I would like to know exactly what are the requirements for an AP art class. I would also like to get advice on how to grade artwork in a regular art class. I find this very difficult because art is so subjective. I often have students who do great work, but many aspects of the project are not addressed. I want to encourage and acknowledge students’ talents, I understand that what the teacher wants is not always what the student feels like producing at that time, and I understand the difficulty of creating good art when the feeling is not there, but I have lesson plans and a grading rubric . . . The ideal situation would be 5 students per teacher. They could learn from each other while exploring their own talents, but I can not have 18 students per class going in 18 directions. I am a good muse, but there is just not enough of me to go around in that way. Within the class setup, I have tried to give freedom to those who want to explore, but where do you draw the line? How do you do what is good for the students without killing the teacher?
I am looking for more direction in the breadth part of the portfolio. I felt as if I was winging it this past year and would like to know I had a more concrete way of handing this part of the portfolio.
Robert was very helpful in getting me started in AP this school year and for that I could never thank him enough. Any thing additional in this class would be wonderful.
I want to be sure I am doing the slides right also, more work I know needs to go to the slides.
I was frustrated this past year it took until April to purchase a 35mm camera and lens. I felt like I didn't get any time to take slides, look them over and retake. There were no retakes..so that is a bit frustrated even now for me.
More and more teachers are making the switch from film to digital when making slides. Online sites have made the process of converting digital files into physical slides incredibly easy. The College Board is in its trial year of accepting digital submissions. It looks like all digital is just around the corner.
I'm concerned that the authenticity of works may be compromised due to the ease of manipulating digital works. How can we gaurantee that teachers and/or students aren't manipulating the image using software and selling the piece as a drawing? I would imagine that there is more latitude with the 2-D portfolio, but the concern still remains. Is it all going to come down to trusting every AP teacher to be ethical and not rationalizing pushing contrasts, cropping or even changing colors?
I would like you to address the variations of how to help students meet deadlines over time versus at the end, and how to get students to take more ownership in that process.
In response to Brandt and the idea of digital submissions, I feel that it is a good idea. Digital submissions would be a cheaper alternative and less hassle for the teacher. When I taught AP, I spent many of my planning periods driving to the photo shop and if an image was bad, this only created more cost and time. I can understand the concern of teachers and students being ethical with manipulation of work, but I also believe that that is a process in art. Being able to view one's work and change it's presentation for the better is part of being a good artist. If a student were to manipulate an image in Photoshop, such as color, it is part of designing. As long as there is no copying and teacher manipulation, I believe that it is a tool just like any other art material.
I would like some guidance on how to conduct a class critique. What I remember from my college days (25 years ago) were awful and all I remember is leaving the studio ready to leave school. I want my students to feel encouraged about what they have done and be able to identify what they need to do and then make a deadline.
I would like to know how I can use what we are learning in our quest for AP certification in the teaching of my lower level art classes. Since I am only teaching Art I and Art II I would like to be able to step these classes up so that I am thoroughly preparing my students for AP level work. I guess I need help with this.
Renata - I agree with the problems of grading art. I have tried rubrics but I find this takes too much time to set up and to use during the grading process. Are there any short cuts that would help in this process.
Suzanne - I try to hold class critiques but more times than not my students get bored and lose focus. I also feel that most of the time my students really don't care about the constructive criticism that they are receiving from their class mates. What to do?
Only one item??? Well if I must single out one thing, it would be about Digital Art. With the advent of the wacom tablet, I know I have students who are ready for the digital job market. They paint with the tablet with such ease. They honestly deserve an AP credit for their expert skills. I was told that we could do the 2D design portfolio, but do portfolios such as these have a chance in hades? I don't want to give false hope. So in short, how do I implement an AP program that is soley based upon digital painting?
Being that I am new to the AP Art world, I would like to address every issue or question that has ever been asked. I would like to address the questions about putting together successful portfolios, creating challenging lessons for the students, what the requirements are for an AP Art class, how not to experience burnout before the year is over, etc. I am just in my second year of teaching and I am about to go to a new school, and I want to be able to help out the AP Art program by being knowledgeable about all things associated with the AP Art program. I am seriously trying to be the best teacher that I can be, so it starts here.
