The thought process for implementing pilot program of student choice

School District of Lancaster Art Skills: Grades 6,7,8.

Students will be able to:1. Use various types of line to produce imagery. all2. Identify the properties of various shapes and how they differ from

forms. all3. Demonstrate ability to render form and/or three-dimensional

objects. 7,84. Use linear and/or atmospheric perspective to produce the illusion

of depth. 7,85. Recognize and use complimentary, analogous, tertiary, and

monochromatic color schemes. all6. Use various techniques to demonstrate various surface qualities. all7. Use a range of values to create the illusion of depth and/or three-

dimensional forms. 7,88. Repeat one or more elements in a predictable or random pattern.

all9. Use radial symmetrical and asymmetrical balance as a design tool. 610. Use value contrast to add emphasize or variety to works of art. all11. Use a unit of measurement to produce a final product. all12. Repeat one or more of the elements regularly or irregularly.all13. Use one or more of the elements consistently to tie the composition

together. all14. Use one or more of the elements of art to show emphasis. all15. Analyze the historical, cultural, and social context of individual

works of art. all16. Describe how works of art relate to historical events. all17. Describe styles and genre of individual works of art. 818. Describe a work of art from its historical and/or cultural perspective.

7,8

19. Describe how historical events and culture impact form, techniques, and purposes of individual works of art.8

20. Identify the relationships of works of art to geographic regions. all21. Describe the works of art of Pennsylvania artists. all22. Identify the philosophical beliefs as they relate to works of art.823. Identify the historical and cultural differences as they relate to

works of art. all24. Describe traditions as they relate to works of art. all25. Describe common themes, forms, and techniques from works of

art. 7,826. Describe the relationship between the symbol and it’s

communicated meaning in the work of art. 7,827. Learn about how symbols are rendered in accordance with the

Production and Function Standard. 828. Critique the symbol or symbolism using the Elements and Principles

of Design as applied to the Criticism and Aesthetics Standard. 829. Describe “what if” possibilities for changing media, techniques and

processes and their effect on communicating ideas in works of art. 830. Describe works of art comparing and/or contrasting structure and

function. 7,831. Describe the elements of art and principles of design balance,

proportion. 832. Describe the uses of the elements of art and the principles of design

effectiveness to organize the work.833. Describe what media, technique and process were used and their

effectiveness in communicating ideas. 7,834. Describe objects and/or images that have symbolic meaning to the

viewer in a work of art. 7,835. Use and maintain materials, equipment, and tools safely and

appropriately. all

• The next pages have prototypes for the implementation of the pilot program.

• Grade 6 is gradually introduced to the idea of choice

• Grade 8 is able to choose from a set of expected skills to create their project.

6th grade Project Survey 1 : Art Room 101

You have now seen the list of skills that you are expected to develop this year. My goal is to give you as the student as much control over how you do that as possible. Keep in mind that this will require you to think, work hard and do your best.

For our first set of projects I have started us off by choosing 5 skills to work with.

1. Use various types of line to produce imagery. 2. Identify the properties of various shapes and how they differ from

forms. 3. Use various techniques to demonstrate various textures. 4. Recognize and use complimentary, analogous, tertiary, and

monochromatic color schemes5. Repeat one or more of the elements of art in a predictable or random

pattern.

You may work with a partner to answer these questions6. What are 3 ways line can be used?7. How can shapes be used to make forms?8. What is texture?9. What is pattern? What elements of art can be used to create pattern?10. Give an example of the following color schemes:

– complimentary– analogous– tertiary– monochromatic

11. The most important question: How can you use line, form, texture, color scheme and pattern to create a work of art?

12. What will your project be?

Choosing SkillsWe have talked about the skills that you will be expected to be able to use in 8th grade. These are the same skills that you would be expected to use if you were at any other middle school in our city, county or state. They are based on the Pennsylvania State Standards for Art Education. I have taken them directly from our district expectations. Many of them are automatically combined, for example: it is impossible to make a shape without line, and impossible to make form without shape.

How many of the skills listed below are used in this drawing? _______write them here________________________________________________ _____________________________________________________________ _____________________________________________________________

Here are the first 12.

1. Use various types of line to produce imagery. 2. Identify the properties of various shapes and how they differ from forms. 3. Demonstrate ability to render form and/or three-dimensional objects.4. Use linear and/or atmospheric perspective to produce the illusion of depth. 5. Recognize and use complimentary, analogous, tertiary, and monochromatic color schemes. (not all

at once)6. Use various techniques to demonstrate various surface qualities. (texture)7. Use a range of values to create the illusion of depth and/or three-dimensional forms.8. Repeat one or more elements in a predictable or random pattern. 9. Use value contrast to add emphasize or variety to works of art. 10. Use a unit of measurement to produce a final product. 11. Repeat one or more of the elements regularly or irregularly.12. Use one or more of the elements consistently to tie the composition together.

It would not be difficult to use all 12 of these on your sketchbook cover, but I will let you choose the 10 that you would like to use. Mark which 10 you have chosen. You may modify your choices as you work through your design. You will need to justify your choices and describe how you have you used them on your sketchbook cover. In the area below write your ideas of how you will use each of the ones that you have chosen to use. Extra credit will be given if you use all 12 thoughtfully. Remember that you will be including the information that we decided will be important to have on the cover.1. .2. .3. .4. .5. .6. .7. .8. .9. .10.

• Think through this process carefully, we will be doing this at the beginning of each project. The most important part is that you can show what you have done meets the learning goal for the project. You are expected to use each skill in the best way that you can and use the entire surface well. Save this handout in your sketchbook, you may need to refer to it later to help you work through the process.

• In 8th grade the students are also given a voice in creating the expected behaviors and procedures for the classroom the will be led through the guide to decide as a class what behaviors are necessary to make the class run smoothly and effectively.

• The 3 pages following the guide are images of a sample of working through the democratic process to create classroom rules and procedures

Steps for Creating Behaviors and Expectations Using Student Choice

A good resource I found for incorporating student choice into the establishment of classroom behaviors and expectations is a website based on the book Classroom of Choice by Jonathan C. Erwin. His process details 7 steps for the collaborative process of determining what is important in the classroom.

Step 1: Have students work together to identify the desired behaviors and attitudes.

Step 2: Have student groups draw a space for their group to live.Step 3: Student groups create symbols that represent the behaviors and

attitudes that they decided on.Step 4: Have them place the symbols in the living space.Step 5: Group Presentations of their work.Step 6: A living space for the entire class to have a consensus on the behaviors

that all the students would like and not like to have in the classroom.Those will most likely include, among others, the five universal ethical principles of respect, responsibility, caring, fairness, and honesty. You will most likely need to guide the students as they identify these foundational principles and help them identify anything they are missing

Step 7: Treat others the way you want to be treatedStep 8: Have students commit to and sign the constitution document, laminate

and post it.Step 9: refer to the document frequently-especially when the class is doing well!

“Beginning the year or the semester by developing a class constitution empowers students in a way few other strategies can. It shows the class members that the teacher trusts them to be responsible for their behavior and for their own learning. This is a strategy that has been very successful for me not only as a classroom teacher, but also as a coach, a play director, and a club adviser. Any time people are working together toward a common goal, developing a shared vision of how they hope to work together builds a sense of teamwork and helps prevent conflict."-Jonathan C. Erwin

• Procedure for implementing and improving pilot program of student

choice