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When we look back over our project, we feel that it achieved our goal by compiling existing research in order to have an easily accessible way for teachers to emphasize the process over the product.

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feedback from group was generally good. We wanted to create something easy to read and understand while sharing information.

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to be a guide in order to help teachers implement process over product in the classroom.
Focusing on SHoM, resetting expectations, building rapport, and processfolios.

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What do I do?

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one page graphic that summarizes
processfolios
rapport
setting expectations
SHoM

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things we would change
how we would approach for the first time?
defining success and failure.
idea of play and process is where risk taking happens.
change perception of what success and failures are.
how we organize lessons: are we being mindful of sharing the progress of each student?

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change the student's perception of the experience in order to focus on the process, and less on the final product?

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Assessment
Rapport
changing expectations through assessment

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Agreed here--it would have to be process documentation driven by students: quick pic and upload to Google Slides or whatever.
-Could be used as daily points, or just data to drive the final grade.
-Could even be a quick video (like on Padlet!) where students show their work and talk about what they want to accomplish the next day

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WE the teachers need to do the de-programing by being clear and showing examples of the "new" expectation of journey/process of finished product. Written reflection? "Through this art making process I learned..."

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Sketchbooks are a good idea. Fast documentation is best. Student driven? For me time is always an issue.

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Admin thoughts on shift to process over Product

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Admin thoughts on shift to process over Product

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MS-100% in favor, coaching idea. less stress for student.
MS- fine as long as students know what they are being graded on.

El- Against. Too much time, over ability to understand. Not a lot of faith in DT- failed in district

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Administration Definition of Success in the Art room

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Administration Definition of Success in the Art room

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MS- Balance of participation/product

MS- Not finished product but journey taken to get there.

Elem- Exposure to art concepts, thinking and making art within standards.
Students should be able to think about art concepts.
Completed product to assess very important.
Students/teachers having fun and celebrating love of art together.

MAtthew

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encourage experimentation in the art room in order for students to focus on the process, and less on the final product?

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What about encouraging experimentation instead of talking about failure? Because experimentation inheritly leads to successes and failures.

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I think that from my responses from Elementary, that they may not be as open as Secondary

MAtthew

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Perhaps we need to re-frame or redefine failure? Change it to a positive... an opportunity for discovery and growth. Celebrate it.

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Perhaps we need to re-frame or redefine failure? Change it to a positive... an opportunity for discovery and growth. Celebrate it.

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Matthew

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How can we de-program them?
Why are they programmed this way?

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We can do that.

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Assessment is the thing that keeps coming to mind....
How do we get kids to embrace the process and not worry about "messing up"?
We reward the experimentation. Encourage play.
How can we facilitate intrinsic motivation? I didn't read that article a few weeks ago, did any of you?

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Let's try to move laterally within this space. I like the ideas all being in one place. It seems that we are working more vertically within each step, so maybe if we scroll over we can have the next steps there?
Shelly, how does that work out in Padlet?

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Ok, I hear ya.
What about talking about encouraging experimentation?

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Thinking out loud. The word "Failure"  is a negative word. Instead of asking students to embrace Failure, shouldn't we start by changing that word.

Maybe we say:

How can we get students to embrace taking risk?

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From my experience, Admin don't argue against the idea of process. Admin look at mastery of standards /skill.

I have had educate admin on what mastery of standard and skill looks like in art compared to a. math class, but I don't have defined process.

They sadly may not value or understand the value that art brings to education.

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The processfolio and the process that  AP art classes go through are very similar. I have not been trained in AP art (yet) nor teach those classes. I attend AP sessions at NAEA every year and talk about to friends who teach these classes. Not only do these methods inspire my pedagogy , they connect to how I see my students going through the process.

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Students have been "programed' to focus on the end product. In art it is the "pretty " visual. They want instant gratification . I often compare art a sport. it takes time and practice to get their.

I like the example Kelley/Kelley give of playing video games. In learning the new game they experience "failure" many times but perceiver and embrace the learning curve.

How can we get our students to that point in art.

