5. What should assessment look like, and how do I go about creditably assessing visual arts?

What is assessment? According to Every Chance to Learn (2007), 'assessment is a continuous process of gathering and interpreting evidence to make judgements about student learning.' Assessment is quite difficult in the arts, with much debate over the question: Can you assess creativity? In building up my program for my professional placement I have devised several tasks that can do just this by breaking down creativity into subgroups such as technique, organization and understanding.

The Essential Learning Achievements I set in this Work Required Unit have assisted in planning my program and I will use them to conduct summative assessments at the end of week four. During the time spent with the class I will conduct formative assessments to direct my future teaching and inform what summative assessment would be appropriate. 

 At the conclusion of the four-week block students will have learnt - Student Outcomes:

1)   The Elements of Design – Line, Shape, Colour and Texture.

2)   The Principles of Design – Repetition and Balance.

3)   Use different techniques and mediums, including ICT tools, to create artworks that incorporate the Elements and Principles of Design.

4)   Plan and Develop ideas to create artworks as collaborative groups.

5)   Use correct terminology to critique their own work and others artworks

Assessment Tasks:

1)   Line, Shape, Colour and Texture worksheets 30%. Assesses 

outcomes 1, 2 and 3.

2)   Line and Colour Artworks For Comic 40%. Assesses outcomes 1, 2, 3 and 4.

3)   Self-Evaluation Task on work completed in the four weeks 10%. Assesses

 outcomes 5.

4)   Active participation in group-work and visual diary 20%. Assesses outco

mes 4.

I have chosen a bundled approach to assessment, using the best practice in assessment as outlined in Every Chance to Learn (2007). Briefly, it states teachers must ensure that assessment is ongoing, consists of a variety of tasks, encompass learning goals, promote quality learning and be fair in allowing students to demonstrate their learning achievements. I believe several smaller tasks and strategies of assessment are essential in providing accurate evidence into students learning and are vital to myself, as an art educator. This approach to assessment is recommended in Manzo’s (2008) research where findings showed, ‘one-time, on-demand assessments may capture only a small part of what is taught and learned in the arts.’ Assessment comprised of several components will help direct future developments in my teaching of the students, providing evidence of what they lack and what I need to cover more in my teaching practice. I also have devised a student self-evaluation task to make students aware of how they are progressing and assists in their individual learning, giving them goals and ownership over their learning.

Rubrics:

References:

Department of Education and Training. (2007) Every chance to learn: Curriculum framework for ACT schools. Preschool to year 10. Canberra, Australia.

Manzo, K.K. (2008). Arts Assessment. Education Week, 28(6). 

4. Integrating ICT into the Visual Arts Curriculum: Teaching and Learning Activities

Through research online and discussing findings with my fellow pre-service teachers, I have come across a huge range of relevant ICT resources to fuse into the curriculum. Once you have access to all the resources available it is easy to overload units and in turn overwhelm students, leading to ineffective use of ICT.  To prevent this from occurring I have designed ICT to work in with my set learning outcomes and use them as enhancers and different ways of presenting information for students to build understanding. This approach is recommended by Harper & Moulds (2009) who state, 'technology will be most effective if used in the context of meaningful tasks connected to the curriculum-they don't become the curriculum...' In my method of scaffolding that leads to students own constructive cognitive processes, I will provideskills that can be used to create collaborative works, capture works, give ownership over works and distribute works. These are all a part of the artmaking process in the real life context, giving the unit relevance and teaching twenty-first century skills, instead of producing throw-away rushed images. This is supported by Lloyd & Wesley's (2004) research, highlighting that, 'collaboration itself is seen to bring aspects of real-world interconnection into the classrooms.' 

Teaching And Learning Activities...