When you teach a regular class - example Art III, IV and AP- how does a teacher address all levels without slighting a student? All these years I have done fairly well, even in adverse situations, like Art I and Art III together. The AP student did alright first semester, except she had a difficult time deciding on a theme (it changed several times, which wasted some valuable classroom time). She did not want to stay on her AP track or take any advice. How does a teacher deal with a student that is so independent that she tells the teacher she is the problem? I thought the teacher was the AP advisor. She told me second semester she only had to satisfy the projects for first semester, and follow the AP guidelines for second semester (not my requirements). I was advised to give her a list of requirements to complete in order to pass the third grading period. I allowed her to make up her required work by giving her a list and a deadline for her journal entries, sketchbook, and art history reports (3 one page reports on artists that interested her). Again I need some way of preventing this kind of response when the class second semester was Art II students, and first semester they were art III and IV, plus AP both semesters.
In response to Renatag, I think we share similar situations as far as each student developing their own style. It's a catch 22, give them they can not think of anything to do, or just assign general projects which complement the area which is being studied. One thing I do is have students write a brief desciption of their projects on a sheet of paper whihc they turn it in towards the end of the grading period. This way I can respond to each student. I always try to begin with a positive. Art Focus students and AP students have a journal to write which includes the process and using the elements and principles of art. Sometimes I pass out an assessment sheet which is answered and turned in for a grade. Ashley Webb, too, shares my problem of pacing and deadlines for AP students. But Ashley you could have a student like mine who wanted to make all her own decisions. Period. Brandt has some good questions about digital photography. I,too, am interested in discussing this avenue. I do like the idea of using digital photography. Bomar, I do think this seminar type discussion class we are in with Professor Hightower and Mr. Urban will help us tremendously; as teachers we are always looking for ways to make our classrooms better, no matter how long the teacher has been in the classroom. Every experience can bring a different challenge, only if we are willing to do so.
To Volunteer1, for the students who think they only have to do what is list for the AP Portfolio: I gave out the syllabus at the last week of school this year and had a meeting with the students and parents, explaining that the curriculum had been approved by the College Board who over sees AP and that all the work listed there was required to pass the AP course, receive AP credit and to guide and help them prepare to submit their portfolio. They should understand that their AP grade that will be calculate into their GPA is based on the criteria that you have set forth for the class and has been approved by the College Board.
I would like to have some time to share lesson plans, rubrics, and syllabi.
This was my first year teaching AP and I used the digital slide company that Lorne recommended. I did crop the images (only to remove the background) and altered the contrast (only to make the image as close to the original as possible). In doing this I realized how easy it would be to alter these drawings when converting to slides.
I have found that taking the slides (17 students this year), getting them developed, and then retaking if necessary was absolutely exhausting this year!
Thank you to Brandt for informing me of prodigitalphoto.com! I suspected there was an easier way to create slides via an online method, but never took the time to figure it out! I have been spending countless hours and gas money driving over 30 miles (one way) to the only store in our area that will develop slides in 24 hours.
I am totally for going digital with the submission process. The cost alone (over $500 this year for my class) is enough reason to cut out slides. I have to say that as the teacher, there are many times already when you manipulate the images in the slide taking process...i.e. lighting, cropping to fill the frame, etc. I feel that going digital would just continue the process that many teachers already do.
Plus, it would allow for artworks that don't fit well in the traditional rectangular frame of the slide to benifit from the ability to crop down to the actual edges of the work.
I am having a hard time in the grading process during the AP semester. Since some students have more breadth than others completed before they come into the class, and some students have works that will fit into their concentration before they start it, I have a hard time grading each the class as a whole.
I have found that using a weighted grading scale is not working for the format of the class and was hoping you had some suggestions about either using a total points method, or any other suggestions for that matter!
I also had a very difficult time with students being motivated to meet deadlines this year. Despite my warnings, set calender, and taking off points, I still had students creating 3-5 artworks within the last two weeks.
So in essence, please show examples of grading models and help us to figure out how to keep students on track to meet deadlines!
I need to know everything about AP Art classes. I have observed one AP Class. My biggest concern is: How do I take good slides? What are the requirements, how can I make them the best possible, who will make slides from digital photos?
Regarding Suzanne's question about critiques; I don't have a lot of experience in running critiques in a high school class...I would like ideas too. It seems as if our college critiques went best when the main question was, "If this were my work, I would..." Also the question of "What works and what doesn't?" for each piece. I heard a rumor about a student whose work was run down by a teacher and the student went back to the dorm, packed his things, and left. I am guessing the high school students' egos to be extremely fragile. Have you had experience with that?
