these formalized assessments, I would like to find different ways to embed them in the project more organically, and also develop new strategies for reaching such a diverse population.

Illinois Arts Learning Standards Addressed:

Anchor standard 1- Combine concepts collaboratively to generate innovate ideas for creating art, used multiple approaches to begin creative endeavors.

Anchor standard 3- Revise artwork in progress on the basis of insights gained through peer discussion.

Anchor standard 4- Analyze and evaluate the reasons and ways an exhibition is presented.

Anchor standard 7- Compare one’s own interpretation of a work of art with the interpretation of others. Analyze components in visual imagery that convey messages.

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.)

We used a formative assessment to assess the student’s learning. One of the reasons we choose to do a formative assessment as opposed to a summative is because we wanted to have the input from the students while they still had the opportunity to make changes and determine new additions. Further, the group meets in three different class periods so the assessment was a good way for the students to all provide input that could be reviewed as a class in order to make sure everybody was aware of the thoughts and opinions of their classmates. The students all completed an assessment that gauged their understanding of different art concepts, asked for them to reflect on how the art process made them feel, and provide input on how to improve/add to the project moving forward.

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

The results of the assessment gathered information about students understanding of art being made of pieces, art changing form as you make it, different ways themes can be interpreted, and how people can work together to make art. Overall, the  responses show that the students have the most firm understanding that art changes forms as you make it, most students understand working together and that pieces play an important role in making art, and there is the most difficulty in understanding the concept that there are different ways to talk and think about the theme of Hatchet. Information was also gathered about the students emotions while working. Common responses included happy, excited, and confused. Lastly, the students provided a short response about what they have learned (ie. how to paint, combine colors, art can be different) and what you would want to add (ie. more words, lights, more shapes).

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

SEL 

 1A — Identify and manage one’s emotions and behavior. 

1B — Recognize personal qualities and external supports.

2A — Recognize the feelings and perspectives of others.

3C — Contribute to the well-being of one’s school and community.

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Kasandra in front of the project at Convergence
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Rocio explores other schools’ projects
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Students reflect and  answer questions about their project at the field trip.

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