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It's been challenging to have students who I only see once a week be absent from class! Catching them up from afar is just tricky in the realm of art. One success has been engaging students in creating art inspired by the Honey Run Covered Bridge. They really loved the opportunity to give back to the community and help raise money for the rebuilding of the bridge by selling their artworks

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It's been challenging to have students who I only see once a week be absent from class! Catching them up from afar is just tricky in the realm of art. One success has been engaging students in creating art inspired by the Honey Run Covered Bridge. They really loved the opportunity to give back to the community and help raise money for the rebuilding of the bridge by selling their artworks

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Focusing on creating more opportunities for art has been fun. Time is always a challenge. Things come up and schedule changes determine the time I have for art in class. By Chelsea

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I liked how the students organized the art into 1,2,3,4 and created a rubric from that. Using the post its to give feedback is also helpful. You have to take the time at first to teach students how to give feedback and let them know it's ok to give/receive negative feedback.  In my class my students could create a rubric like Donnor's class and give feedback.

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I liked how the students organized the art into 1,2,3,4 and created a rubric from that. Using the post its to give feedback is also helpful. You have to take the time at first to teach students how to give feedback and let them know it's ok to give/receive negative feedback.  In my class my students could create a rubric like Donnor's class and give feedback.

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By Chelsea

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I After looking at the assessments I would like to integrate writing as an assessment since I am integrating poetry, music and art that seems like a great way to see what they learned. The North Coast Art has a lesson called Sky Tree that is similar to my lesson and they used writing as the final assessment.

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My greatest challenge is motivating the kids to learn. I have a very talkative class who lacks in listening skills. As for a success story, I recently tried out the lesson plan that I am creating for this class, while being observed by our administrator. It was an Arts/History lesson. The reaction from both students and administrator was, "This is fun!" Had it only been a History lesson, I would have not had such a great reaction.

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Donnor's peer assessment was very effective in, at least, two ways. First, it allowed the students to explain and analyze the goals set for the project. This supports DOK levels 1 through 3. Second, through communicating, students who missed or didn't quite get the concept will learn from each other.
The challenge with peer assessing is to ensure that students talk about the concept and not sway off topic. Swaying off topic has been an issue in my class. I believe that the sticky notes are the solution to that problem. It holds them accountable for what they are suppose to be talking about. Plus, it provides a reminder for the receivers so they don't forget what they need to do. I think that this would be useful in my classroom.

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A recent success has been incorporating more student choice into our ELA block and seeing student engagement increase immensely. More art related, I introduced india ink in bingo daubers for a large scale watercolor project, and kids loved it and were really successful. I'd have to agree that a persistent challenge would be time - finding the time to fit everything in!

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I thought the building of the rubric was very effective. Having students paint samples and then categorize the results allowed for a deeper understanding of not only the expectations described in the rubric, but also the process and techniques for achieving those expectations. Donnor also effectively helped students restate and reframe their comments in the discussion to use language and vocabulary and references to the rubric. I could imagine that peer assessments could become very vague in their comments, and using the rubric and visual examples would help students be specific in their responses. I plan to use student generated and categorized samples to typify rubric levels to help students understand expectations and process.

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I'd like to incorporate more peer assessment to give students structured practice with speaking and listening and the life skills of giving and receiving feedback. I also like that student comments provide insight into student understanding of techniques, process, and vocabulary. I want to give students more opportunities to revise their work. 

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I'd like to incorporate more peer assessment to give students structured practice with speaking and listening and the life skills of giving and receiving feedback. I also like that student comments provide insight into student understanding of techniques, process, and vocabulary. I want to give students more opportunities to revise their work. 

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While I would like to incorporate more peer assessing in my classroom, for the lesson I am working on, I will have the students do a written assessment. A written response will allow students to engage in a more deeper thinking by having to articulate what they have learned

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Recently, a challenge I have faced has been how to engage a particular student developing his work, especially in the process of revision and adding quality and depth to his work. A recent success I have had occurred in my weekly art class with my Community Day School students. These students lack confidence in their own creative abilities. I decided to introduce them to graffiti art. The last two art sessions have been amazing. The students have been fully engaged and willing to try... even willing to make mistakes. (Janet

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It appeared that Donnor's use of peer assessments was effective because students were able to analyze each other's work using specific vocabulary and techniques to provide feedback to their peers, which then allowed individual students to go back and make adjustments or improvements to their own pieces. Challenges implementing peer assessments might include determining your students basic understanding of the concepts, training students in effective ways to analyze peer work and provide specific and appropriate feedback, and guiding them through the process. Knowing how and where to start with your students, in my opinion, would be the greatest challenge. If I were to modify this strategy in my classroom, (since I haven't used this strategy before) I would introduce the peer assessment process to my class and guide them through evaluating and assessing various pieces together (including modeling how to use the assessment and how to provide feedback).

