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How would you approach this scenario? Create a NEW post and share your takeaways after thinking through, writing, and now discussing this scenario with your group. Be sure to add your NAME at the top of your post.

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Alexis Hales- I would make a rubric for them so they know what is expecting of them. Then, I would let the kids self asses themselves. Then, I would let them pair up with a partner and let their partner self asses to give them opportunities to respond.

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Liv Christopher - I would have the students do a peer review so they could here what their peers think about their artwork. For example, the students can point out the things that are good and what still needs work. As the teacher, I would have to do a midpoint check-in so I would be able to see where the students are at in their projects. I would also be sure all the students had their ideas prepared before having them start a project.

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Annie Coultas:

In our group, we talked about how in the art classroom the teacher can do a gallery walk where all the students, including the teacher can walk around the classroom and look at the artwork and each student can have a paper where they critique the artwork, including a self critique. We also talked about having the teacher go table by table and talk to the students and have a one-on-one time too. Lastly, the teacher could group the students based on their style of art like painting, colored pencils, or watercolor so they are able to talk about their interests and help each other.

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Hannah Bentley

In our group, we had a similar approach to large art class sizes. One of the approaches I would use that we talked about was doing a gallery walk. As a result, both the teacher and the students are free to move around and offer feedback, receive peer criticisms, and evaluate themselves. Students are actively involved in the learning process through gallery walks, which provide them the freedom to move around the classroom and interact with various projects or exhibitions. It fosters a sense of camaraderie in the classroom by highlighting and applauding each person's accomplishments. All things considered, a gallery walk is a useful instrument for encouraging student participation, teamwork, introspection, and a feeling of belonging in the classroom.

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Alexis Patterson

I would have my student gets in groups based on the skill level they have, like if ones good at drawing and others are good at painting, they can put their skills and ides together and they can self-asses each other and give feedback to one another.

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Kate Main- One approach I would do is have them do a self-assignment so they know what they need to learn but also you

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Ainsley Siekmann:

To give assessment strategies with a large class I would put them in groups and have them discuss what they could do better, compare with their group, and give each other positive feedback. Another thing I could do for the students is self-assessments halfway through the unit and at the end of the unit. I would have them rate their projects based on how they are doing and then answer a list of questions about what they could improve on and what they did well on.

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Emma Schneller: I would encourage students to engage in group work, providing them with a rubric to guide them into what is expected of them. This way, they gain clarity on the essential elements to incorporate into their work. A gallery walk could be implemented, allowing each student to walk around the room and conduct a peer review of their peers creations

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Maya Wilhoit- I would give them some free time to think about what they want to make that way they can still be creative one their own, and as the teacher I would walk around the classroom and see what all of their ideas are. Another idea I had would be to do a midway point critique with the class. This way we can gage if the student is on track to complete the project in time and also if they're struggling with a way to execute an idea they can talk to their peers, and their peers can give them feedback and new ideas to add. And then also a peer critique at the very end of the project to see the final project.

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Aitana Safont

Well, starting by knowing the preferences or interests of the students (make a little quiz to gather this information) then take the ideas most common and le's start the lesson. You could give different options to draw or work with in class, in addition, if you are teaching how to draw geometrically, for example, you can give them charts with different pictures they can use as a model to choose and draw. Also, giving them an specific, detail and clear rubric not just would help with the feedback from the beginning if not is going to allow the student to maintain a analysis of their work and how to correct or do it better. Another strategy you could work with is a gallery walk, where the teacher prepares it with students art, this would call their attention and is a fun way of getting feedback for the art they've made, plus he can also use it to introduce a new concept and provide them examples to pick ideas from different painters or artists.

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Lailah Moyd - I would give the student three different options and have them write on their own paper the best option for them and then turn it into the teacher. This why their answers are confidential.

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Brooklyn Pierce- I would have the students complete self assessments and I would do teacher observations. I think that Peer reviews would not be beneficial in this class as students are self conscious about their art.

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Rachel Logan

I would not include peer critiques in order to prevent public humiliation or other things of the sort between peers. I could use self-assessments and teacher observation for the students to have feedback. Rubrics and examples of art can be given, as well as anonymous art galleries/walks with expectations of kind words and compliments.