After completion of AP Studio Art Course, I am hoping that I will be armed with the knowledge needed to allow students to use their higher level thinking skills, therefore becoming more independent thinkers! I want them to learn about what and why to create (passion), how and when to create (work ethics/time mangement) and to take pride in a job well done (grading). This will be my first year as an AP Studio Art Teaacher and I am looking forward to it. I am sure there will be more than one or two qestions of which I wil want to ask Mary Lou and Robert.
I agree with Asheley B sharing is a great way to understand how other teacher do what I do. I find my best lessons are ones I have collaborated on or have gone through in some form myself.
As for the whole digital aspect, I have mixed feelings because how can you tell if a photo is not doctored before it is submitted. Slides are a pain however they are accurate showings of the students work. I believe going to digital may not happen over night. Not that I would not mind having my student's work on a digital format, once the bugs are worked out.
To those of you that haven't critique a lot on the high school level let me share this: students are good at critiques once they know the rules. I conduct critiques on a positive aspect. First I direct students on the Art 1 level to be positive about others art work. Learn from others, try to find what you like about their work not what you dislike. I give students points for their comments. Depending on class size it's 25pts for the 1st four comments with up to 3 pts extra credit for additional comments.
At the ARt 2 and beyond levels I still keep it positive however I tell them if someone is really out of the rubric of the lesson you can say.. "Your art work would be better if _____." This has worked so far for me. For AP we have a seat of honor where the person that is being critique sits and says something about their art. Basically they give an introduction and add if they feel like they are still working on the finished product or are still working and looking for ideas. I really enjoy AP critiques because the students really get into the critique and want to learn from each other and me. Plus it gives them direction on what they have done so far. I like to do a critique in the middle of a drawing and then again at he end. We talk about the strong parts of the artwork and what are the weakness if any.
Through this course I would like to know more about the expectations we should have of high school students. I am at the middle level at this time but will hope to move to a high school in a year or so. Therefore, any knowledge I can gain of working with high schoolers will be greatly appreciated. I know that as a middle level teacher I hold very high expectations of my students and with my gifted students we do many high school level projects. It will be interesting to me how much higher I will need to raise the bar in working with high school regular art students and gifted/AP students. It will also be beneficial to me to learn more about high school art assessment. I believe I will be able to take this knowledge and apply it to my middle level classes. Also, it is always wonderful to have to opportunity to share lessons and ideas with each other. So, I hope there will be much sharing done in this class!!
Hello. It’s hard to add anything. We have such a bright, inquisitive, and informed class. As an AP newbie, I would like to have concrete and useful answers to handling much of what was brought up by the other students. For example: Renata’s questions on grading tips, streamlining the workload, recommended student to teacher ratio in AP, and handling student interests Brant’s concerns on the authenticity of digital photography (Prof. Hightower and Mr. Urban gave me some very useful answers at the museum.) Roxanne’s desire to address concrete ways of handling student’s artistic breadth Ashley’s questions of increasing students’ ownership and handling numerous independent students' breadth in a class Suzanne’s poignant cry for how to motivate students to pay attention to critiques. Would having student get compositional, meaning, and technique feedback in terms prior to turning it in throughout the process help so that students would incorporate their feedback into the process? Volunteer’s sharing of the challenges of teaching AP with regular art students. It didn’t occur to me a school would encourage that. Josh S’s preparations for Art I and Art II for AP Studio Art
I am certain there are topics I have missed for it took me so long to write this.
The only thing could add is that I would actually like to know more digital manipulation tips for my old eyes cant' really see what is in that LCD digital camera viewfinder thing too well. I look forward to Ashley B’s suggestion of sharing lesson plans, rubrics, and syllabi. Other suggestions like Brandt’s prodigitalphoto.com suggestion and others will be useful. That is a nice picture at the museum.
In response to the digital images chat....I cannot believe everyone is still having to do slides. I do not teach AP, but completed the portfolios when I was in high school. I will admit that was in 1993-1995. Even then it seemed a bit "behind the times"!
Hey, Cool. The server is in a different time zone than I am. For I just finished at 10:45 p.m. in Maryland and it says 7:43 p.m. Hmmm. Well, Mary Lou I happy you are getting more sleep than I thought for you had some early morning posts.
In response to Volunteer1, I know exactly what you are talking about. It seems that for many of us, the only way we get to have advanced classes is to pool them all together. One of my other concerns was along the same line, that is, how to keep students working on a contract. How does something like a contract change or manage itself when resources are limited?... ex. When there is only one digital camera to go around, or only one pottery wheel, how has Robert solved this issue?
