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How can we engage elementary students at the GVSU art museum?

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Students voted using the NUFF Test to narrow down their ideas

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We gained insight into how to use visible thinking to analyze a piece of art from Miss Jessica’s presentation.

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We interviewed our principals by connecting with them via Zoom. They were able to answer some of our QFT questions and gave us good insight into how to engage students with the art museum.

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Critical Friends with Miss Jessica

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Pitch practice to send to Mrs. Miller, an APS art teacher and one of our critical friends.

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We invited the GVSU Art Museum Learning and Outreach Manager, Jessica Sundstrom, and her team. We also had a large number of parents and family members join us!

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We participated in a scavenger hunt looking for pieces of art in the Kirkhof Center and the library based on a picture of a small section of the art piece.

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After each piece of art they found, they received a puzzle piece. In the end they put the puzzle together to reveal the driving question.

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During the pitch practice, students rated each other's presentation skills and shared what they liked and wondered.

During the final pitches, audience members filled out a feedback form based on the "NUFF" (new, useful, feasible, and fun) test. They also shared what they liked and wondered.

We reviewed this feedback following our presentations.

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Students practiced participation & good choices, teamwork & achievement, responsibility, time management, decisiveness & adaptability, and innovation.

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Students had voice and choice throughout the design process. After narrowing down our ideas to the top 3 using the NUFF test, students ranked these ideas based on which one they would like to promote. We then formed our teams using this data. Everyone was able to work on their number one idea! They created their own presentations using their creativity.

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100 ideas in 10 minutes!

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To engage elementary students with the GVSU art museum, Lydia, Jade, and Ellie designed the "Finish and Find" activity. Students would be given a worksheet with small sections of pieces of artwork in the GVSU collection. Students would then finish the artwork before looking at the whole piece. Next, the students would go on a scavenger hunt to find the art pieces and compare their drawing with the actual piece.

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We got to know each other better by answering questions written on a beach ball.

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To engage students with the GVSU Art Museum, Evelyn, Lezlie, Molly, Grace, and Lily designed an art board interactive piece. They proposed adding a chalkboard wall with different prompts to allow students to connect with the art and draw their own designs.

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“A lot of people should do this kind of stuff because it helps the community and not a lot of people know about the art here.” Lilly

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Saturate and Sort

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We also participated in “minute to win it” challenges!

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“I wish school could be more like this. I really like that we get to think for ourselves and explore things!” ~Vivian

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“I used to think that it was better to work alone, but I learned that working as a team can give you good ideas.”

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“I’ve learned that this process can give you more ideas!” Elise

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“Thank you for this opportunity! I work in the design field and just love this program. I appreciate that students are being introduced to the design process at a young age!”

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We used the QFT protocol to brainstorm interview questions for our art teachers.

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Please add quotes from students, parents, authentic audience, and any business/community members you utilized. Please use first names only.

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To engage elementary students with the GVSU art museum, Vivian, Kaiya, and Noelle designed an art bingo activity. To participate students will get a blank bingo card with velcro to attach pieces. When they view a piece of art, they will take a bingo tile that has a picture of the art piece, the title, and information about the art on it. They will place it anywhere they'd like on their card. After their tour, they will come back to a classroom to play a game of Bingo!

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Crazy 8 brainstorming activity

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We broke into pairs and each partnership took a different stakeholder to create an empathy map.

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Take time to reflect on what went well. What will you change for next year? What feedback did you get from students, the business partner, the authentic audience that can help make this project even better?

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Show through pictures, videos, examples of student work, to reflect on the authentic audience, the pitch, the final product. Include any information/pictures from your community partner.

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Show through pictures, videos, examples of student work to reflect how your students came up with multiple ideas.

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Show through pictures, videos, examples of works to reflect on how students narrowed their ideas, determined their best solution, and developed the solution.

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Show through pictures, videos, examples of student work, and written documentation to reflect how teams were built, how students uncovered andunderstood the driving question, the standards covered, and the launch into the project

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Show through pictures, videos, examples of student work, links to reflect how your students built empathy, determined Need to Knows, and uncovered important information to solve their driving question?

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Reflecting on their idea and presentation using the Compass Points protocol

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We passed the beach ball to each other and continued to answer the question their right thumb landed on. We also added additional questions such as, "What did you enjoy the most?" "What did you learn from doing this program?" "I used to think ....Now I think...." "What advice would you give someone doing a design challenge?"

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Show through pictures, videos, examples of student work to reflect on the check ins done throughout the project.  How did students reflect throughout the process? How did student critique and revise?