Sunday, September 23, 2012

How to Critique- Using the Three R's

After your class has completed an art project you may want to hold an oral critique. It's a great way to talk about art. It helps students to learn how to develop and defend opinions. It also helps students to form judgements about art.

Here's a guide you can follow when you have an oral critique. It’s the Three R’s-

First review what the objectives of the project are.  Ask the students questions about their artwork to determine if they met the objectives.  You can also ask questions around their own personal objectives concerning the artwork.

Next you should richly praise the aspects of the particular artwork that are well done and meet or exceeded the objectives.  Be specific; avoid vague generalities. Consider explaining why the aspect of the artwork is noteworthy. Encourage students to explain what they see (and why) as effective and praiseworthy about the artwork.

What do you see- What elements and principles are used. How are they used? Are they used effectively? Could they have been used differently?

What you felt- What emotions do you feel when you look at the art work? Can you empathize with the artist? Are you moved to action? Do you experience anger, happiness, sadness or excitement when you look at the artwork? What do you think the artist is intending to say?

After you have demonstrated the Three R's method, let the students take over and have them run the critique.

Will this work in your classroom? If you have a critique format you use, let me know! I'd love to hear about it.

Sunday, September 16, 2012

How to Build a Better Team in Art Class

I graduated from a SEC football college (go Vols!), so every once and a while I like to read about college football. One day I came across an article on how some football teams have a tradition of tapping a sign before they run out onto the field. It's a custom that unites them as a team, inspires them to work together and do their best to reach their goal of winning the game.

Bingo! It gave me an idea. Why can't I have some kind of tradition for my students when they come into the room. A tradition that will remind them that we are a united team working toward our goal- Learning to think and solve problems through the arts.

Therefore- I have a wooden class cow right next to the front door. The students tap him as they walk in the room. I tell the students to tap and think positive. It's a fun way to unite us by tradition at the start of class. The students look forward to seeing and tapping the cow and they know positivity is important in the art room.

The class cow dressed for St. Patrick's Day

What do you think about the class cow? Do you have a  tradition in your classroom?  Let me know if you do! 

Saturday, September 8, 2012

IDs (again)- Right/Left Brain Thinking in the Art Room

I’ve written earlier that I use IDs in my class to keep track of supplies in the room. Well, I have a couple of other reasons why I use the IDs. Today I am going to share with you another reason why I use the IDs.

During the first week of school I give my students a Prezi presentation on Right/Left Brain thinking. After the presentation I have the students take a little quiz on the Right/Left characteristics.  This help the students can figure out what their dominance is.  It’s a fun little quiz that helps the students develop some self awareness into how they think.

After they figure out their dominance, I put an R or an L on their IDs depending on the outcome of the quiz. Later on, when we are working on a project and we need to go into small groups, they can be grouped with a nice balance of Right brainers and Left brainers. It’s a great way for them to see how the two types of thinkers will complement each other. And it will let them know that one way of thinking is not better that another, just different.

My Right/Left Brain Prezi

Here is my Right/Left Brain quiz-

What do you think of my IDs? Would having students figure out their Right/Left brain dominance work in your art class? Let me know what you think.

Monday, September 3, 2012

Tech Tip- Ready for the first day of school

I want to start working with my classes on the first day of school. I don't want to waste time with a slow start. So that means, I want my computer and Elmo ready to go. My only problem - I had to unplug it all and move it off my desk for the summer. The reason- all furniture is moved out so my floors can be waxed.

My dilemma - I don't know if the tech person can make it to my class before the first day of school and get it set up. Come to find out-  I received an email saying he won't make it this year. So what's a girl to do? 

 I took a picture of the back of my computer the last day of school in June and. So now I can use that picture as reference to setting it up. I can follow and match  all the wires between the Elmo and computer and see where each goes. Me and my computer are ready for the first day of school!

Here are some of the photos I'll use to guide me in setting up my computer equipment-

Was saving pictures of the back of my computer a good idea?  Will this work for you? Let me know what you think.

Sunday, September 2, 2012

How to be Successful in Art Class- Animoto Style

One of my favorite things to have my students do the last week of school is to make an Animoto slideshow titled "How to be Successful in Art Class."  The presentation explains behavior expectations in my art room and I show it the first week of art class (the following school year). I just change and update the photos, year to year. I make it an incentive and pick my top performing class help me with the presentation. One of my 6th grade classes got to make the Animoto clip last June.

I can't show you the Animoto slideshow because my students' faces can clearly be seen in it. But I will explain the concept and show you some of the 'scenes' that have been created for the presentation.

 The first half of the Animoto clip shows how not to behave in art class. The second half shows how to behave in class. It focus on three areas of the art class- how to treat their  art work, supplies and people in the class. I end the presentation with a slide explaining how their choices and effort in what they do will lead to their success in art class.

The students get to come up with the scenarios that will go in the slideshow. We have a lot of fun acting out the scenes, taking the photographs and creating the presentation the last week of school. The students looked forward to it all semester because they know one class will be chosen to make the presentation. They also look forward to seeing the Animoto slideshow in September when they're back in art class.

Here are some of the scenes that have been in the slideshow-

                        What 'Not To Do' in art class-

 'What to do in art class'-

What do you think? Would making a Animoto presentation showing behavior expectations in your art class work for you? Let me know!