Saturday, August 14, 2010

Super Model

The Arts Education Master Plan developed by the San Francisco Unified School District concludes that "Assessment is inherent to the artistic process" and offers itself as a conversation-starter and step toward  establishing "standards and expectations for the literary arts that can provide a statewide and national model." On page 23, the Master Plan goes on to say that assessments in the classroom should be "formative (conducted when a program is being developed or improved) and summative (typically quantitative, using numeric scores or letter grades to gauge a student’s achievement)."

Using Assessment as the foundation of a TA planning model requires that the Teaching Artist articulate desired learning outcomes that are specific, observable, and measurable. Our planned activities are aligned, and TAs can come away with documentation--written observations, reports and data. I wonder if you feel close to the idea that this kind of planning will make for better teaching, and that our collaborations with Classroom Teachers will be more successful in terms of student achievement? Teaching Artists are invited to send an email or make a comment on the blog.

According to the Master Plan, the assessments should follow the five strands outlined in the California Visual Arts Content Standards:
Artistic perception – processing sensory information through elements unique to the arts.

Creative expression – creating or performing original or existing art works.

Historical and cultural context – understanding and appreciating how the arts represent the time and place of their creation.

Aesthetic valuing – analyzing, judging and pursuing meaning in the arts.

Connections, relationships and applications – applying what has been
learned through the arts to other subjects to support lifelong learning.

Also: Blondie - The Tide is High

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