Resources to be used:

• Digital camera/scanner
• Computer: Software and online resources. These include: ArtRage, Comic Life, Crayola Digi Colour, Artist’s Toolkit, Image Blender, Exploring Perspective Interactive Game.
• Smartboard

Conduct Inquires and Gains an Understanding:

To introduce Elements and Principles of Design for students to conduct inquires and an understanding over the subject I will use an online resource, the Artist’s Toolkit on a smartboard. I chose to use the smartboard as it enables visibility and interactive participation of all students. I chose the artist toolkit for it is highly visual in exploring the elements and principle of design. Each component has three levels of interaction, firstly students watch a detailed animated demonstration. Secondly they find examples of the concepts in other artist’s works, dragging and dropping descriptors onto the image. Finally they have the chance to create a composition using the concepts established. This program was selected from the vast array of resources available, as it is an excellent introductory ICT tool. It scaffolds the students in developing skills, then steps away and lets them creatively explore and construct their own approach to using the elements. It also provides theory behind the concepts and illustrates how artists use them in other parts of the toolkit.

I envision running through the Artist’s toolkit with the students as a whole class and getting them to take turns in coming to the smartboard and having a chance to interact with the program. A problem in using this program on the smartboard is access. I will have to arrange with a teacher to swap classrooms, or book the one in the library. This then creates a disruption to class routine, leaving an opening for undesirable behaviour to occur. To overcome this, clear instructions of how the lesson will take place need to be announced at the beginning of the lesson so students know what to expect and how to behave accordingly. Another issue that could arise is the smartboard not working. On an observational rolling day, this problem did occur, if it does for me I will be prepared with a backup introductory lesson.

Create:

Students have the chance to create in the Artist’s toolkit but this introduction to working with design elements will be expanded with other activities. During the first two weeks I will be conducting small groups of activities. Each activity will be a different approach in creating works of art around the design elements and principles. For example, exploring the different effects of mediums from graphite, pastel, paint to computer effects. When exploring on the computer, I will use resources such as Crayola Digi Colour and ArtRage. These were selected for they use a range of mediums from palette knives to templates, which aren’t available in the class’ physical resources. They are also suitable for a Year 7 level, not needing detailed instruction, instead offering an easy interface of icons to click on and explore how they can be used. These programs enable open access to all mediums and illustrates how they can be translated to creating works on the computer.

Interactive games will also be encompassed. For instance, after explaining a new concept such as perspective. I will get students to use an ICT device, the online game, ‘Exploring Perspective’ to provide an engaging and relevant opportunity to gain full understanding over the principle. The game involves levels of increasingly complexity where objects are placed into a scene to create a sense of perspective, again scaffolding the students. After this students can then complete drawing activities in their visual diaries, applying their new knowledge and create original works.

Communicate and Collaborate:

Visual arts is a social discipline which encourages communication and collaboration, whether this is constructive critique, chatter whilst creating and project work. I will implement ICT directed collaborative work where communication is focused on the act of creativity rather then discussion on what students are doing on the weekend. In weeks 3 and 4 I will direct the students in their groups they were in for the previous small group activities to produce a series of 8 works. I have chosen to do group work as research has shown resulting characteristics within students that I aim to develop. Bryant (2010) has shown that peer interaction  promotes  achievement in '...their mastery of symbolic expression, their acquisition of role taking and communication skills and their development of creative and critical thinking.'  Four works will be completed on paper and four on the compute,r demonstrating their understanding of the design elements and principles, as well as demonstrating how they are able to apply them in creating art using various mediums, tools and techniques. Each group will be assigned a mood and elements as a foundational base to create the works. They will design their works as a group and assign roles, so each student contribute two pieces of work, one on paper, the other on computer so they can compare the contrast between online and paper imagery.

• Group 1: Calm Lines and Colours
• Group 2: Angry Colours and Lines
• Group 3: Energized Shapes in Repeat Pattern
• Group 4: Happy Colours and Shapes
• Group 5: Silly Lines and Texture

These artworks will be compiled through the scanning/photographing works on paper to upload into the computer. The free program Image Blender can be used to edit the images if required. This program works similar to Photoshop but I intend to use it as it is much simpler to work, being more suited for Year 7 capabilities. After images are compiled, the groups will then use the program, Comic Life to place images and informative text within this format. Text can be worked out in their visual diaries as a group then typed in, outlining their ideas, information on the elements and what they learnt form doing the activity. Comic Life is appropriate for their technological ability and is a style they can relate to and hopefully engage with. Once this is done I can print the comic off and distribute so each student has a copy of the entire classes work. This shared finished project gives students a sense of ownership and works on building communicative and collaborative skills, necessary in twenty-first century learning. A problem to overcome in doing this project is access to computers. I will need to know well in advance when to book a computer lab and have access to scanners/digital cameras.