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Nicole Reimer- In our group, we talked about maybe with a bigger class size taking the students outside and splitting them into smaller groups. The teacher can then give each group a different prompt of what he/she wants them to accomplish. Followed by that the students can then compare what they drew or whatever the prompt was asking for with their groups for peer critiques.

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Aliyah Bibbee

1. Use rubrics to your advantage because it can help grading go by faster.

2. You can put students into groups to create artwork. From that, you can do group feedback instead of individual feedback.

3. Do a portfolio so the students can see their progress forms the start of the year to the end.

4. Find tools online that can help reduce the amount of work you have to grade.

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Hailey Hubbs-

How I would approach this by I would create specific instructions but not specific ideas. The prompt I would give them would allow them to use their creativity and dive into what you are asking them to learn. Peer critiques are something I would not use due to it possibly bringing the morale down, them not being kind, and also that is an extra thing you would have to train them on, which would be taking away from the art class in itself. I would not do self-assessments because that is a way to make them less confident or they would not do the assessment truthfully.

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Kaitlyn Hall

Our group talked about how we could implement group projects where students could each place their own artistic expression into the artwork. This way, teachers could grade projects quicker and provide feedback to each student in a faster manner. We also did not like the idea of peer critiques because other students could take away from a students creativity / not see their artistic idea or they could provide feedback that is unhelpful. We also didn't like self assessments because some students are very hard on themselves while others provide themselves more credit than deserved.

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Alexandria Daniel

That sometimes peer revew is not the best way to go and that kids sometimes dont need as much contructed feedback as we thoght. I also found out that when kids hear feekback from other kids they might think of the as mean or kids might not want to give them constucted feedback because they dont wanna be mean. Which is something that I will have to take concideration about.

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Isaiah Serrano- I had a different idea than the rest of my group. At first I suspected my answer to be the common answer. It seemed like the only answer; however, it clearly wasn't. Their method would be very helpful for accommodating such a large class. Their method was to have a prompt for the students to answer, and then split them up to answer it. Mine was to set up an art gallery. This art gallery would give students the opportunity to self assess, and peer critique.

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Jamie Picarazzi- I would not include peer critiques as this often makes students not share their real thoughts to avoid embarrassment or hurting other people's feelings. I would give students a holistic rubric to help guide them on the assignment. This way they can judge their own progress but have that rubric their to guide them on their progress. AT the end I would have a gallery walk so they can view each other's progress.

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Grace Douglass

From this discussion, I took away that there are benefits and drawbacks to peer critiques. I think that the benefits to it is that students through peer critiques (when given prompts of what to say) can help uplift student's confidence and help them to better improve, but when they are not given prompts on what to say to their peers, it can hinder the growth because students may put each other down with their words.

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Brady Bowman

I had a different idea then the others in my group. I thought it'd be smart to do group activities or a group mural that several could work on together. I did something similar like this my senior year where I painted a mural on a school wall with two others. We each got to put our own artistic ideas into it and made it unique to our minds. it always was a good way for the teacher to grade us as there were less things to grade.

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Hayley Barton:

My group talked about self reflection and group works. I think self reflection would be a great thing to implement for classes that are big. Most of the times students are quite critical of themselves. Another thing is group work. With art you cannot necessarily work on something together, but putting students in a group where they can give feedback to each other or help each other when needed would be good for them. Also them already being sectioned into groups can help with grading. The teacher can go to a group a class, and give feedback.

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Mady Bynes:

In our group we discussed the importance of peer-assessment. Allowing students to assess one another's artwork, and then allowing the student to come back and assess themselves. This allows all students to have an opportunity to see their peers examples of artwork concepts, and then come back and reevaluate how they feel they did themselves.

I also like the idea of using portfolios to give personalized feedback. Assessing 10 or so portfolios a day will allow the teacher time to go through and give meaningful feedback without being overwhelmed. I would use artwork as mostly a participation grade, and use multiple choice assessments of art history and concepts for other grades.

There is also the possibility of allowing students to work in groups, and create artworks together. This will reduce the number of projects that require grading while allowing emphasis on teamwork and participation. The teacher can move table to table to observe the students understanding of concepts.