Bulb Archived: Vaughn Occupational 2018-2019 : Bonness and Mannebach (2018-2019 A/R Partners)

A/R P BULB

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 year we decided to focus more on personal identity as it relates to change and growth. We were hoping that as the students at Vaughn explored life cycles and observed how some animals grow and change, they could look at themselves- What changes have they gone through? How do they think about change? It is a small school that has an adjacent garden and chicken coop that is maintained by some students.

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Akima explores change through different ways of looking at female identity. 

2. Big Idea:  Growing Identities

3. Inquiry:  How do we think about change?

4. Grade Level: 11

5. Academic Subject(s): Environmental Science

6. Artistic Discipline(s): drawing, painting, collage, photography

7. How many years have you worked together as partners?: 3

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

Discussions about experience of change both lived through and learned about lead to individual drawings. Originally we thought that perhaps as characters, subjects and themes in drawings developed we would find opportunities for narrative and work together to combine them. However, in this class most of the students worked separately on their own individual interpretations. Some students experimented with different interpretations until a page for the zine was chosen.

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Gabby enjoyed expressing moods through drawing and performance.
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Ian worked through some ideas about architecture, but then decided to explore how he thinks about change through his love of bowling.

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

In addition to exhibiting at Convergence, we provided some of the zines to parents, and we plan  to print out the individual pages in sequence and display them in the display case by the front office of the school. The work was also shared with teachers at staff meetings.

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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.)

(See response below)

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

I think that some students learned that their work can take on different forms and have different meanings when combined in one object, like the zine. Some students learned that there are many ways to think about identity. One student learned that he had to compromise a bit to be a part of the collaborative team.

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

Illinois Arts Learning Standards Addressed: 

Anchor standard 1- Combine concepts collaboratively to generate innovative ideas for creating art, use multiple approaches to begin creative endeavors, formulate an artistic investigation of personally relevant content for making art. Anchor standard 2- Demonstrate persistence in developing skills with various materials, methods and approaches in creating works of art or design. Anchor standard 7- 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.)

Student assessment was done through verbal formative assessments, student reflection, and the performance based assessment was the artwork created. I also used a performance based assessment rubric to evaluate speaking and listening skills which are part of the school wide curriculum.

The students learned to identify changes. Changes had a different meaning for each student; some took them as personal changes, others as changes in the environment, others changed colors. Students learned; to think about their work, that there are many changes around us, to answer and ask questions about their work, they learned new art techniques.

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

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

SE.01.C 1.C. Demonstrate skills related to achieving personal and academic goals.

Science

SC.12.A 12.A. Know and apply concepts that explain how living things function, adapt and change.

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