Ajworkman – Like you, I would like to know what we can and should expect from a high school art class. I teach in a very isolated setting, not only because we are out in the country with little access to art in the community, but we have only 2 art teachers in the district. I am the art department for middle and high school. Without distracting from the purpose of learning about AP Art and portfolios, I would like those of you who live in the “bigger world” to give me some idea of what you expect from your students.
Jim@wadehampton – great question on limited supplies. I have the most supportive administrative staff, but even they can’t get the money tree to bloom this year. Also, do any of you ask students to provide some of the supplies for themselves? What supplies do you ask them to buy and how do you go about doing it?
In response to Suzanne's question. I did my student teaching under Robert Urban. He gave me the idea of the P.A.S. method in giving critiques. You start by saying something positive, ask questions about the artwork, and make suggestions. This really helped me out during my student teaching. This critique is really student driven, but the teacher has to remain the mediator and could also give his/her opinion also. You could also include names in a basket for the students to draw, this helps because all of the students will have to participate and there will be no one hiding in the back of the crowd.
+ I agree with Brandt and Ashley concerning Digital is better, less costly, and less time consuming than slides. However, I am concerned with minipulation! + Susanne was concerned with class critiques and so am I. Sometimes it is difficult to get all involved. Perhaps Mary Lou or Robert may have resources or a list of thought provoking "Art Sparkler" questions to critique conversations going amoung students. +As for the grading of artworks, I thank Ms. Beard for the use of her rubric. I plan to mesh her rubric with some of my ideas. You are wonderful! + Josh has stated in discussion and Volunteer 1 has concerns about the scheduling of AP Art students in with Art1,2,3! HOW DO WE SCHEDULE AP ART STUDENTS?
32 comments:
I would like to know exactly what are the requirements for an AP art class.
I would also like to get advice on how to grade artwork in a regular art class. I find this very difficult because art is so subjective. I often have students who do great work, but many aspects of the project are not addressed. I want to encourage and acknowledge students’ talents, I understand that what the teacher wants is not always what the student feels like producing at that time, and I understand the difficulty of creating good art when the feeling is not there, but I have lesson plans and a grading rubric . . . The ideal situation would be 5 students per teacher. They could learn from each other while exploring their own talents, but I can not have 18 students per class going in 18 directions. I am a good muse, but there is just not enough of me to go around in that way. Within the class setup, I have tried to give freedom to those who want to explore, but where do you draw the line? How do you do what is good for the students without killing the teacher?
I am looking for more direction in the breadth part of the portfolio. I felt as if I was winging it this past year and would like to know I had a more concrete way of handing this part of the portfolio.
Robert was very helpful in getting me started in AP this school year and for that I could never thank him enough. Any thing additional in this class would be wonderful.
I want to be sure I am doing the slides right also, more work I know needs to go to the slides.
I was frustrated this past year it took until April to purchase a 35mm camera and lens. I felt like I didn't get any time to take slides, look them over and retake. There were no retakes..so that is a bit frustrated even now for me.
More and more teachers are making the switch from film to digital when making slides. Online sites have made the process of converting digital files into physical slides incredibly easy. The College Board is in its trial year of accepting digital submissions. It looks like all digital is just around the corner.
I'm concerned that the authenticity of works may be compromised due to the ease of manipulating digital works. How can we gaurantee that teachers and/or students aren't manipulating the image using software and selling the piece as a drawing? I would imagine that there is more latitude with the 2-D portfolio, but the concern still remains. Is it all going to come down to trusting every AP teacher to be ethical and not rationalizing pushing contrasts, cropping or even changing colors?
I would like you to address the variations of how to help students meet deadlines over time versus at the end, and how to get students to take more ownership in that process.
In response to Brandt and the idea of digital submissions, I feel that it is a good idea. Digital submissions would be a cheaper alternative and less hassle for the teacher. When I taught AP, I spent many of my planning periods driving to the photo shop and if an image was bad, this only created more cost and time. I can understand the concern of teachers and students being ethical with manipulation of work, but I also believe that that is a process in art. Being able to view one's work and change it's presentation for the better is part of being a good artist. If a student were to manipulate an image in Photoshop, such as color, it is part of designing. As long as there is no copying and teacher manipulation, I believe that it is a tool just like any other art material.
