Ugh...Data Driven Instruction???

Well, today I was introduced to the realm of data driven instruction and if I haven't felt overwhelmed by this point, I sure do now!  Anyone else out there having to deal with DDI?  I feel like I had it easy last year with my elementary SLO's compared to this year!  Luckily, it looks like I may only have to do 2 SLO's and 1 LLO this year (compared to 4 SLO's and 1 LLO last year), but it's going to be SOOOO much more work to do them with this data driven instruction component!

For anyone who doesn't know what DDI is, from what I learned today, teachers must give students an exam-like assessment at various points throughout the year (our school is making us do one at each 10 week quarter to assess what has been taught up to that point).  We have to review what a majority of students are getting wrong/struggling with and readdress/reteach, and then test again at the next 10 week period!

Now, I get the idea behind this, but it's going to be A LOT of work for me!  We are now moving to using eDoctrina (which I found out is a relatively locally ran company in Buffalo, NY...near my hometown and 5 hours away from where I teach).  In eDoctrina, we will enter in our SLOs, pre-assessment scores, target scores for each student, and then the post-assessment scores.  The nice thing is that eDoctrina will automatically weigh and compute our 40% assessment score for APPR. (On a side rant, I'm being encouraged to use my student's STAR scores for my SLO's...something I DON'T want to do!  I'd rather do a two-part assessment...an observational drawing portion and a test portion that tests students on art vocabulary as well as a writing portion, that will probably be analysis of an artwork...but that's another post for the future!)

The other nice thing is that eDoctrina has test banks to build test (for the quarterly DDI exams) as well as for post-assessment tests IN EVERYTHING BUT ART! (Because there is no state assessment for art, and no state assessment for art from other states that I've been able to find elsewhere so far...)  Which therefore means that I will have to start entering in test bank questions!  Argh!  It will be worth it in the long run, but it's so daunting to look at right now! This program will generate tests and bubble sheets to match the test.  After the bubble sheets are filled out, you scan the bubble sheet (which is printed off with a special bar code) into a fax machine to the eDoctrina number and the results are automatically calculated and entered under each specific student's account....thus allowing the program to generate graphs and data for me as a teacher to evaluate and adjust my teaching.

There is so much more I could say about this program, but for now, I'll just ask if anyone else out there is venturing into the realm of DDI and what your thoughts are on it...how is your district approaching the data collection...and are you using a program like eDoctrina?

Studio Art: Unit 1 (Common Core and Marzano Incorporation)

My previous post gave you a preview of a project for my Studio students.  Here I am going to share a bit more how I am going to work to incorporate some Common Core into this unit, as well as more details of what I hope to accomplish with this unit.

Now, I know some of you may think that this project I want them to do is a little elementary, and to an extent I agree, but let me explain why I am starting off a little "easy".  I have not had this group of students since 6th grade, which was my 1st year of teaching.  When I taught them, I did not really touch on the elements and principles very much.  Only recently, as I have gotten a good grasp on how the school year goes, have I really focused my elementary curriculum on incorporating those important art ideas.  I also know that the previous high school teacher may have slightly touched on these elements and principles in 7th grade, but the retention rate of this information is very low from 7th grade to 9th grade, particularly since interest in the art department in high school students has dropped the last few years and students don't receive art in 8th grade.  I also know that the previous teacher did not do much for writing/Common Core type assignments with the students, so I want to break them in easy...I'm hoping by starting out with a simple project for what is often viewed as "boring" subject matter will get me some positive results.  Ideally, as the next few years move on, the incoming 9th graders will hopefully be retaining more of the elements and principles from their years in the elementary room and I won't have to spend an entire unit on the topic, but we'll see how the next few years go!

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As I said in my previous post, I will be utilizing this Art Talk textbook for Studio Art.  I'm not extremely happy with how the content is laid out in this book, so I will most definitely not be following it from start to finish throughout the year, but I will be using it where it fits with my curriculum.  I plan to supplement using the Scholastic Art magazine and possibly with printouts from this awesome website that was shared on the Art Teachers Facebook page...This website is called Boundless and it is a free resource to print off excerpts from textbooks!  Now, it appears from what I've read that the art history textbook is definitely for high school.  The particular textbook they have online is actually one of the editions of a textbook I have from college, Gardner's Art Through the Ages.

Goals:  By the end of this unit, students will be able to…

·         Identify the purposes of art.

·         Identify sources and ideas that lead to artistic inspiration.

·         Name the six elements of art

·         Identify the principles of art

·         Explain how subject, composition, and content relate to works of art

·         Identify information presented in a credit line

In using Marzano, it is expected that students will know what their learning objectives/expectations are for each unit and/or project, so I have the learning objectives on the front of the unit note packet.

Chapter 1: Lesson 1: What is Art?

The first section of chapter one in the textbook deals with asking the question, "What is art?"  We will talk about what media constitute as being part of the visual arts, what it means to perceive, and what the purposes of art are.

Chapter 1: Lesson 2: Why Do Artists Create?

This section obviously deals with what inspires artists to create, whether it is for personal or commissioned purposes, influenced by the media, government, war, family, etc.

Chapter 1: Lesson 3:  The Language of Art

The final section of the first unit deals with the language of art...a.k.a. the elements and principles.  This is where the art project I showcased in my previous post will come into play.

This section also talks about the credit line in an artwork (name, title, medium, date, location, etc.).  This will lead to a good segue to teaching students how to properly maintain and display their artworks.  As students start to create 2-D artwork, I plan to teach them how to properly mat their artwork using a mat board cutter.  

Teaching Calendar

For each unit I create, I plan on creating an anticipated teaching calendar within the unit plan.  I still use a hand-written plan book, but having a plan of action for each unit will make it easier to plan around assemblies and such, especially when it's time to go on maternity leave.  I'm hoping that I can have enough of these units planned out in advance so that all I need to do is hand the entire unit over to my substitute and he or she will be able to handle my plans!

As part of Marzano, it's important that students reflect upon what they have learned, thus the bell ringer and exit slip.  I know many teachers probably already do this but it was something I struggled with doing at the elementary level.  I struggled with trying to figure out a quick way to accomplish a written review at the end of every class and have yet to really have something I'm happy with.  Until then, I'm confident the system I have chosen to use with the high school will work, and hopefully I can figure out how to alter it and use it at the elementary level.

The following are homework assignments that will be assigned to students to help learn the vocabulary.  I couldn't find a word search or crossword that included all the vocabulary I wanted, so I found two great websites that you can use for FREE to create your own!  I found this Word Search Generator on A to Z Teacher Stuff.  You type in the words you want to include, give it a title, and choose the shape and size of the word search space.  Click on "Create Puzzle" and it generates the word search!  You can either save the webpage to your computer, print it directly from the page that pops up (and then photo copy) or do like I did, copy and paste it into Microsoft Word to make it a document.

To create the crossword puzzle, I used Discovery Education's Puzzlemaker.  Again, you give it a title, decide the number of squares for the size, and then enter the information.  For this one, it's a little different.  You have to type the answer first (one word, or if you do two words, type them without the space) and then hit the space bar and type in the clue, all on the same line without any commas.  If your clue goes onto the second line, it's fine, you just hit return to go to the next clean line to enter the next word and clue.  Create the puzzle, and it's the same process as the word search to save.

I've seen various versions of a worksheet like this on Pinterest.  Currently, I do not have this worksheet planned into my unit, but I have it as a backup for many situations that could arise.  If I need to have a sub, this can be a sub plan...I may use this as a sketchbook assignment, an extra credit assignment for the first quarter, or as a review assignment for when I'm on maternity leave.

Again, this is the project the students will be completing that deals with the elements.  I have included the rubric here that I will be using to grade them as well.

Studio Art: The Elements of Art (And Prang Markers!)

A few weeks ago I was contacted by a representative of Prang.  She asked if I would be willing to try out and compare some of their art materials and give a review of them in exchange for free materials...heck yes!  So, as I began planning my first unit for Studio Art, I decided to give the Prang markers a go, compared to the Rose Art markers they sent me as well.  So, here goes (I'm killing two birds with one stone here!).

