Sunday, October 20, 2013

Reading and Writing in the Art Room

I love writing, and always have written poems, journals, and even made a few attempts at full books. Yet, I am an art teacher, not an English teacher, so why should I care about writing in the art room? Well, written artists' statements are a great metacognitive tool for students, plus a suave assessment. I can read about their intent and their process, even if the actual art might not reflect all the talking points in the student writing. Additionally, good writing takes practice, and good thinking about art making takes practice, and as I always like to say, "Practice makes perfect" (thanks, Aristotle: "We are what we repeatedly do. Excellence, then, is not an act, but a habit.")
Another, very important reason, is that we are now a "Common Core" nation, and all our students are all our students across the curriculum (a view that I always held as I tried to integrate, but even more salient in 2013/14). With the aforementioned reasons in mind, I have spent time researching both the Common Core Language Arts curriculum in my grade band (third, fourth, fifth), and found several assessments suitable for the art room. There are several prior ways I have integrated writing in the art room: KWL charts, Compare/Contrast, Graphic Organizers (including Mindmaps), Journaling in Sketchbooks, and Think/Pair/Share to name a few. I have decided to hone in on opinion pieces, which is what artists do when they reflect upon their art, state an opinion. Here is the link to my Pinboard with assessments.
So, what are the foci (applicable in art) for writing at this level? http://education.ohio.gov/Topics/Academic-Content-Standards/English (citation)

                    3rd Grade: Standard Statements Strand-Writing, Topic-Text Types & Purposes

  1. Write opinion pieces on topics or texts, supporting a point of view with reasons.
    a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
    b. Provide reasons that support the opinion.
    c. Use linking words and phrases (e.g.,
    because, therefore,
    since, for example) to connect opinion and reasons). d. Provide a concluding statement or section. 

                           4th Grade: Standard Statements Strand-Writing, Topic-Text Types & Purposes
    1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
      a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.
      b. Provide reasons that are supported by facts and details.
      c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
      d. Provide a concluding statement or section related to the opinion presented. 

      5th Grade: Standard Statements Strand-Writing, Topic-Text Types & Purposes
    1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
      a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
      b. Provide logically ordered reasons that are supported by facts and details.
      c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically)
      d. Provide a concluding statement or section related to the opinion presented. 



The Sketchbook Project

The Sketchbook Project: 2011

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The journey of process intrigues me and I am always changing it up.

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