Meeting the Standards with Learning Targets
When working in a student-directed art program, there are many different projects happening at any one time. One student may be painting a landscape, while another is drawing a cartoon, and still another is learning how to animate. With all these different projects, some might conclude that it is difficult for the teacher to track what the students are learning. How do we know they are meeting the standards? The answer to this question can be found in the student-directed process of preselecting a Learning Target.
What are Learning Targets?
Learning Targets communicate what the students are attempting to accomplish. There are three key components to Learning Targets. First, Learning Targets are usually written statements that are derived from the Standards. Second, Learning Targets are a means of diving in deeper into the objectives. Third, students identify and elect to achieve specific Learning Targets as they move through the art making process.
Implementing Learning Targets
To best understand how to implement Learning Targets, let’s first review the artistic process. The artistic process is compiled of four phases an artist, or in this case an art student, works through when creating art. The artistic process includes the following phases:
Inspiration: The student seeks ideas.
Development: The student designs the idea.
Creation: The student builds the idea.
Reflection: The student critiques the outcome of their idea.
During the Inspiration phase, the student is presented with a concept by the teacher. This may be in the form of a unit, a theme, a challenge, or other method. In this phase the student is gathering information.
During the Development phase, the student considers the material gathered during the Inspirational phase and begins formulating a plan for a project. It is at this point in the artistic process that the student should determine the Learning Target for their project.
This Learning Target adds another layer to the objective of the project. It goes beyond simply identifying what the student wishes to accomplish, and describes how the student will meet the goals set by the Standards. For example, a student may select to create a landscape painting using watercolors. A Learning Target should be selected that addresses how the student will meet the Standards by accomplishing this project. In this example, if the student has never worked with watercolor before, then an accompanying Learning Target might be ‘I will work with unfamiliar materials.’ However, if the student is familiar with watercolors, then an accompanying Learning Target might be ‘I will improve my knowledge of a familiar material’.
During the Creation phase, the student will check back to see if they are meeting their Learning Target. Sometimes the student may need to readjust what they are doing to make sure they are aligning with their Learning Target. Other times they may need to change their Learning Target to align with a new direction they have decided to move towards. Learning Targets should be flexible.
During the Reflection phase, the student should have completed their project and should begin the review process. At this point they may reflect on their accomplishments and assess how successful they were at achieving their Learning Target.
Learning Targets Aligned with the National Visual Arts Standards
Responding: Anchor Standards 10 & 11
I will evaluate artists, artworks, or art concepts prior to creating art.
I will consider how artworks influence my art making process
I Am Inspired
I will consider how artists, artwork or art concept inspire me.
I will consider how this impact may inspire my work.
Connecting: Anchor Standards 7, 8, & 9
My art will be influenced by my community, culture or traditions.
I envision my artwork impacting my community or society.
My art will convey a message to my audience.
My artwork will reflect personal feelings, likes, or dislikes.
Creating: Anchor Standards 1, 2, & 3
I will apply unique ideas in my work.
I will combine an inspirational source with my own ideas.
I Develop Skills
I will improve my knowledge of a familiar material.
I will incorporate new skills and/or techniques into my work.
I Take Risks
I will experiment with new art making methods.
I will work with unfamiliar materials.
I Solve Problems
I will explore material, physical or conceptual limitations.
I understand there may be unexpected issues, accidents, or mistakes.
I will collaborate with others during the creative process.
I envision other students improving the outcome of the final project.
Presenting: Anchor Standards 4, 5, & 6
I understand my product may differed from my original plan.
I anticipate decisions I may need to make during the art making process.
I am designing this work for showcasing.
I am considering why this piece will be show worthy.
I am considering tasks I will need to accomplish to display this work.
Each year the Franklin Square Gallery exhibits a High School Show to showcase the art of the most talented students in Brunswick County.
Each teacher is only allowed to submit 15 works of art. At South B, we selected the students but left it up to them to decide which piece they would submit.
Awards were presented today and the students of South Brunswick High School won seven! Take a peek!