Risk Management:

While using the internet there is risk that students may attempt to enter other online sites then those they are directed to. Filters are in place at the school and students to should not be at risk of reaching offensive material.

I had considered using a blog to compile artworks within and share, but issues of privacy and accessibility outside of the school came up. I decided to overcome this problem and develop a comic using Comic Life.                 

Another issue that could arise is the inappropriate use of the digital camera. I will outline proper technical use of the camera as well as camera etiquette, putting emphasis on what the the purpose of camera use is for this class: to take photos of artworks. This avoids privacy and unethical practices.             

 

 References:

Bryant, C. (2010). A 21st-Century Art Room: The Remix of creativity and Technology, Art Education, 43-48.

Harper, L. & Moulds, P. What implication do learning spaces and ICT have for curriculum? MYSA, 9(1), 10-13. Retrieved from www.mysa.org.au

Wesley, I. & Lloyd, E. (2003). "Not Another Lesson Plan!" Building a collaborative curriculum survival pack for future art teachers, Australian Art Education, 27(2), 51-68.

 

3. Learning Outcomes: Year 7 Elements and Principles of Design. Unit: Art Around us

In designing this unit of work I aim to link my philosophy of teaching pedagogy with learning outcomes and assessment. This will ensure a structured course offering the best teaching practice and learning opportunities. 

As part of developing a commitment to study, Caroline Chisholm Senior Campus structures topics of Key Learning Areas into Work Required Units. Students and parents read over the unit outline and sign in understanding that they will make every effort to be active in class and complete the unit. It has become apparent that setting up networks of communication with parents is a significant factor in student motivation and behaviour. This is evident in research conducted by Rosenburg and Jackman (2003), with 'collaborative teams work[ing] together...form consensus on a positive and supportive school-wide approach to behaviour management for all children.' With the school policies and the results of this research in mind on behaviour, I have developed and Work Required Unit for my Year 7 class. 

Work Required Unit - Elements and Principles of Design: Art Around Us.

Key Learning Area: Visual Arts

Year Level: 7

Duration: 4 Weeks

Teacher: Miss Sivell

Description: During this unit students will explore the Elements of Design, focusing on Line, Shape, Colour and Form. They will also be introduced to principles of Repetition and Contrast and how they relate back to the Elements of Design. Students will create a number of artistic works using a variety of media and techniques, including ICT.

Learning Outcomes: 

Students will have opportunities to understand and learn about:

• 7.EA.1 - The ways in which artists develop ideas and feelings through artistic works.
• 7.EA.4 - Techniques for safe practice appropriate to the art form (e.g. warming up, safe use of equipment).
• 7.EA.6 - Experiment with skills, techniques and materials to produce artistic works in particular styles and mediums.
• 7.EA.8 - Discuss the different ways artistic elements and concepts are used to convey meaning. 

Interdisciplinary Outcomes:

Students will have opportunities to inquire and create with Information and Communication Technologies:

• 6.EA.4 - Use ICT as a learning tool to support thinking and to analyse and creatively represent new understandings.
• 6.EA.5 - Make creative choices when selecting and using iCT, including combining a variety of media. 

Students will have opportunities to contribute to group effectiveness:

• 5.EA.2 - display cooperation and flexibility in allocating and undertaking varying roles and tasks in groups
• 5.EA.3 - act in ways that respect and support the ideas and feelings of others (e.g. fair play, consideration, encouragement, peer facilitating)

At the conclusion of the four-week block students will have learnt - Student Outcomes:

1. The Elements of Design – Line, Shape, Colour and Texture. 
2. The Principles of Design – Repetition and Balance.
3. Use different techniques and mediums, including ICT tools, to create artworks that incorporate the Elements and Principles of Design.
4. Plan and Develop ideas to create artworks as collaborative groups.
5. Use correct terminology to critique their own work and others artworks

Assessment Tasks:

•  Line, Shape, Colour and Texture worksheets 20%. Assesses outcomes 1, 2 and 3.
•  Line and Colour Artworks For Comic 40%. Assesses outcomes 1, 2, 3 and 4.
• Self-Evaluation Task on work complete din the four weeks 10%. Assesses outcomes 5.
•  Active participation in group-work and visual diary 20%. Assesses outcomes 4.