I would like some guidance on how to conduct a class critique. What I remember from my college days (25 years ago) were awful and all I remember is leaving the studio ready to leave school. I want my students to feel encouraged about what they have done and be able to identify what they need to do and then make a deadline.
I would like to know how I can use what we are learning in our quest for AP certification in the teaching of my lower level art classes. Since I am only teaching Art I and Art II I would like to be able to step these classes up so that I am thoroughly preparing my students for AP level work. I guess I need help with this.
Renata - I agree with the problems of grading art. I have tried rubrics but I find this takes too much time to set up and to use during the grading process. Are there any short cuts that would help in this process.
Suzanne - I try to hold class critiques but more times than not my students get bored and lose focus. I also feel that most of the time my students really don't care about the constructive criticism that they are receiving from their class mates. What to do?
Only one item??? Well if I must single out one thing, it would be about Digital Art. With the advent of the wacom tablet, I know I have students who are ready for the digital job market. They paint with the tablet with such ease. They honestly deserve an AP credit for their expert skills. I was told that we could do the 2D design portfolio, but do portfolios such as these have a chance in hades? I don't want to give false hope. So in short, how do I implement an AP program that is soley based upon digital painting?
Being that I am new to the AP Art world, I would like to address every issue or question that has ever been asked. I would like to address the questions about putting together successful portfolios, creating challenging lessons for the students, what the requirements are for an AP Art class, how not to experience burnout before the year is over, etc. I am just in my second year of teaching and I am about to go to a new school, and I want to be able to help out the AP Art program by being knowledgeable about all things associated with the AP Art program. I am seriously trying to be the best teacher that I can be, so it starts here.
When you teach a regular class - example Art III, IV and AP- how does a teacher address all levels without slighting a student? All these years I have done fairly well, even in adverse situations, like Art I and Art III together. The AP student did alright first semester, except she had a difficult time deciding on a theme (it changed several times, which wasted some valuable classroom time). She did not want to stay on her AP track or take any advice.
How does a teacher deal with a student that is so independent that she tells the teacher she is the problem? I thought the teacher was the AP advisor.
She told me second semester she only had to satisfy the projects for first semester, and follow the AP guidelines for second semester (not my requirements).
I was advised to give her a list of requirements to complete in order to pass the third grading period. I allowed her to make up her required work by giving her a list and a deadline for her journal entries, sketchbook, and art history reports (3 one page reports on artists that interested her).
Again I need some way of preventing this kind of response when the class second semester was Art II students, and first semester they were art III and IV, plus AP both semesters.
I totally agree with Ashley W. in that using slide film is far more expensive and highly impractical, for I've been using prodigitalphoto.com for 4 years now and don't know how I functioned without it. Also, I agree that manipulating images digitally is just as valid as using a pencil, oil paint, photography, etc. I understand that art history is ironically filled with rebellion towards knew concepts and processes. However, in order for a piece to be submitted into the drawing portfolio, vs. the 2-D design portfolio, College Board states that it can not be altered using software- even the use of Wacom© drawing tablets forces it to be 2-D design. My concern about creating slides for the drawing portfolio from digitally altered files remains the same.
Thank you for the dialogue. It is refreshing to get other point of views from my valuable peers.
In response to Renatag, I think we share similar situations as far as each student developing their own style. It's a catch 22, give them they can not think of anything to do, or just assign general projects which complement the area which is being studied. One thing I do is have students write a brief desciption of their projects on a sheet of paper whihc they turn it in towards the end of the grading period. This way I can respond to each student. I always try to begin with a positive. Art Focus students and AP students have a journal to write which includes the process and using the elements and principles of art. Sometimes I pass out an assessment sheet which is answered and turned in for a grade.
Ashley Webb, too, shares my problem of pacing and deadlines for AP students. But Ashley you could have a student like mine who wanted to make all her own decisions. Period.
Brandt has some good questions about digital photography. I,too, am interested in discussing this avenue. I do like the idea of using digital photography.
Bomar, I do think this seminar type discussion class we are in with Professor Hightower and Mr. Urban will help us tremendously; as teachers we are always looking for ways to make our classrooms better, no matter how long the teacher has been in the classroom. Every experience can bring a different challenge, only if we are willing to do so.
To Volunteer1, for the students who think they only have to do what is list for the AP Portfolio: I gave out the syllabus at the last week of school this year and had a meeting with the students and parents, explaining that the curriculum had been approved by the College Board who over sees AP and that all the work listed there was required to pass the AP course, receive AP credit and to guide and help them prepare to submit their portfolio. They should understand that their AP grade that will be calculate into their GPA is based on the criteria that you have set forth for the class and has been approved by the College Board.
