We needed a Halloween costume and the classroom teachers had an idea to be superheros. They wanted to somehow reference the common core. This is what I came up with for our emblem.
What are your schools doing for Halloween? While a paper emblem and a cape and mask is not quite as involved as I usually like ( this is coming from the girl who has hand sewn costumes since college - giant glitter lobster anyone?) but it's fun to all participate together!
incorporating common core strategies in the art room
It's a rough year to be a teacher, but boy is it a tough year to be a classroom teacher. They are being asked to invent curriculum, provide support for gaps in the system, all while being evaluated by a new method.
I've been asking people in my building how the arts can best support these new common core goals and strategies. I don't want to sacrifice my curriculum or integrity of my program, however I know that I become a better teacher and learner when I try new things and expand my horizons and I suspect that what the common core is asking students to do directly applies to the arts. I also know that I'm mistaken if I think there will not be a day that the common core will rain on me and my program. I know the day is coming when my fellow teachers, administration, Board, and State ask me how I'm supporting the common core initiative. I like to have an answer ahead of time.
After brainstorming with teachers in my building I thought the following ELL common core strategies and concepts would be a good starting point and could be a incorporated into my art program with ease.
I've always included the above concepts and strategies in my program, we all do. I now make sure that I use the same language as classroom teachers and give students ample time to think and respond.
Above is an example of second graders comparing and contrasting two paintings by George Rodriguez. Students were asked to come to the board and point to evidence to support their comparison or difference. We listed them directly on top of the pictures of the paintings.
Below first graders were learning about the work of Piet Mondrian. We discussed the concepts of artists having unique styles. I explained that to know an artists style, we had to be familiar with the shapes, lines, colors, and subject matter that the artist commonly uses. On the image to the left we listed what was the same about the three paintings, determining the style. We then looked at Mondrian's Broadway Boogie Woogie and discussed how this painting was different from the previous three. Students were engaged and eager to share their thoughts and evidence. This activity took a few minutes and not only supported classroom teachers but also my curriculum.
How are you supporting the common core initiative? What activities do you do that compare and contrast?
I participate in artsonia. I love it. I think it is a great communication tool between home and school and it's a great place to advocate for your program. A fringe benefit is that it kicks back some of its profits to your school's art program. In the past I've used the profits to supplement my supply budget or bought a "wish list" item. I'm at a school now that has a very fair budget and I'm fortunate enough to have the means to purchase the things I need to teach. I know that this is not the case everywhere and I'm fortunate to teach in a community that supports the arts.
This year, I wanted to do something different with our artsonia profits, rather than supplement our budget. So this year, instead we we will be purchasing a piece of art to start our very own modern art collection for our elementary school.
I don't run a TAB art room. However, this summer I read up about teaching for artistic behavior and found that I really like the mentality of the program and agree with many components of the model. I'm still working through the information and formulating thoughts on how TAB might work into my curriculum and program but in my quest for knowledge I joined the 'Midwest TAB-Choice Art Teachers' facebook group. I've stumbled upon many an interesting discussion and learned a lot about TAB through posts on the Facebook group page but one discussion in particular really inspired me to do things a little differently this year.
In preparation for our upcoming fifth grade Tree of LIfe gallery opening I am asking that students write an artist statement. I have grand visions of guests at the art show scanning student artwork and having a video of the student pop up of them talking about their artwork. I plan on using augmented reality to have this happen, but it's still very much in the early stages.
To help students organize their thoughts and set them up for success in writing a paragraph I'm having them complete the graphic organizer below.
How have you encouraged well written artist statements? What questions do you find essential to lead to success? Any suggestions?
Artist Statement Download on google drive
I'm in the process of transferring content to my new blog. This post can now be found at makeartstudios.com
Please follow the following link to view: https://www.makeartstudios.com/blog/reflecting-on-common-core-in-art-education-taxonomy-of-reflection
Thanks, and sorry for the runaround.
Like many educators and parents across America, the common core whispers have turned into talk, even shouts. I've been listening. I've started to read more and gather more concrete information about how the common core relates to me and the way I teach art to elementary students.
Here are a few resources that I've found to be helpful: