ART:
MARY ROSENBERG
INQUIRY RESULTS, 2013..............................................................................................
Sleepy Hollow High School
Sleepy Hollow, NY |
Mary Rosenberg is a Visual Arts Teacher in Sleepy High High School in Westchester New York.
mrosenberg at tufsd.org |
Inquiry Title:
|
Scaffolding Conceptual Thinking
|
Inquiry Questions:
|
How do I encourage students to tackle conceptual topics, without providing step-by-step instructions, so that the end results of the body of work end in different interpretations of the same concepts?
|
Contextual Information..................................................................................................
|
|
|
|
What I did:
|
|
Special Resources utilized in this inquiry
(i.e. websites, apps, books, etc.): |
|
Data Evidence Plan
Data Sources |
Central Content Ideas Measured |
Measurement Tools |
Artist's Statements
|
This helped me see that students are able to articulate their personal feelings and realizations throughout the project. This helped me see if students understand the overall themes/central ideas.
|
At the end of every project, students will inquire about their own work. By self-reflecting on their own works, hopefully, the will identify themes, or repetitive imagery, leading to a self-discovery of their very own style as an artist.
|
Peer Critiques/ Consultation
|
This helped me assess student understanding of art vocabulary terms and putting them to practice while evaluating each other.
|
At the end of every project, students inquired about each other’s works by coming up with their own questions for the artist, as well warm/cool feedback
|
Student Created Self Reflective Rubrics
|
This helped me quantify the growth from the pre-assessment to the post assessment assignment by having students grade themselves.
|
At the end of the course, students created their own rubrics to assess their pre and post assessments and quantify their personal growth through inquiry.
|
Summary of Results..........................................................................................................
Results of student inquiry in
terms of my learning goals: |
Claims: Students grade each other harder, peer-to-peer, than when I graded them. Students grade themselves easier, self-evaluation, than when I graded them. Due to inquiry, students grades improved dramatically from pre to post assessment.
|
Evidence that was most useful to me in this
inquiry and what it reveals to me: |
|
What my results suggest about
my initial inquiry question(s): |
|
Samples of Student Work...................................................................................................
Reflections: Backwards Look and Forwards Look........................................................
What I have learned about Inquiry:
|
It helps students understand and retain the material better. Students explored and discovered instead of sitting and pretending to listen. They loved taking ownership of their learning and it showed in their evaluations.
|
What's next for my students and my teaching approach:
|
I have learned that as a new teacher I need to start making inquiry my only way of teaching and get into the habit of it being my approach to every assignment. The results were incredible and the students really recall that assignment with pride. By giving the power back to the students they took ownership over their pieces and took pride in the art.
|
How I plan to share my results with the community:
|
I plan on sharing all of my results with my department during summer curriculum time to revamp all of our digital curriculums for next year, focusing on the digital imaging classes.
|