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I think I might want to try using rubrics or peer and self assessments. With rubrics, students have seen these tools before in their writing classes. They would have a basic understanding of how to use the tool which would allow us the opportunity to spend more time on the assessment component, applying the rubric. However, the peer and self assessment tool would provide a more reflective approach to assessment and would allow for peer feedback, reflection, and possibly further application (if the students were allowed to apply the elements and suggestions to their piece or work).

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My recent challenge is a new student who has experienced severe trauma so that he has serious social skills impairment, and everyone connected with him at school has yet to make inroads. My recent success is that I have completed the art lesson that I am writing about with my class, and it went great!

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This teacher’s use of peer feedback appeared to be very effective in that it not only gave students a peer-level critique from which to work and improve, but it also demonstrated that those who were critiquing knew the techniques, vocabulary, and goal of the assignment. Using visuals to show a 1-4 ranking seemed to be a great to help students with a visual arts project know what they are working toward. My first concern would be to teach the students the importance of productive, objective critiques when writing the post-it’s.

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For my particular lesson I will want to have a rubric, both as a summarize assessment and as a guide for the students. It’s something they can return to when they are struggling with the ultimate goal of the lesson. I also like the idea of a written response so they articulate what they just experienced, and what has been learned from the experience.

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I would say my class as a whole this year is a challenge. I have been investigating new ways to help them learn how to communicate effectively with others, also ways to help a few of them recover and develop relationships after previous trauma. A recent success is a sit-to-stand desk I added to the classroom at the advice of our school counselor. It has made such a difference for students who have a hard time sitting down to complete their work. Work completion rate is higher and attitudes are surprisingly better.

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I was really intrigued to see an example of visual assessment being used in combination with peer assessment. For this teacher, in this classroom, it appeared to work really well. My worry with peer assessment is always unkind/uncalled for critical judgement and also the varying levels of student interest in the particular project. I am curious to try visual and/or peer assessment now though and see how it works. I know I am guilty of not giving my students enough credit at times...they would probably amaze me with their thoughtful, meaningful peer feedback. Who knows?

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For this particular lesson I am developing, I think I would like to use a combination of written assessment and rubric assessment. Students will be asked to think about how their magnetic sculpture reflects their own personal style/personality (thanks for the suggestion, Bri). And at the very end, before Science Fair presentations, I will grade their sculptures on a rubric established based on standards. The rubric will be discussed prior to building sculptures so students know the expectations.

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A recent challenge I've had is with days out and absences.  With art class just once a week, it seems daunting to have a few students catch up.  Or even one class out of several due to a day off.  Also, it has been challenging to get the middle school age kids to produce work that is of higher quality and craftsmanship than the younger kids.
Successes have included an wonderful fish printing lesson and an Alexander Calder mobile and wire sculpture lesson which was very engaging for most kids. I loved the huge variety of finished work as well as the problem solving and engineering aspects of the lesson.

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Donnor's use of peer assessments was effective especially in the way that it enabled the pair of students to slow down and look at the process of the art making as well as how to improve it using the 1-4 visual rubric guide.  It was clear they have had practice working together in this way and followed the model of positive feedback for each other.
A challenge many art teachers face is time.  In an hour long class that includes cleanup, it can be difficult to make time for assessing and discussing, though important, the children often have trouble transitioning away from the physical creation flow and into the discussion mode.
In order to use this I would need to slow lessons down perhaps to 3 or even 4 part lessons, which would essentially work out to being one project per month per class.

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I like the peer and self assessments. Portfolios fit in well with this and I'd like to combine the reflective process with this. I also plan to use the simple and visual rubrics and will get student samples and input to develop them for a lesson to try it out.

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Challenge:
I am trying to find the time to integrate art and science into my ELA curriculum.
Success:
I have been doing center/task card activities and the students have been motivated and engaged. They enjoy the opportunity to choose which activities to do first and with whom they will work

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I believe that the visual rubric was a great tool for students to use. It looked like it helped them respond more precisely to the work of their peers.  

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I believe that the visual rubric was a great tool for students to use. It looked like it helped them respond more precisely to the work of their peers.  

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It is important that teachers model the expectations of the peer assessment. If it is not modeled and scaffolded in a way for students succeed, they will fail. They will respond with phrases such as "It is good. I liked it." DIrect instruction with modeling and scaffolding are effective teaching techniques that I use in my lessons.

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I plan to use self and peer responses and rubrics as assessment tools. These tools allow the students to know the expectations ahead of time as well as share their ideas about their own work and the work of their peers 

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I plan to use self and peer responses and rubrics as assessment tools. These tools allow the students to know the expectations ahead of time as well as share their ideas about their own work and the work of their peers 