PED 2140 March 11th 2011

Ummmm...

Teacher Evaluation...

Observations, reflections, Lessons learned...

OK. Back to business!

!0 minutes:

Categorise the experience from planning to completion –

What worked, what didn’t and why?

Planning:

What’s the point?

What is a big idea anyway?

Big idea or essential question?

Assessment:

How much, how often and actually how?Who is it for?

What is a checkbric ??????

Rubric or checklist

Assessment criteria:

Clarify exactly what it is you are assessingBe specific – really specificUse straightforward languageDefine what a level 4 will look like/sound like etcState the criteria then use the levels to qualify how well they were met

Level 4 Level 3 Level 2 Level 1The painting uses carefully chosen symbols to represent the opposing ideas of conflict and resolution

The ideas are skilfully and vividly communicated

The ideas are clearly communicated

It is clear that an attempt has been made to communicate the ideas

The ideas are represented in very basic forms but the different and opposing nature of them is not clearly communicated

Colour and line are used to express both unity and discord

colour and line are used thoughtfully and to great effect

The use of colour and line help to convey the artists intent

Colour and line are used to some effect

There is very little evidence that colour and line have been used to enhance the meaning of the work

GR.7 •D1.1 Create works of art that express feelings and ideas including opposing points of view.•D1.2Demonstrate an understanding of composition using multiple principles of design.

Final Assignment:A reflection on YOUR experience planning, executing and assessing our in-school teaching experience.

Individual

Not what you did but how you feel it went. Did your plan work? What problems were there? Where there issues you had not anticipated? What surprises did you have (good and bad). Did you learn any lessons that you will take forward into your teaching ?What would you do differently?You were in a group, have you thought about ‘flying’ solo?

Length – must address the whole experience, does not need to be a novel – NO LONGER THAN 3 SIDES DOUBLE SPACED .

You may hand your assignment to me next Friday or email it to me before if you are ready.

Critical Analysis

Initial Reaction

Considerationof CulturalContext

Description

Analysis andInterpretation

Expression ofan InformedPoint of View

The Critical Analysis Process

Initial reaction?

Description

Interpretation

Informed point of view

Let’s try....

Initial reaction:

No right or wrong/ good or bad

How would YOU ask the students to express this?

How would you ASK ?

In groups of 3 or 4, pick a grade and try to formulate 4 or 5 questions that you could ask to help the students focus their initial reactions.

How could they respond without writing?Would that work for all grades?

Description:

What do you see (hear etc)?

That’s it, that’s all!

Analysis and interpretation:

How does the artist use the elements/principles of this discipline?

Are they used effectively?

Think about your first impression – how did the artist achieve that?

How do you connect to the work?

What evidence do you have to support your opinion?

What graphic organizer would you suggest your students use to help them analyse and interpret the work?

Take a few minutes to create one.

Does this remind you of anything?

I see I think

I understand

I believe because

So...

Cultural context:

1. Our cultural context

2. The artist’s cultural context

What role do these play in critical analysis of work?

Informed point of view:

Having experienced the progression of analysis, students reflect on their initial response.

Again our role is to ask the right questions:•Why has your opinion changed?

•What makes you sure that your initial response still reflects your feelings now?

•Is this work important to you, to the world? Why?Etc. Etc.

Just for visual art?

Let’s listen...

Under MilkwoodByDylan Thomas

Initial reaction?

Description

Interpretation

Informed point of view

Let’s try....

Brainstorm strategies for helping students analyse performance art of all types.

Age appropriate?

How much information is necessary?

DO we need to isolate different forms of the arts?

SHOULD we link the arts with literacy, science, math, history etc?

How will YOU infuse the arts through your teaching?

Will it matter if you don’t?

Next week:

That’s it, that’s all – last session.

Focus:

Your questions, your unanswered needs.

Let me know