Standard 4A: Aligns instruction with local standards and district curriculum.
Title: National Arts Standards
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Reflection: Since there are no district level arts standards at Clarke, all of my curriculum comes from the National Core Arts Standards. The NCAS are divided into four main subcategories: Creating, Presenting, Responding, and Connecting. Students meet the Creating standards by working on creative projects and products. The Presenting, Responding, and Connecting standards are met through students' art websites where they present work in their digital portfolio and journal about their process.
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Standard 4B: Research-based instructional strategies used to meet various cognitive levels.
Title: Artistic Behaviors Rubrics
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Reflection: This year I have been focusing on implementing strategies from the Teaching for Artistic Behavior (TAB) pedagogy. The focus of TAB is to enhance student's creative and critical thinking abilities by focusing on behaviors that real professional artists use, rather than focusing on the piece of art that they create. Through observing their work habits and focusing on student choice, the students are forced to think and express their own ideas, rather than following the steps of a teacher created product.
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Standard 4C: Flexible and responsive in adjusting instruction to meet student needs.
Title: National Arts Standards
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Reflection: This year I had a student in 8th grade that was Level 3 SPED and functioning at about a Kindergarten to 1st grade level. The beauty of my set up for MS is that it was very easy to create modifications for her. MS students create artwork at their own pace by following the steps in the creative process that correspond to the NCAS standards. Each standard is broken down into a grade band view. When this student completed each step, I used a standards based grading scale to see if she was able to meet the K-1 benchmarks to grade her. Since the steps are the same from K-12 it was very easy to modify and she was completing the same tasks as her peers. I was able to merely adjust my assessment accordingly.
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Standard 4D: Engages students in varied experiences that meet diverse needs and promote social, emotional, and academic growth.
Title: Clarke NAHS Facebook page
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Reflection: This year, I worked with students to turn our art club into a chapter of National Art Honor Society. Through creating this chapter, students have been able to experience creating their constitution, elections, running committees, and much more. NAHS give students leadership and service opportunities and my students have really stepped up to the increased responsibility.
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Standard 4E: Connects students’ prior knowledge, life experiences, and interests in the instructional process.
Title: Artistic Behavior Rubrics
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Reflection: One of the eight categories that students are graded on for each project is Artists Make Connections. Students must explain how their work relates to themselves, other artists, visual culture, or other subjects. I have had students create artwork that is related to books they have read in English, coding, medieval history, and much more. Allowing students the responsibility to choose their own topics has increased engagement, and allowed them to really express their ideas in their artwork. I am seeing such an increase in student pride since opening up each assignment.
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Standard 4F: Uses available resources, including technologies, in the delivery of instruction
Title: Google Classroom Homepage
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Reflection: This semester, I have had all of my classes connected to Google Classroom. It has really streamlined turning in assignments as well as put the responsibility of keeping track of due dates and missing assignments on students. Each time students have a new project or task to complete, I post a link to the the directions on my website and the students complete the work and upload it using Google Classroom. Sometimes I explicitly walk students through the instructions. Other times, I direct them to the instructions on the site and only step in if I see from their work that they are not understanding.
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