Andoria F. 1st Place 3D
Trey D. 1st Place Graphics
Alissa M. 2nd Place 2D
Zachary F. 2nd Place
Brittany D. Honorable Mention
Alana F. Honorable Mention
Emily W. Honorable Mention
Text as an Element
The Intermediate class was challenged with the task of creating a work of art that incorporated text in some way. Here's a look at the unit, followed by a few of the works created for this unit.
The Nine: Landscape
Our Beginner Art students were challenged with creating a work of art based on the Nine subject-based theme, Landscape. Below is the unit overview followed by examples of student work.
Here at The Art of South Brunswick High School, NC, we incorporate the Teaching for Artistic Behavior or TAB philosophy in our classroom. TAB states that the student is the artist and the art room is their studio.
We believe students should be involved in the entire artistic process including designing, creating, and reflecting on their work.
It is our job as teachers to present ideas and concepts, demonstrate techniques and materials, and encourage and support our students to create and produce works of art at the highest level.
How can an artist create a portrait without representing what the person looks like? That is the objective of this lesson. Create a self portrait without actually drawing or painting a self portrait.
The idea originated from a work of art created by Felix Gonzalez-Torres titled Portrait of Ross. The artwork is a giant pile of candy. The pile of candy weighs the same weight that Felix’s friend Ross had before he got sick. When you visit the artwork, you are allowed to take a piece of candy with you when you leave. Each time you take a piece away, the pile of candy weighs less and less. Unfortunately, this is what happened to Ross. When he got sick, he lost weight and eventually passed away. So the pile of candy represents and is a tribute to Ross, without it actually portraying his likeness.
I follow several art teacher Facebook groups. Whenever I share that fact with my non art teacher friends, they give me a look like, “Wow, you’re quiet the geek.” I guess to most, that would seem true. However, to the art teacher, it might seem very ordinary. Art teachers utilize Facebook groups, as well as Twitter, to share ideas, seek answers to art teacher questions, and find solutions to art teacher issues. When I put it like that, it still sounds pretty geeky, but these groups can actually be rather helpful.
Whenever someone asks an art ed question, especially if it relates to choice-based or Teaching for Artistic Behavior (TAB), I do my best to respond. I have no problem sharing resources. Much of the content I share is available on this website. I’ve also placed most everything I’ve learned in between the pages of The Open Art Room and Making Artists, not to mention a few years’ worth of articles for SchoolArts Magazine and The Art of Education.
All of these resources combined form a good deal of content. However, there was one issue. All of this content was floating around in different spaces. I wanted to find a way to consolidate this content into one location. That’s when the idea for the Make Artists podcast was conceived.
Make Artist is a weekly podcast where we will discuss all things choice-based. In fact, that’s how we describe the show. Make Artists, with your host Ian Sands, is the choice-based, student-directed, Teaching for Artistic Behavior high school art teacher and stuff and things... but mostly stuff.
So please consider following along. Each episode is available for download at anchor.fm/makeartists or you can find us on Breaker, Google Podcasts, Pocket Casts, or Spotify.
It's a new year, a new semester, and a new unit. In fact, it's our first unit of the new year of the new semester. To go along with that, we are starting out 100% virtual. That means, everyone is home and they have to start the year creating art with whatever materials they can get their hands on. That's ok. It's sort of how TAB works. So, to start the year, we are beginning with a very open project. We titled out first unit, Getting Started.
The objective of the Getting Started unit is two fold. First, to make sure students have a home studio space in which to work. This can be on the kitchen table, a desk in their room, or the garage. It's up to them where but hopefully a place where they won't be distracted and don't need to worry if they make a little mess in the process.
The second objective is to find materials they can work with. These materials can be things they already have at homes like paper, crayons, pend and pencils. Or, if they want, they can purchase materials at the local Walmart or Dollar Tree. Or, they can use found objects like sticks from the yard, nuts and bolts from the garage, or food coloring from the kitchen. Whatever works for the student, works for the unit.
