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With this strategy, I would use it at the end of a unit or a project where my students found something more difficult than normal. I think that it would be great for a student to have to reflect on their own piece that they have struggled with and decide what kind of grade they deserve. With this, I would be assessing the students' understanding of the class material, how to work with the medium, and how to grade properly.

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The three-strategy is having students write down a list of 3 things that a fellow student might misunderstand about the topic. I would use this strategy at the beginning of a unit where I believed the students might not understand or I was not confident in my teaching. Having this extra feedback about what might be confusing, I can better move forward with my teaching. Through this, I am assessing what the children know about the topic but also what is something that I need to explain more clearly in order for them to understand.

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This strategy would encompass me reading something to my students and keeping the photograph away from them that may accompany it. Regardless of whether there is an image or not, I would then as my students illustrate what is happening in the book or snippet that I just read. This strategy would be assessing their ability to comprehend as well as making connections between reading and drawing. I would most likely use it when reading about an artist or a specific work and see how they reimagine it.

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This strategy is simply having students write down what they understand in their own words. I would use this strategy in the middle of a unit and in the process of making something. This could be either how to make something out of clay or how to use watercolor. I think that it would be beneficial to have the students explain this process to see how much of it they are grasping. This would be assessing their knowledge of these processes and or lack of them so I know whether to further instruct or keep pumping along.

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Through this strategy, I would have students build/create something that requires that they apply what they have learned. I would specifically use this after I just described the kind of art that a specific artist did and what the different techniques or ideas that the artist might have used. Through that, I will then give them paper or materials for them to create something that encompasses the techniques and skills of that artist. Through this, I would be assessing their knowledge of this artist and topic as well as their ability to use the materials.

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I believe I am naturally drawn to the different strategies that encompass using drawing before writing. Through this simple strategy, the students doodle what they know instead of writing it down. I would love to use this when I am explaining the different types of art such as abstract, realism, or contemporary. Instead of seeing if the students know by having them write, I would ask them to draw what that style looks like. Through this, I would not only be assessing how well they know this type of art but also their ability to create something (even though it's small) within that genre.

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My teachers often used this strategy and I believe she works quite well. This entails having students turn in a little quiz or a few simple questions before they leave class. One way that I would like to use it in my classroom is to give it to them on a more reading or informative day like a day we learn about an artist, maybe at the beginning of class so throughout, they are able to jot down their main points of interest or concern. This would be less of a quiz and more of a notetaking method. Through this, I would be assessing what the students found interesting with the information, what they struggled with, and what I might need to be more clear about.

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This is a very simple and self-explanatory strategy but it is having students simply nod their heads or use hand signals to communicate with me whether or not they understand. I would use this a few times a lesson when I am demonstrating how to use a specific medium. I think I will also be more inclined to use this with my younger kids. I do not want any student to feel lost behind when I am explaining how to do something or a specific art process and so through a quick check of how the students are feeling I may know if I need to slow down or if everyone is understanding. I am assessing the students' understanding of what I am doing and showing them.

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With this strategy, I would have some photos that represented a process that we used in the classroom, specifically how to use a medium. Then I would have students write captions for each photo followed by a short summary. This would assess the students' ability to properly identify what the process is and explain how it need to be done. After that, they would have to give a short summary to really encompass why they did the steps that they did to achieve the final project.

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Through this strategy, I would have students make a how-to or an informational video about something that we just learned in class. I would like to use it as students making videos explaining how to make something in art like a pinch pot or how to mix a specific color, things where they have to explain in depth what they are doing. I really love this idea because it assesses their ability to do these processes but I can also use them as tools for other students in the future who might need to learn it from someone on their own level. I would also be able to assess the students very individually and with a good deal of time because it is in video format so I could watch it as many times as necessary.