![]() ![]() It’s also not about getting or giving a grade. But a critique is more than saying what you like or don’t like about a work of art. This webpage has questions organized by various stages of creation.Ī critique is a detailed analysis and assessment of something. Use questions to guide them while they work on a piece.Teach them how to identify what they need to learn to improve the quality of their work.What might you need to improve/refine before continuing your work? What did you accomplish this week, and what will you do next week? What new skills/techniques did you develop this week? Use weekly reflections to focus on what they have accomplished and learned and plan out their next steps.How do you feel about what you did today? How are you using (contrast) in your work? What is the most important thing you accomplished today? Use daily exit tickets using focused, self-reflective questions.Set expectations on day one for self-reflective thinking: Try artistic habits as springboards for self-reflection.Model the process with your own artwork by thinking aloud and showing them how artists use self-reflection.As students get older, increase the complexity of the questions and the expectations for the depth of their answers.Use sentence starters to guide students’ thinking and writing.Try these as sketchbook prompts or exit tickets as often as possible: Upper Elementary Grades and Strong Writers How did you use (whatever skill you taught, such as layering colors with crayons or color pencils)?.Is there anything you need to learn how to do to complete this work?.What is the most important thing people should notice?Īs students move from kindergarten to first and second grade, increase the complexity of the questions:.Use questioning strategies and allow students to verbalize answers: Lower Elementary Grades and Struggling Writers Self-reflection should be taught and modeled at the beginning of the year, then openly expected for the remainder of the year, and retaught and reinforced as needed. Honest, thoughtful reflection is an essential life skill. Artists, designers, engineers, or anyone trying to solve a problem in their community or workplace engages in self-reflection. We want them to develop all of these skills as habits of mind. It is important for students to step back and evaluate their work with a critical eye and be able to envision what their next steps are. In K–12 art education, we want students who put deep thought into their work and ideas. “Looking back so we can look ahead” is important for students to recognize their progress and accomplishments and be motivated for their next work session. Examples may be how to mix a particular color or questions they need answers to before moving on. Self-reflections can include information the student will need when they return to class. ![]() Students can find solutions to design problems they will encounter later in art class or other contexts later in life. It’s also a way to document ideas the current work may inspire. They can engage with artistic thinking about how they envision their work or discover what skills they need to develop. “ Self-reflection basically gives us an opportunity to pause and look back so that we can look ahead with more passion and vitality.” Self-reflections are a way for students to document what they have accomplished and what they have learned. We even have a handy packet for you to download so you can easily reference all these tips and strategies. Show specific techniques for accessing the information relevant to their interests.įour artistic processes can help facilitate successful student-centered learning:Īre you finding it difficult to figure out how to teach these processes and fit them into your curriculum and limited class time? Let’s look at these processes, their purposes, and how and when to teach them to your students at various ages and grade levels.Give enough room to fail and learn from missteps.Provide space to self-advocate in the learning process.Help develop critical thinking and self-reflection skills.The goals of student-centered learning and teaching are to: (Yes, some of us have taught in two different centuries!) Like many art teachers, you may be trying to transition to more student-centered pedagogies such as choice-based art education, project-based learning (PBL), Inquiry-Based Learning, STEAM, or another constructivist teaching approach. Teaching art in the 21st-century is different from previous centuries. ![]()
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