2. Communication: School and Community:

         Invite principals, teachers/ parents into your room to observe and help understanding

         Newsletters-suggestions for use at home

         Value the process as well as final work

         Accountability for you program

3. Display/Performance:

  Examples of Mary’s school show on Art website under Bulletin Board

         Use of clipboards for displaying Journals

4. Instructional Strategies for the use of Sketchbook/Journal:

5. How to Use Reflective Writing with Art Students:

  Use of rubric for Short writing –constructed response (Grades 4-7)

6. Art Room Environments for Literacy Learning

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• WITH HIGH EXPECTATIONS FOR QUALITY WORK
• FOR LOTS OF EXPERIMENTATION AND CREATIVITY
• ACROSS ALL ART MEDIA

INSTRUCTIONAL STRATEGIES:

Note Taking: historical/cultural, instructional sequence, notes on demonstrations, vocabulary (accurate), materials, skills, reference to theme or topic, retelling of information (reference!), a “grocery list” of needs/thoughts

Sketching/Note Taking: visual/verbal connection, direct observation and reactions in words, research recording from books, visuals, web, site sketching (gallery, museum, model, landscape, travel)

Skill-Building Assignments: media, tools, techniques and skills, brain storm/problem solve for unique personal style or voice

Media Practice: wet or dry, directly in book, (or…template or thumbnail spaces), photo copied form to be glued in when completed

Collecting Resources: found objects or resources/references for work that are glued, taped, held in bags, photos-quick cam, Polaroids, note taking on how/why (reason) behind collection

Informal Critique/Coaching: teacher/student talking point for verbal, written discussion in positive/guided manner for feedback as reference

Written Reflection: Short Writing/Constructed Response : reflecting through sketchbook/journal (or. writing/sketching using a rubric for the writing skill) gives learners the opportunity to shape their ideas, create new ideas and transfer, connect the artist to what they already know.

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ITEMS TO SUPPORT THE SKETCHBOOK/JOURNAL:

 

Supplier's contacts:

• Diamond Art & Craft--Buster at 1-800-441-0956 VM#214-orders over $400 are shipped free if paid in 30 days. Use a PO# from your school
• Sax Arts & Crafts--Ann at 1-800-362-4729 bid # 20000-28-163AP free shipping
• Sketch Diary 81/2x11 50 sheets

Reflection involves looking back on experiences. When used in art, reflection can serve as a way for students to learn more about things that are already known in some sense, but will give them deeper meaning. Reflecting helps to reconstruct, analyze and evaluate what happened. At a time and place away from the immediacy of the experience, these mental reconstructions are converted into written form. The use of the Sketchbook/Journal is an ideal place to record the reflections.

 

• In what ways did you take risks with your work?
• How important were the planning and preparation phases of the lesson?
• How well did you understand the teacher’s expectations and directions?
• What were the three biggest or most important choices you had to make?
• What Problems did you experience? How did you solve them? What personal strengths did you use to deal with them?
• What ideas or suggestions did you get from your classmates?
• What possibilities or ideas for future work did you get from the results of this lesson?
• What role did critiques play in shaping your ideas about your work?

Rubrics can be used to identify different levels of quality in reflective skill as well as in writing from excellent to poor. Included are rubric examples that are used for the CSAP testing and we need to use the same criteria. There are examples for all three levels and it would be useful to duplicate a copy for each of your students to be included in their Sketchbook/Journal for instructional reference and final assessment. (Find them under the CASP support area)

 

Grades 4-7: Short Writing/paragraph: correctness is not as important as the students writing with good organization, ideas and concepts.

High School: Short Writing/paragraph: correctness is very important and to get a 4 the work would have to be error free.

What does that mean for us? Always present high expectations for the student to do it as well as they can. Use a dictionary, spell check, and work with the language arts teachers to help with grammar correction. If students are expected to copy words from a resource in the room, make sure they are writing it correctly.

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• Plan areas of the room for various purposes:
• • Daily instructions
  • Permanent posters-classroom standards, procedures
  • Emergency exits and safety signs
  • Changing Resources- visual and verbal, thematic, media and techniques, skills, etc.
• Clear, large lettering on posters/visuals
• Written/Drawn Instructions-steps for technique or task-students will read and then write/draw them into a sketchbook for reference
• Thematic, cultural, historical images for resource
• Maps for reference
• Vocabulary area- Word wall, words on strips to be moved as needed
• Labels on equipment, storage, supplies, organized boxes, folders or containers (connects the item to the word)
• Chart paper on easel-A sheet for each class that states the performance expectations aligned to standard/benchmarks being covered. Procedures and steps in instruction, vocabulary words, references to supplies, timeline, etc.(a wonderful method that is used by Laurie and John Counterman in their classrooms, that enables you to have detailed information for students, subs, and parents that is permanent, but easy to store and manipulate in elementary classrooms that do not have enough wall space.)
• Overhead Projectors/Monitors used for projecting visuals and instructions for students.

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