What steps can we take in the beginning to build their trust?
Where have we seen success in this?

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In the eyes of admin: Student success is measured by mastery of skill/standards.

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I love process-folios! https://www.jstor.org/stable/1320774

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Another great problem to tackly, one we have discussed many times in this course.

A couple of questions that come to mind:

Seems a perfect topic for interviews. Ask students how they feel about failure in the artroom? What would make them comfortable taking risks. Ask admin how they would feel about such a shift, and potential loss of "finished" work?

A few people have talked about the AP guidelines fostering this. What do they say  how can they help? How do they compare and contrast with the national standards?

What can you/we/students learn from other fields where failure is embraced on a larger scale?

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Link to ideas to get past the interview from d.school
https://dschool.stanford.edu/resources/empathy-planner

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Link to Brainstorming Guide from the project guide (d. school)

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Link to Brainstorming Guide from the project guide (d. school)

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https://dschool.stanford.edu/resources/how-might-we-questions

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https://www.happy.co.uk/blogs/8-companies-that-celebrate-mistakes/

From the makers of Goretex:

Gore’s fundamental beliefs include: “action is prized; ideas are encouraged; and making mistakes is viewed as part of the creative process.”

From a British social media company:

“Making failure socially acceptable makes us more open and creative,” says McInnes.

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Did you know Finland has a National Day of failure??
Because:
"The reason the founders decided to devote an entire day to screwing up is because it is frowned upon in Finnish society. A need to succeed has created many talented people who have achieved a lot, but it makes others feel inadequate and afraid of trying new things."

https://theculturetrip.com/europe/finland/articles/why-finland-has-a-national-day-of-failure/

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What types of formative assessments show a student's process?
-Sketchbooks (take pics for progress)?
-Daily journal entries to a quick Google survey?
-Pictures of artwork in its stages uploaded to Google Classroom?
-Still measurable, able to get data, admin can see progress in its many forms...

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change the definition of success in the art room for teachers, admins and students in order to allow more focus on the process, and less on the product?

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Why do students only want to focus on the final product? Why are they afraid of failure?

This got me thinking about the interactions between teachers / students / admins and how each defines success.

Maybe we can reframe our investigations to "how can we change the definition of success in the art room?"

If students are defining success by getting good grades, teachers define it by students showing progression, and admin defines it also by students getting good grades, and having pretty things to line the halls. I could be totally wrong, I'm just hypothesizing here.... BUT. It seems like if we changed how all three defined success, students wouldn't fear failure (bad grades) and would focus on the process more.

What do you think?

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Who can talk to their students to gain insight? I'll talk to my 7 year old...
I think the next step is about interviewing, empathizing...

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Feel free to edit, elaborate, make alternates.... 

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Feel free to edit, elaborate, make alternates.... 

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get students to focus on the process, rather than the end result for ....

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STUDENTS need a way to ACCEPT FAILURE because it is an everyday part of life that leads to more, new ideas.

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Students are so worried about making something "pretty" they are missing the real intrinsic benefits of the art making process.

In our "brief" we talk about failure a lot, but I feel like in our conversations we were more focused on process over product... They obviously go hand and hand, but maybe its just a matter of reframing?

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Who did we target as the users? Students or teachers? They go hand in hand, right?

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Process seems synonymous with experience. We are placing more emphasis on the experience.....
Things that come to mind are events. Ceremonies. My son's little league games.
When I give my children gifts, I focus on an experience over an actual "thing".

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This idea came from Chapter 3 of the Kelley & Kelley book.
Is there another place that focuses on process rather than product in another domain?
Are there any other professions or industries that are more worried about how something happens rather than what is happening?
Where is failure celebrated? (I thought of how often comedians use their "failures" to make great stories)

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6. Sketch as many ideas as possible here. Collaborate, brainstorm & defer judgement.

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6. Sketch as many ideas as possible here. Collaborate, brainstorm & defer judgement.

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How might we... _____________________ for ____________ to (define goal) __________________

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List your user's main needs: use verbs