I would like to have some time to share lesson plans, rubrics, and syllabi.
This was my first year teaching AP and I used the digital slide company that Lorne recommended. I did crop the images (only to remove the background) and altered the contrast (only to make the image as close to the original as possible). In doing this I realized how easy it would be to alter these drawings when converting to slides.
I have found that taking the slides (17 students this year), getting them developed, and then retaking if necessary was absolutely exhausting this year!
Thank you to Brandt for informing me of prodigitalphoto.com! I suspected there was an easier way to create slides via an online method, but never took the time to figure it out! I have been spending countless hours and gas money driving over 30 miles (one way) to the only store in our area that will develop slides in 24 hours.
I am totally for going digital with the submission process. The cost alone (over $500 this year for my class) is enough reason to cut out slides. I have to say that as the teacher, there are many times already when you manipulate the images in the slide taking process...i.e. lighting, cropping to fill the frame, etc. I feel that going digital would just continue the process that many teachers already do.
Plus, it would allow for artworks that don't fit well in the traditional rectangular frame of the slide to benifit from the ability to crop down to the actual edges of the work.
I am having a hard time in the grading process during the AP semester. Since some students have more breadth than others completed before they come into the class, and some students have works that will fit into their concentration before they start it, I have a hard time grading each the class as a whole.
I have found that using a weighted grading scale is not working for the format of the class and was hoping you had some suggestions about either using a total points method, or any other suggestions for that matter!
I also had a very difficult time with students being motivated to meet deadlines this year. Despite my warnings, set calender, and taking off points, I still had students creating 3-5 artworks within the last two weeks.
So in essence, please show examples of grading models and help us to figure out how to keep students on track to meet deadlines!
I need to know everything about AP Art classes. I have observed one AP Class. My biggest concern is: How do I take good slides? What are the requirements, how can I make them the best possible, who will make slides from digital photos?
Regarding Suzanne's question about critiques;
I don't have a lot of experience in running critiques in a high school class...I would like ideas too. It seems as if our college critiques went best when the main question was, "If this were my work, I would..." Also the question of "What works and what doesn't?" for each piece.
I heard a rumor about a student whose work was run down by a teacher and the student went back to the dorm, packed his things, and left. I am guessing the high school students' egos to be extremely fragile. Have you had experience with that?
After completion of AP Studio Art Course, I am hoping that I will be armed with the knowledge needed to allow students to use their higher level thinking skills, therefore becoming more independent thinkers! I want them to learn about what and why to create (passion), how and when to create (work ethics/time mangement) and to take pride in a job well done (grading). This will be my first year as an AP Studio Art Teaacher and I am looking forward to it. I am sure there will be more than one or two qestions of which I wil want to ask Mary Lou and Robert.
I agree with Asheley B sharing is a great way to understand how other teacher do what I do. I find my best lessons are ones I have collaborated on or have gone through in some form myself.
As for the whole digital aspect, I have mixed feelings because how can you tell if a photo is not doctored before it is submitted. Slides are a pain however they are accurate showings of the students work. I believe going to digital may not happen over night. Not that I would not mind having my student's work on a digital format, once the bugs are worked out.
To those of you that haven't critique a lot on the high school level let me share this: students are good at critiques once they know the rules. I conduct critiques on a positive aspect. First I direct students on the Art 1 level to be positive about others art work. Learn from others, try to find what you like about their work not what you dislike. I give students points for their comments. Depending on class size it's 25pts for the 1st four comments with up to 3 pts extra credit for additional comments.
At the ARt 2 and beyond levels I still keep it positive however I tell them if someone is really out of the rubric of the lesson you can say.. "Your art work would be better if _____." This has worked so far for me. For AP we have a seat of honor where the person that is being critique sits and says something about their art. Basically they give an introduction and add if they feel like they are still working on the finished product or are still working and looking for ideas. I really enjoy AP critiques because the students really get into the critique and want to learn from each other and me. Plus it gives them direction on what they have done so far. I like to do a critique in the middle of a drawing and then again at he end. We talk about the strong parts of the artwork and what are the weakness if any.
I hope this helps.