So the first set of materials I decided to try out was the Prang vs. RoseArt markers.  As I continue through my post below, I'll show you some photos behind my notes here, but these are my thoughts about the markers:

• Prang
• 12 colors (+)
• Colors are more concentrated and solid (+)
• Bleed through 80 lb. paper when used heavily (-)
• White caps = no mixed up colors (+)
• Tips seem strong (+)
• Prang Power points! (+)
• $4.00 (Office Max), $2.89 for set of 8 and $3.95 for set of 12 through Blick
• Rose Art
• 10 colors (-)
• Less concentrated, more transparent (-)
• Don't appear to bleed through 80 lb. drawing paper when used heavily (+)
• Colored caps = mixed up colors (-)
• Tips seem flexible (-)
• $4.57 (Amazon), $2.20 through Rose Art

When it comes to markers, I have a few different kinds I generally use in my classroom.  I have the Crayola markers for everyday use in the supply bins in the elementary room.  I can definitely say that I agree with Mr. E. when he says the Crayola markers tend to be "sketchy" when coloring a large area.  That is why I let the kids use those ones for free draw.  I actually use the non-scented Mr. Sketch markers for specific projects that require a nicer marker (I prefer the chisel tip for thick and thin lines, though the younger kids do need to be taught how to use those markers correctly), and I use the obvious Sharpie marker for specific projects as well.  Currently, I'm not really sure where I'd stand on buying Prang markers.  If they were offered in a requisition cheaper than Crayola, I'd probably try them, but currently I've got a good stock pile of the others!

Now, they also sent Ticonderoga pencils, and there really is no contest there between the competitors brand.  I already purchase these through my Boces requisitions each year.  They're strong pencils, the erasers are good (while they last), and I appreciate that this pack already came sharpened, although the 12 packs I purchase are not sharpened.

So, onto the bulk of this post.  Because of the Common Core, I was asked if I had a textbook in the art room to use.  This Art Talk textbook is the textbook art teachers in St. Lawrence county agreed to use many years back, around 2000 I believe, as that is the copyright on this textbook, but at recent regional meetings, it's apparent that everyone does not use it anymore (granted, I'm sure that will now change again with Common Core rolling in).  It's an okay book, but I definitely don't plan on using it from start to finish for the entire year.  I'll use bits and pieces here and there as they fit what the students and I want to do over the school year and then I'll possibly look into a different textbook for next year.

My first unit is actually going to be pulled directly from the textbook, but with my own twist on the notes, quiz, worksheets and projects.  I know a lot of students tend to be bored by the elements and principles, so I want to get that out of the way right in the beginning, and hopefully make it quick and somewhat fun.  The projects suggested in the textbook to do all revolved around critiques and discussions in some way, which seems very boring for the beginning of the year, so I'm approaching it a bit differently.  Critiques will be handled more in depth in the second unit of the year and I'm going to incorporate an art project into the first unit.

The chapter is split into three lessons.  The first lesson discusses what art is (a form of communication) and why it is created.  The second lesson discusses where artists get their inspiration from, and the third lesson, the one I am going to concentrate on a bit more, is about the elements and principles, as well what is in a credit line.  We will spend a day on the first two lessons in class, taking notes in a note packet I've created and then the third day, students will actually read the chapter about "The Language of Art".  

For the elements, we are going to create this info-graphic type resource.  Lightly folding the paper in half to find the mid-way point, I'll have students fold the sides to the halfway point and then measure out seven equal sections.  From there, they will cut slits to the fold. 

On the front, they will be asked to illustrate the elements of art to help them remember what they are.  On the inside, they will have to write the definition of each element.

From this picture, you can see how the Prang markers bled through the 80 lb. drawing paper, which is 10 lbs. heavier than what I buy for my elementary room.

The lighting was really bad in this picture, but "shape" was colored with Rose Art markers and "Form" with the Prang.  You can sort of see how the Rose Art markers are a little streakier and transparent when coloring an entire area.

Also on the inside flaps, students will be asked to break down each element a little further with their illustrations.  For example, shapes and forms can both be geometric or organic.  They can showcase different shading techniques for value, different color schemes for color, and implied vs. actual texture for texture.  I didn't finish mine because I don't want any of the students to copy, but this is the gist of what they will do!

I only plan on having the students do this for the elements right now, as I think the principles are a little harder to illustrate right off the bat, but I'm thinking of offering an extra credit assignment where students can do this project at home for the principles as well to turn in.  I'll share some of my unit handouts in my next post and explain this unit a little more in depth then as well.