Assessing student learning is part of every classroom, and teachers must be looking at student learning and analyzing proof of learning in order to see where gaps in instruction are and to find out what information is sticking. Not every student is a great test taker or writer or artist, so different forms of assessment are necessary. That said, assessment takes on a unique roll in the art studio.
In the art studio, learning happens in a project-based setting that calls on students to create art that aligns with the instruction. For example, as we learn the value scale and what a range of tones can do for giving object dimension students are creating grey-scale painting using just black and white paint. They are taking their knowledge of the content and applying it to painting a subject of their own choice.
A broader question still stands, which is how can student work be assessed? In art, there is no singular right answer. The best examples of craftsmanship do not necessarily show the most student learning. Good craftsmanship shows artistic talent, yes, but not necessarily effort and learning. A majority of student learning in art produces art that may be less refined skill-wise but shows an effort to learn a new concept and technique. For example, I gave an assignment on Typography with which students were to create a work of art using one word and give it a creative design. The main goal was for students to get creative, make a nice presentation, and put forth good effort. A rubric for this project is attached.
In the art studio, learning happens in a project-based setting that calls on students to create art that aligns with the instruction. For example, as we learn the value scale and what a range of tones can do for giving object dimension students are creating grey-scale painting using just black and white paint. They are taking their knowledge of the content and applying it to painting a subject of their own choice.
A broader question still stands, which is how can student work be assessed? In art, there is no singular right answer. The best examples of craftsmanship do not necessarily show the most student learning. Good craftsmanship shows artistic talent, yes, but not necessarily effort and learning. A majority of student learning in art produces art that may be less refined skill-wise but shows an effort to learn a new concept and technique. For example, I gave an assignment on Typography with which students were to create a work of art using one word and give it a creative design. The main goal was for students to get creative, make a nice presentation, and put forth good effort. A rubric for this project is attached.
Word Rubric | |
File Size: | 34 kb |
File Type: |
When students submit work they must show effort, learning, creativity, and risk-taking. Not every student is capable of submitting work that is worthy of being hung in a gallery. However, ever student is capable of exerting effort in their art, taking risks in their art, and exercising creativity. Part of assessing art is providing a way for all students to be challenged and successful in their art making. Students won’t feel motivated to try if they know they are assessed on their craftsmanship. I have some students who would excel if I only assessed their craftsmanship. Many students have rudimentary art skills and if I graded them on their ability to produce high-quality art, their anxiety may overwhelm them and inhibit them to try. Additionally, their work wouldn’t reflect their learning of the techniques and their effort to succeed.
Other than project-based assessment, there are smaller forms of assessment in the art classroom. Through the use of worksheets that students fill out as a class, there are opportunities for students to show me their learning by paying attention in class and correctly filling out a worksheet. For example, when I taught the principles of design each student had the fill out the definitions in their own words as we learned them through the unit. The process of learning wasn’t entirely done in one day- but throughout multiple class periods and weeks. When I taught the word, “unity” we looked at a Contemporary Art piece and I asked the students if they thought the sculpture was unified. Most students didn’t know what “unity” meant, they took a guess, and then asked me what it meant. We then looked at other unified art and I asked students to think of their own definition. Then I provided the definition for the students to tweak their own definition and we looked at the Contemporary art piece again so students could think full circle and decide for themselves if they see unity in the art.
Other than project-based assessment, there are smaller forms of assessment in the art classroom. Through the use of worksheets that students fill out as a class, there are opportunities for students to show me their learning by paying attention in class and correctly filling out a worksheet. For example, when I taught the principles of design each student had the fill out the definitions in their own words as we learned them through the unit. The process of learning wasn’t entirely done in one day- but throughout multiple class periods and weeks. When I taught the word, “unity” we looked at a Contemporary Art piece and I asked the students if they thought the sculpture was unified. Most students didn’t know what “unity” meant, they took a guess, and then asked me what it meant. We then looked at other unified art and I asked students to think of their own definition. Then I provided the definition for the students to tweak their own definition and we looked at the Contemporary art piece again so students could think full circle and decide for themselves if they see unity in the art.
Principles Of Design Worksheet | |
File Size: | 24 kb |
File Type: |
When I am not teaching a new principle of design, we are practicing the learning that happened in Do Nows. This is another way I provide a safe space for students to show me proof of learning and a subtle way I can assess learning. After we learned contrast, emphasis, and balance, I shows the students a Monet painting and asked which of the principles of design they see and where. If a student claims to see contrast, I know they have not learned the concept.
These are all ways I can check student learning and assess their learning. Part of assessment in the art room is being consistent with other in the department. As an art department, through numerous conversations in and outside of the Professional Learning Communities, we have decided that an effort to learn and create art, for some, is a huge feat and then even a student who begrudgingly is creating art, is trying nevertheless.
Lastly and more importantly, with this attitude in mind, keeping up with all the students during studio time is of utmost importance. Making sure I connect with each student throughout the class period is helpful to not only track the learning, but to help students who are reluctant to start, start—or help those who are reluctant to finish, finish. So many of the assessments that happen in the studio require that I, as the teacher, am encouraging to students who are afraid of the project-based learning. For example I make sure I provide positive and specific feedback to each student as I walk around. I like to point out one thing they are doing well and one area of improvement. I often take this opportunity to ask questions like, “why did you decide to do this?” This way my students can reflect and they are able to hear positive feedback with criticism.
Providing fair, challenging, and achievable projects for students to show their learning through is the biggest part of my assessment battle as a teacher. It is my goal that all students in the studio can feel safe enough to take risks in their art and that they have the tools they need to feel successful in their art making.
Lastly and more importantly, with this attitude in mind, keeping up with all the students during studio time is of utmost importance. Making sure I connect with each student throughout the class period is helpful to not only track the learning, but to help students who are reluctant to start, start—or help those who are reluctant to finish, finish. So many of the assessments that happen in the studio require that I, as the teacher, am encouraging to students who are afraid of the project-based learning. For example I make sure I provide positive and specific feedback to each student as I walk around. I like to point out one thing they are doing well and one area of improvement. I often take this opportunity to ask questions like, “why did you decide to do this?” This way my students can reflect and they are able to hear positive feedback with criticism.
Providing fair, challenging, and achievable projects for students to show their learning through is the biggest part of my assessment battle as a teacher. It is my goal that all students in the studio can feel safe enough to take risks in their art and that they have the tools they need to feel successful in their art making.