Teaching art is tough. Large classes, students that may have little to no interest in our subject, and several outside influences beyond my control can add a huge amount of stress to my plate. Teaching with a TAB philosophy can add an entire new level of stress as well as new challenges. There are many students working on a variety of different projects. Multiple media is available. Students are constantly moving around the room. Classroom management and structure must be firm to keep these in check. Teaching with a DBA approach would make teaching easier on me but would ultimately be detrimental to my students. It could be easy for me to sit back and say “I’m doing my best” when things are not going smoothly. This week I’ve been tasked to look at my practice and evaluate how my teaching and TAB affects students’ learning and achievement.
What is working well:
What needs improvement:
Things to keep in mind daily:
Nirvana, Oblivion, Amnesia
Christine, 8th Grade
Fellow art teacher Julie Uken-Rasmussen and I were chatting today about class structures in the Middle School TAB class room. That got me thinking. It’s the start of the second semester at Quist. For all but a handful of my students this will be their first art experience at Quist. Many of these students are also not used to a choice based classroom. Setting up strong structures will be incredibly important for these students to find success. These structures that need to be put in place are covered in our first “unit”.
We look at:
*What is the first thing we do when we enter class and other routines?*How we take care of and use supplies?
*How do we turn things in and use SeeSaw?
*How do we share our thoughts and reflections on our work/experience?
*How do we use the SHoM's and Artistic Thinking process?
*How do we interact with our classmates?
Quist uses a 3x3 unit planning system. My 3x3 for setting up these structures can be found here.
In coordination with my schools policies I need to have my own structures to make sure that the class runs smoothly. Grades need to be entered weekly. I collect two data points as part of my weekly requirements. The largest percentage of points comes from student self reflections and goal setting. For goal setting, students need to have a plan (any of the following: sketches, idea board, reference material/video tutorial, verbal or written communication.) They need to reflect weekly (Vlog, Blog, Website, SeeSaw, or a Google Doc). They also need to post their work to SeeSaw. This semester I am looking for a mid work post and a final post. Students are "graded" on did I set a goal and show growth towards it, did I post to SeeSaw and did I reflect on my process. There is a participation grade "Engage and Persist" but that is weighted at 0% and mostly for my records on whom needs more attention and guidance. Grading is a huge can of worms and I may dive into this deeper in another post.
Mr. Kelly Beach
As an art teacher, it is my goal that every student will leave my classroom with transferable skills that will allow them to be successful in whatever career path they choose. It is my mission to teach students to make careful observations of the world around them, find problems that need to be solved, envision a solution, and engage and persist through the problem solving process while constantly reflecting on their work and progress. Students are enabled to embrace their strengths and interests while sharing their own skills and ideas with their classmates. Through a Teaching for Artistic Behavior process, students embrace leadership positions and become teachers themselves. I feel that it is my job to encourage students to take risks, step outside of their comfort zone, explore new possibilities, and express their individual view of the world through the art making process.