Debora Bailey- Hampton Cove Elementary

April 29, 2012

WOW BOARD! 

When 5th grade students began their water color paintings of previously recorded observational drawings of live poinsettias, I utilized a board full of outstanding work in progress for all 5 classes to view.

We had composed our paintings using space and content as Georgia O'Keeffe had in her flower paintings 

Day one Paintings

Choosing a particular work, deciding what made it successful, questioning positive attributes of the works at the beginning of each class was a tool I used to get my students anticipating and planning what they might accomplish during their painting time.

WOW BOARD FOR POINSETTIA WATER COLOR PAINTINGS

My favorite comment came at the beginning of a Day 2 painting class.  While looking at one particular picture, one young man quickly blurted out "Who did that and what size brush did they use?"  We looked at the area painted, and the values achieved and supposed perhaps a #12 as opposed to the #8.

He continued with "Well, what colors did she mix to get that color?"  Ahh, now they were thinking like an artist!   We supposed what might have been used, but I encouraged him to ask the student when next he saw her.

Formative Assessment and Student Artist's Statements

Debora Bailey Visual Arts Teacher at HamptonCove Elementray 4-29-12

Formative Assessment and Student Artist's Statements


 This year I wanted my students to take an active role in assessing their art work as they were creating and upon completion. Students were given in writing the process we would follow to make a construction paper Mola and questions to ask themselves as they were going about completing their Molas. (The questions are on the back side of the directions viewed below)

Process of  making a Mola 

Bulletin Board explaining How the Elements of Art would be used
in making our Molas

Element of Art

Element of Art

A Principal of Design

Element of Art

A bulletin board summarized how they were to use the elements of art, shape, color, space as well as the principal of pattern to create their Molas.

Then came  the day to assess what they had created.

On their own copy of the above questions, students were to form  their Artist's Statement by completing the above sentences or using their own format in their sketchbooks. They were to list 4 qualities of a REAL MOLA, and they were to tell of any problems they encountered while creating their art and how they solved them.

Some students chose to write answers in their sketchbooks.

Others began on their papers and added more of their own thoughts in their sketchbooks.

This Artist's Statement really gives the viewer insight into the symbolism found within this Mola.

Some students chose to write stories about their Molas, others focused on their inspiration for the imagery, while others wrote about their excitement in making patterns and choosing colors.  Students were given the opportunity to share with the class their written thoughts. I find that 5th graders will put into writing much more than they will communicate out loud in class.

I found a journal entry Edvard Munch made two years before he painted his famous SCREAM, describing an event and the feelings he had through out the event.  This journal entry was depicted in several paintings and woodblock prints.  I used his description as an example of a possible Artist's Statement for THE SCREAM.