To Complete This Unit Successfully You Must:

• Attach this WRU to your diary.
• Complete all class notes .
• Practical work completed and submitted on or before the due date unless otherwise negotiated with teacher.
• Responsible use and maintenance of equipment.
• Work independently and cooperatively in class.
• Respect the work of your peers.

Student and Parent Responsibility:

I have read and understood the requirements of this unit.

Student's name:                           Student's Signature:

Parent's Signature:                       Date:

References:

Jackman, L.A. & Rosenburg, M. S. (2003). Development, Implementation and Sustainability of Comprehensive School-Wide Behaviour Management Systems, Intervention in School & Clinic, 39(1), 10-21. Retrieved from http://web.ebscohost.ezproxy1.canberra.edu.au

2a. Resources and Networking for Art Educators: Sites to Explore

I have come across many sites that offer numerous resources and support for art educators. Here are a few useful ones to explore and participate in:

• @rtJunction
• 100 Incredible Web Tools to Indulge Your Creativity
• Elements of Design
• Educational Blogs
• Art Education 2.0

2. Confidence and Self-Efficacy in ICT Integration: The Importance of Establishing Networks for Support and Resources.

Pre-service teachers currently undergoing study are being prepared to integrate information and communication technology (ICT) into their future teaching and learning practices. The benefits of embedding ICT into teaching are promoted. These include  stimulating interest, motivation, critical thinking and cognitive processing. Despite these known benefits,increased support, access to new ICT resources and education on how to integrate them into disciplines there seems to be a lack of effective use of ICT in school systems. According to Sang’s (2010) study, it seems that relatively few teachers intend to implement them in their teaching. Black, (2009) shows research results where 20% of teachers identify their lack of use to limited expertise and confidence. Self-confidence is becoming an obstacle in integrating ICT into key learning areas (KLA). How can teachers be supported to turn the potential of ICT into practice? How can their efforts be made effective? These questions need to be addressed, with professional networking amongst teachers providing a possible solution.

Being a pre-service teacher at the University of Canberra I will use my own experience as a case study to investigate this possible solution and show how it can be applied within a real life context. As part of my Graduate Diploma of Education in Secondary Teaching I am currently undergoing studies in ICT through the course Enhanced Learning in Professional Contexts (ELPC). This course has revealed the multitude of free online resources as well as contemporary issues hindering their effective and full usage. In my individual experience, the social sharing of resources and the opportunity to come together and discuss concerns and findings amongst fellow pre-service teachers has contributed to my sense of self-efficacy in implementing ICT within my KLA of visual arts. During university teacher education, there is this opportunity to have face-to-face contact. But what happens to art educators that don’t have access to people who share a vision of ICT integration? How can they form connections and improve confidence? And personally, what will I do when I lose contact with my university peers?

One possible approach to instigating professional engagement in ICT integration is becoming a follower and participant in educational blogs. Blogs are an online networked space where participants can share their thoughts, values, ideas and lives (Bellis et al, 2005). This form of networking is being practiced in tertiary teacher education, for instance in ELPC pre-service teacher blogs are currently being developed, forming a virtual platform to share research, examples of good initiatives, links and lessons. This opens up a culture of communication that contributes to creating relevant teaching practice and furthering the agenda of including ICT into every educational discipline. Teachers ‘engage in sustained reflection and research into their own classrooms and as a result experience great professional growth’ (Bellis et al, 2005). Whilst technical abilities and skills are expanded, confidence grows through the social nature of blogs, largely through comments, for example Bells et al (2005) researched networking as a learning strategy and documented blogging amongst teachers. One comment shows the supportive nature of blogging in generating initiative and confidence; ‘I plan on continuing on this journey with…teachers who show a range and depth of thought about learning and education that makes me feel quite optimistic about my profession…your comments left on my blog have always been timely and helped me…’ (Bellis et al, 2005).  Blogs offer a portal for collaboration between distanced educators and further their development as teachers in technological change.

