Burton, J.M. (2013) Part 4. Lesson Sequences and Assessment. Part 5, In and Out of the Classroom. In, Guide to Teaching and Learning . Noticings: - Sequence matters tremendously if a teacher is planning on evaluating a student. Quality sequence takes into consider students' prior knowledge while also preparing for the "learning road" they are on in order to achieve their goals. - Sequence should be based on development and progression. Profound Statements: " It also stresses the importance of assessment as an intrinsic component of learning. Thinking ahead in planning and assessing learning is fundamental to good art education." " The planning of sequences should be paralleled by an assessment procedure, designed to determine the degree to which the desired learning has taken place." Questions: Application: Pre- and post - assessments Portfolios
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Burton, J.M. (2015-16). Blue Ribbon Committee: Remarks delivered to the Chancellors Panel. Profound Statements: " Digging deeper, the arts provide young people with languages of expression and communication and function much like verbal languages." " While the arts are languages ... empowering important perceptions, thoughts, feelings and ways of critical thinking, that are not available within the everyday lexicon of words." " Researchers in the discipline of cognitive neuro science, offer a vision of cognition in which motor action, activity of the senses and feeling states inform the shaping of complex thought, giving it power, flexibility and rich meaning." " Such research underscores critical actions of the mind and gives value to the arts as disciplines of meaning making, of deep learning and of diverse personal accomplishment." "... it is through the arts that we create and are shaped by culture... languages that both respect yet
Darling-Hammond, L., Ancess, J., & Falk, B. (1995). The Bronx new school: Weaving assessment into the fabric of teaching and learning. In, Authentic Assessment in Action: Studies of Schools and Students at Work. NY: Teachers College Press. Noticings: - The best curriculums are built around student interests, needs, and experiences. - Comprehensive assessments have to be designed in order to guarantee quality education. - Children are at the center of learning when we have plenty of opportunities to look closely at their thoughts, strategies, and skills. Questions: - Why do our schools NOT pay closer attention to students' developmental milestones and phases? I truly only see that type of investigation and thoroughness with students with IEPs. - What are the opportunities I possess as an educator coming into an already structured system that does not fully match my beliefs of pedagogical advances and meeting children's needs? - How can you design an assessment witho
Hurwitz, A., & Day, M. (2012). Chapter 17. The Social dimension . In, Children and their art. Not Available
Burton, J. M., & Hafeli, M.H. (Eds.). (2012). Part 1, Snapshot I. Where did you get that orange? In, Conversations in art: The dialectics of teaching and learning. NAEA. Noticings: - I enjoyed getting a visual image of a 5 and 6 year old classroom. I loved the similarities that presented itself in a middle school environment which makes Art at its focus, student voice as the driver, and the ability to experiment and fuel off of peer interactions. - Teacher's role is very similar as well. We are there to coordinate and provide a "soundboard'' for children's thinking and experience. We prompt and give advice, but often children just need affirmation and confirmation of their own solutions to problems that presented themselves throughout the lesson. Questions: - How did she work her students up to the ability to paint for 60min? - How can we use the excitement of "imagination" as a focal for older students? I was excited hearing about all of the
Burton, J.M. (2013). Part 1 Creating a “Vision” Part 3. The art of planning lessons. In, Guide for teaching and learning. Noticings: - Major ideas come in excellent buckets of 4. "Material, Product, Motivation Dialogue, and Objective." " how objects, ideas, thoughts, and events might look, feel, act, and are situated, etc." - Importance of "balance" is explicitly noted several times throughout the research. Everything holds a relationship that should be carefully thought-through. And when we consider the area of learning, it is not solely for the sake of the child, but we must be open to learning ourselves. (Very Teacher SEL) - Stresses the value of play and experimentation in the learning process. - Every material has a unique opportunity and possibility. Materials and subject matter go hand and hand, one can lead the other. "... different materials will invite different kinds of reflection on subject matter for each possesses its own characte
Quotes : It is scary to believe that we are a part of a system such as this. I am so honored to be an educator and yet I know all of this to be true and what stands between me and a student. I really enjoy this line. I can't begin to tell you how many times students talk about how unimportant my class is. Do I even need Art? Why do I have to do this? I don't really need this class to get into high school anyway right? This quote is so invigorating because it beckons us to think beyond the now which is extremely challenging for my generation and those to come after. Questions : What does it take? Application : How do I actually discuss complicated and controversial issues with students without creating a riot in my classroom? Without over imposing my viewpoints? With setting a positive standard of a quality "character" when so much of character and morality connects with culture?
Important : This article came at an important moment in time. We are currently thinking about the level of value human beings hold in the United States given their complexion, ethnicity, or socio-economical status. This article reminds us all of the greater picture which is the historical invention of "schools." Scholars were a gathering of individuals who chose to meet to learn about the life within and around them. How we have changed our ideals?! I work for a school that is dualistic in nature (like many of other philanthropic organizations in the 21st century). We came from a place of servitude and found ourselves wanting more. And in doing so, we've entered the systematic approach of what to do. This article highlights the shortcomings of "methodology." I live in an extremely method-thinking and method-approaching place. I feel the strains of it even more as an art educator. I can see the thirst for knowledge in children. I can see the desire for more an
I am so happy that I read this article. It came at perfect timing due to the decline in student submissions. In this pandemic, I've had projects that really got my students invested, while others laid to waste. This article reminded me of the value of using the digital tools that are available to our students. It also emphasized the need for exploration and investigation in digital media and tools. Many of my students would not consider themselves "drawers" which is why the observational unit is going down. I am not there with them to encourage, guide, and support. So, its best that I use tools that are easily accessible and engaging. You know, speaks their language while also peaking their interests.