So that leave the subject, what can they create? Well, we left that up to them. Anything they find interesting. Any skill or technique they want to uses. As long as they meet the first two objectives, the rest is up to them. So this post is a look at some of the artwork we received.
After viewing work by our senior students, a 10th grader was lamenting over the quality of her work. "I wish my work was that good," she said. Clearly, there are two things she doesn't understand. First, her work is good. In fact it is very good, especially for a 10th grader.
Why the disclaimer? Why say, "for a 10th grader?" That brings me to my second point. Between 10th and 12th grade, a phenomenal amount of growth can occur. This is hard for the 10th grader to understand but think of it this way.
Two years ago, a 10th grader was in middle school and since then, they have grown. Most likely they are taller, they wear different size shoes, and their hair has been cut, or at least trimmed, several times. In two more years, more growth will occur and they will look nothing like they did when they were in middle school.
In the same way, their artistic growth can progress. The more art they make, the more they experiment, the more they reflect and revise, the more they will grow.
To prove this, I dug up some works of art from when the seniors, whose work the 10th grader so admires, were in 10th grade. I've posted these works side by side next to their art as 12th graders.
This week's post is just about stuff and things but mostly stuff that is happening in the art room. Some of it is taking place right here in class while other stuff and things is happening at home. But its all the art room as far as we are concerned.
Above, an AP art project, transposing traditional landscapes through non traditional methods.
A showcase of some of the art we received this week from our virtual students. They aren't physically in the art room but are stepping up to the challenge, scheduling their time, finding their materials and creating art.
Above: Inspired by the Space Around You this student created a painting of Southport.
Inspired by Objects, this student created a basket out of toothpicks
Inspired by Artwork, this student recreated Girl With A Pearl Earring.
Inspired by the Space Around You, this student created a digital painting of Oak Island.
What's that mean, hybriding it? Well, that's how students are taking art... through the hybrid model. What's that you ask? Let me explain.
Approximately one third of the student body comes to school on Monday and Tuesday. Then they work virutal the rest of the week. On Thursday and Friday, another one third of the students come to school. They work virtual the other days. Then, there is one third of the students who don't come to school at all. They are 100% virtual. Sound confusing? It's not too bad. If you want confusing, let me tell you about the attendance policy, lol.
To be honest, it hasn't been easy for students or teachers, but we are making it work. And making art! And that is what this post is about. To showcase some of the fantastic art that the students are making at school and at home, whether they are in group A, group B, or 100% virtual.
The two pieces above were both from the same unit titled, Artist are Inspired by Art. The objective of the unit was to find an artwork that inspires you to create art and then create your own unique piece.
The three works above were all created for the same unit theme titled, Relationships. This unit task the student with creating a work of art based on a relationship. As you can see there were many different takes on this theme.
These two works above are both explorations completed by our AP students. In the first work, the student was experimenting with creating art on bread. The second work was an exploration of Photoshop, the app she will be using to create the art for her portfolio.
With so many students working in so many ways, in such different conditions, with such different materials and resources, its encouraging to see so much individualized, successful works of art.
Art of South B
Artwork by students at
Art of South B
The Visual Arts Dept. at SBHS is like no other program in the state. Learn more, watch the Intro to South B video.
Listen to the
Make Artists Podcast
with your host Ian Sands the choice based, student directed, Teaching for Artist Behavior, high school art teacher and stuff and things... but mostly stuff.
Teaching for Artistic Behavior (TAB) is a student-directed art education pedagogy that directs students to think and work as artists.
Making Artists picks up where The Open Art Room left off, covering issues and situations choice teachers encounter as they design their program.
The Open Art Room provides a student-centered approach to art instruction that is inspirational, practical, and classroom-tested.
Click Here to read the March SchoolArts Article, Student-Directed Answers to Five Frequently Ask Questions
Click Here to Read the April SchoolArts Magazine Article Tracking Student Progress with the Burn Book!
Click Here to Read the February SchoolArts Article, Build A Dynamic Art Program with Modular Teaching!
Art Teacher : Ian Sands