Bulb Archived: Southside Occupational 2018-2019 : Radomski and Slavik (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.): 

Last year’s project went so well that we wanted to continue with the idea of leaving one’s mark where students of all abilities are engaged. This year we are going to continue with the “Leaving Our Mark” theme. The project will include the graduating seniors students and how they can leave their mark on Southside after graduation.

2. Big Idea: 

Leaving our mark

3. Inquiry: 

By creating ephemeral and permanent installations, how can graduating seniors leave their mark at Southside in a positive way.

4. Grade Level: 

Senior year

5. Academic Subject(s): 

Writing, Communication/Listening, film/animation history

6. Artistic Discipline(s): 

Video production, animation, photography, writing and ceramics. 

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

One year

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

We approached the idea of leaving one’s mark through three projects:

Part 1: Stop Motion Video Installation

This segment began with a presentation and discussion on selected historical and contemporary stop motion works by pioneers Eadweard Muybridge and Norman McLaren, various filmmakers from the National Film Board of Canada as well as pop cultural examples from the music video genre. Working within flexible parameters, students were then guided in the pre-production and production of their own stop motion animation videos where they worked on Claymation and choreographed each other moving through the school’s architectural space and landscape. The videos were, for the remainder of the semester, looped on the in-school video monitors located in the common areas at Southside.

Part 2: Video Portrait Project

Students created content for video slides that consist of student portraits accompanied and anchored by words of advice, encouragement and positivity about their experience at Southside. The students learned how to take photographic portraits using compositional techniques and explored how to convey personality in a photo. The text component was created during a writing and communication workshop where senior year students expressed their experiences at Southside and created messages for other students. These video slides were also exhibited on the in-school monitors for the remainder of the school year.

Part 3: Ceramic Tile Installation

For the third part of the project, students created 1’x 1’ceramic tiles with iconography that represented each student’s identity, such as initials and signatures with graphic accents. The tiles are installed along with other similar tiles from the previous year in the school’s art room permanently, contributing to a more aesthetically pleasing environment for students and teachers. The installation can be expanded with future student ceramic work. 

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

The students final and completed projects were presented in the school as described in the answer to question 8. We did not share the student’s learning process.

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.) 

Formative and summative assessments were used.

Formative assessment and feedback was verbal and took place in the form of class and one on one discussions. Students also received ad hoc input from teachers and peers throughout the process of creating their project.

Through regular class discussions and while facilitating projects, the teachers were able to primarily assess student level of participation in assignments, student comprehension and retention of artistic and academic material.

At the end of our unit, we created a rubric in the form of a student questionnaire that was used to generate a detailed group discussion on the student project outcomes and processes. We used this rubric as a way to not only summatively assess students accumulated knowledge of their projects, but we also saw this as an opportunity to refresh student’s memories about the process of their projects and provide a space for deeper reflection once all the work was done.

What were the results of the assessment? What did students learn in your class/project? What did you learn from analyzing the student assessments that informs your Arts teaching practice?

This project helped students finesse their interpersonal skills by collaboratively working together and by taking on different roles in the production of the short videos. The project also functioned as a framework where students learned how to communicate their messages in structured ways through text, photography, iconography, and design. Lastly, a lesson we felt was imparted was the impact of a project well done – that their ideas had a place to be seen, that their school community saw, appreciated, and was proud of their work, and that their self-expressions had a positive impact on their school environment.

The assessments aided us in determining whether the class was effective in helping students understand the concepts behind the project. We were able to gain greater insight into what students thought and how students felt while creating their projects, and how a memorable experience like creating a unique work of art helps some students retain knowledge.

Illinois Arts Learning Standards Addressed:

Anchor Standard 1: Generate and conceptualize artistic ideas and work. Enduring Understanding: Media arts ideas, works, and processes are shaped by the imagination, creative processes, and by experiences, both within and outside of the arts. Essential Questions: (a) How do media artists generate ideas? (b) How can ideas for media arts productions be formed and developed to be effective and original?

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

National Core Arts

Anchor Standard #1. Generate and conceptualize artistic ideas and work.

Anchor Standard #2. Organize and develop artistic ideas and work.

Anchor Standard #2. Organize and develop artistic ideas and work.

Anchor Standard #6. Convey meaning through the presentation of artistic work.

Anchor Standard #8. Interpret intent and meaning in artistic work.

Anchor Standard #10. Synthesize and relate knowledge and personal experiences to make art. 

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

Formative Assessment: 

* Observation- Questioning- Graphic Organizers- Visual Representations- Kinesthetic Assessments- Exit Slip

* Daily progress monitoring of objectives (through demonstration, matching pictures to objects or other pictures, verbal explanation, alternative communication device, etc…)

* Questioning throughout the lesson: What is the next step? What tool do you need? How can you fix that? Why? How can you do that? To be sure the students are following along and understanding the steps of the projects. Questioning allows the teacher/aide to modify the lesson for the students if needed.

* Performance Task & Transition Competency grades entered twice per week. The students take their own grades using a rubric at the end of class which allows for the teacher/aide to see who needs more practice or modeling and who is ready to move on. This information can also be used to guide instruction and help when writing IEP’s.

* Teacher/Aide Observations: Observations allows the teacher and classroom assistant to make any changes to the teaching of the lesson and/or to change the level of support needed for the project. All students will be monitored continuously by both teacher and SECA in all areas of Art. Checking to see if the students understand will be ongoing.

* Self-Assessment: Students assess their own work by following the step by step picture guide, their classmates work or by looking at finished model.

*Peer assessment: Student managers will assist their classmates with the current project as well as their grades. The managers help the students stay on task and complete their work. 

* Student Choice – Students are able to choose the glaze color, mold type and have an opportunity to make project choices. Each student has a chance to be the DJ on the day. The student is able to pick the music that he or she would like to listen to for the class period. Students also have leadership role choices (attendance, calm classroom, body check & pbis)

Summative Assessment:

* Project based summative assessment: Final stop motion videos/Poster with Picture & Quote/Ceramic Piece to be installed

 After a project is complete (video or ceramic piece), the students are able to analyze their finished project (video or ceramic piece). This opportunity allows for the students to review the steps of the project, check for strengths and weaknesses of their project and develop an improvement plan for next time. The students are to also compare their finished products to finished to other videos or ceramic models on display and compare their projects to each other’s. 

A reel of student stop motion videos.

Looped student video work in the cafeteria at Southside.
A student creating a claymation video.
Student leaders directing and filming  a stop motion video with their classmates.
A student taking a picture of a classmate for the video portrait project.
A video still from the video portrait project.
A video still from the video portrait project.