Through this course I would like to know more about the expectations we should have of high school students. I am at the middle level at this time but will hope to move to a high school in a year or so. Therefore, any knowledge I can gain of working with high schoolers will be greatly appreciated. I know that as a middle level teacher I hold very high expectations of my students and with my gifted students we do many high school level projects. It will be interesting to me how much higher I will need to raise the bar in working with high school regular art students and gifted/AP students. It will also be beneficial to me to learn more about high school art assessment. I believe I will be able to take this knowledge and apply it to my middle level classes. Also, it is always wonderful to have to opportunity to share lessons and ideas with each other. So, I hope there will be much sharing done in this class!!
Hello. It’s hard to add anything. We have such a bright, inquisitive, and informed class. As an AP newbie, I would like to have concrete and useful answers to handling much of what was brought up by the other students. For example:
Renata’s questions on grading tips, streamlining the workload, recommended student to teacher ratio in AP, and handling student interests
Brant’s concerns on the authenticity of digital photography (Prof. Hightower and Mr. Urban gave me some very useful answers at the museum.)
Roxanne’s desire to address concrete ways of handling student’s artistic breadth
Ashley’s questions of increasing students’ ownership and handling numerous independent students' breadth in a class
Suzanne’s poignant cry for how to motivate students to pay attention to critiques. Would having student get compositional, meaning, and technique feedback in terms prior to turning it in throughout the process help so that students would incorporate their feedback into the process?
Volunteer’s sharing of the challenges of teaching AP with regular art students. It didn’t occur to me a school would encourage that.
Josh S’s preparations for Art I and Art II for AP Studio Art
I am certain there are topics I have missed for it took me so long to write this.
The only thing could add is that I would actually like to know more digital manipulation tips for my old eyes cant' really see what is in that LCD digital camera viewfinder thing too well. I look forward to Ashley B’s suggestion of sharing lesson plans, rubrics, and syllabi. Other suggestions like Brandt’s prodigitalphoto.com suggestion and others will be useful. That is a nice picture at the museum.
In response to the digital images chat....I cannot believe everyone is still having to do slides. I do not teach AP, but completed the portfolios when I was in high school. I will admit that was in 1993-1995. Even then it seemed a bit "behind the times"!
Hey,
Cool. The server is in a different time zone than I am. For I just finished at 10:45 p.m. in Maryland and it says 7:43 p.m. Hmmm. Well, Mary Lou I happy you are getting more sleep than I thought for you had some early morning posts.
In response to Volunteer1, I know exactly what you are talking about. It seems that for many of us, the only way we get to have advanced classes is to pool them all together. One of my other concerns was along the same line, that is, how to keep students working on a contract. How does something like a contract change or manage itself when resources are limited?... ex. When there is only one digital camera to go around, or only one pottery wheel, how has Robert solved this issue?
Ajworkman – Like you, I would like to know what we can and should expect from a high school art class. I teach in a very isolated setting, not only because we are out in the country with little access to art in the community, but we have only 2 art teachers in the district. I am the art department for middle and high school. Without distracting from the purpose of learning about AP Art and portfolios, I would like those of you who live in the “bigger world” to give me some idea of what you expect from your students.
Jim@wadehampton – great question on limited supplies. I have the most supportive administrative staff, but even they can’t get the money tree to bloom this year. Also, do any of you ask students to provide some of the supplies for themselves? What supplies do you ask them to buy and how do you go about doing it?
In response to Suzanne's question. I did my student teaching under Robert Urban. He gave me the idea of the P.A.S. method in giving critiques. You start by saying something positive, ask questions about the artwork, and make suggestions. This really helped me out during my student teaching. This critique is really student driven, but the teacher has to remain the mediator and could also give his/her opinion also. You could also include names in a basket for the students to draw, this helps because all of the students will have to participate and there will be no one hiding in the back of the crowd.
+ I agree with Brandt and Ashley concerning Digital is better, less costly, and less time consuming than slides. However, I am concerned with minipulation!
+ Susanne was concerned with class critiques and so am I. Sometimes it is difficult to get all involved. Perhaps Mary Lou or Robert may have resources or a list of thought provoking "Art Sparkler" questions to critique conversations going amoung students.
+As for the grading of artworks, I thank Ms. Beard for the use of her rubric. I plan to mesh her rubric with some of my ideas. You are wonderful!
+ Josh has stated in discussion and Volunteer 1 has concerns about the scheduling of AP Art students in with Art1,2,3! HOW DO WE SCHEDULE AP ART STUDENTS?
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