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. Inspiration: 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. Development: 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’. Creation: 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. Reflection: 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 Evaluate 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 I Connect My art will be influenced by my community, culture or traditions. I envision my artwork impacting my community or society. I Communicate 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 Create 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. We Collaborate 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 Reflect I understand my product may differed from my original plan. I anticipate decisions I may need to make during the art making process. I Present 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. 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.
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Art of South BArtwork by students at Art of South BThe Visual Arts Dept. at SBHS is like no other program in the state. Learn more, watch the Intro to South B video.
The PodcastListen 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. What's TAB?Teaching for Artistic Behavior (TAB) is a student-directed art education pedagogy that directs students to think and work as artists.
BooksMaking 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.
ArticlesClick Here to read the May SchoolArts Article, "What If, TAB"
Click Here to read the March SchoolArts Article, Student-Directed Answers to Five Frequently Ask Questions
Click Here to read the January SchoolArts Magazine Article Engagement Grading
Click Here to read the November SchoolArts Magazine Article Is Disco The Cure For Artist Block?
Click Here to Read the 2019 Summer SchoolArts Magazine Article Realigning the Standards!
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!
Click here to Read the October SchoolArts Article, Artists Solve Problems
Click Here to Read the Summer SchoolArts Article, Art Traps for Reluctant Students
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