This immediate social environment available at university during teacher training is available after study through many online sources. These include blogs as discussed, forums, online resources and tutorial activities that set up local and global communities of art educators exploring uses of emerging technologies. Sharing information, ideas and experiences of ICT implementation online provides ongoing opportunities for teachers to build their confidence. A study (Collis and Moonen, 1995) conducted in Norway evaluated the strategy of face-to-face and virtual teacher networking in increasing the effective integration of information technology into the curriculum. Over a four-year period participants were surveyed and interviewed revealing an increased use of ICT in instructional practice networking. While the activity of networking provides inspiration and fuels confidence in incorporating ICT, it can be easy to become overwhelmed by the amount of resources available and overload ICT into lesson ineffectively. I have learnt from my own endeavors that it is important to not let ICT take over lessons, but rather through selective use, allow it to enhance content material and give it relevance to the learners. ICT should not be simply thrown in to the mix, but rather carefully considered and inserted into teaching episodes.

Through personal experience and supporting research, networking fosters professional discourse, best teaching practice, innovative use of technology, collaborative work and the sharing of research. These qualities are pivotal in building the confidence to not only investigate the potential of ICT, but integrate it into professional practice. We all have a need to reflect and speak about our experiences, while my university experience is helping to form how I will integrate ICT into Visual arts as a discipline, digital spaces offer this to all teachers in the profession 24/7. 

References:

Black, G. (2009). This changing world: Technology, teaching and learning, Teacher, 16-19.

Collis, B. & Moonen, B. (1995) Teacher Networking: A nation-Wide Approach To Supporting   Instructional Use of Computers in the Netherlands, Australian Educational Computing, 10(2), 4-9. Retrieved from http://www.acce.edu.au/journal/articles/vol10no2.pdf

Sang, G. (2010). Student Teachers’ Thinking Processes and ICT Integration: Predictors of Prospective Teaching Behaviors with Educational Technology, Computers and Education, 54(1), 103-112. 

1. Teaching Episode: Design Elements and Principles for Year Seven

For my professional experience I have been placed at Caroline Chisholm Senior Campus. I will be taking on three lines, which include:

• A Years 9/10 composite Visual Arts class studying Wearable Art
• A Year 10 Visual Arts class studying Sculpture
• A Year 7 Class studying the Elements and Principles of Design.

In this research journal I will be using what I have learnt in my university course so far and will focus on how I will integrate ICT into my Year 7 class in Term 2. The class will consist of around 25 male and female students from various cultural and socio-economical backgrounds. The students would have participated in generalist art activities throughout primary school and have some technical skills to expand upon. I expect there to be a range of  levels of ability. For the first two weeks I will be taking small groups of five in each lesson and setting design element activities for them to complete. By doing this I hope to gauge their understanding of the subject matter and their skill set. In weeks three and four I will take over teaching of the whole class, working on principles of design.

The physical environment of the visual arts classroom is highly conducive to learning. All arts subjects, such as drama, art and music are clustered into the same building creating a stimulating and creative environment. There are plentiful artistic mediums available to use and the physical structure of the room allows interaction amongst the students with large desks arranged together. One challenge in integrating ICT into the visual arts curriculum is the lack of technological resources. Whilst the school does have several computer labs and smartboards available, the visual arts classroom does not. If I plan on using these to enhance understanding over the subject matter I will have to book in advance and arrange with teachers to swap classrooms. There is also a school policy of no mobile phone use within class contact periods. If I intend to use these devices I will have to gain permission from the principal and parents. Despite these challenges I strive to persevere and implement ICT in some form.

Another challenge to overcome is engaging the students in my class. Caroline Chisholm Senior Campus has unfortunately been tagged with having a ‘bad reputation.’ On my rolling days I observed behavioral problems and behavioural management issues from teachers. I aim to address these behavioural problems through the integration of ICT to enthrall, engage and enrich the students. ICT will serve to enhance the content of the course and present it in multiple ways through interactive games, worksheets and online activities to appeal to different learning styles. By doing this I intend to spark an interest in the students and diffuse any distracting behavioural problems.

My philosophy on teaching art to this Year 7 class is to focus primarily on the enjoyable aspects of creativity while introducing the technical and academic side of art making. In doing this I hope to instill a passion for the subject matter and motivate the students to participate in a journey for acquiring knowledge. Hopefully, by doing this the students will have a desire to continue visual arts as an elective in later years of their secondary education.