1. What are the pros and cons of having students evaluate their own artwork? And how do you then grade the assignments based on their self-evaluations?
2. Is creativity an acquired or natural ability? How can it be enhanced in the art classroom? 3. How can art educators bring about contemporary social issues without mentioning their own beliefs or offending another student's beliefs? 4. Art is an elective, which means you'll have to promote student interest in your courses. How will you do this?
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1. How did you incorporate your enduring (big) idea(s) in your plan?
For my lesson, my plan was to create a loose, fun space for them to make their individual mark on top of an artwork that another class already started in an effort to connect the work from both classes and produce community art. To recap, the first lesson in this unit was focused on groups of students finger-painting on a banner at each table while we played music in the background. I started this class by giving them a recap of what another sixth-grade class did in the first part of our unit. I explained to them that during this lesson, they were to cut a piece of the banner of their choosing to produce a second layer of what image was already on their piece. I told them that we would play music in the background and they should feel free to stand up, and move around a bit while creating their work since our enduring theme was that music connects these students in an experience of community-building while creating art.
Unit and lesson plan:
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LACIE SOLTArchives
May 2019
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