Changes Please answer the following 1 What year

Changes? ? ? Please answer the following. 1. What year did you begin your teaching career? 2. Visualize your classroom that first year. Describe it to members of your group. 3. Visualize your classroom now. Describe it to members of your group. Compare and contrast 4. Think about your students the first year of teaching ( in general or specifically) Tell your group about them. 5. Compare them to your students now. 6. Make a list of the content you were asked to teach your first year. 7. Make a list of the content you are asked to teach now.

OUR CHANGING WORLD • “The world in which we live in is increasingly sophisticated, multifaceted and nuanced. People need high-level learning skills to act, respond, learn and adjust to ever-changing circumstances. • As the world grows increasingly complex, success and prosperity will be linked to people’s ability to think, act, adapt and communicate creatively” 21 st Century Skills. org

Preparing Students for st Success in the 21 Century • “Quality education for all children is our top priority. Education needs to be a continuum of learning opportunities, from preparing children to start school ready to learn to excellent schools in every community all in light of the fact that 21 st century jobs require 21 st century skills”. - Gov. Kathleen Sebelius

Why business cares about learning • “Today’s economy is vastly different from fifty years ago, fueled now by brains rather than brawn. In order to survive, businesses need individuals who possess a wide range of high-level skills, and abilities, such as critical thinking skills, problem solving, teamwork and decision making skills” -Business Coalition for Education Reform

What do employers look for? • “ One key competency that employers across-the board value in employees is the ability to think creatively and logically in order to solve problems. Such employees are most likely to be promoted in an unforgiving global economy that requires flexibility and an ability to develop new skill. The ability to think, speak, and write logically, to solve problems, and to synthesize information are also priority competencies cited by postsecondary faculty members from all disciplines. ” The American Diplomacy Project

High Level Thinking Skills To cope with the demands of the 21 st Century, people need to know more than core subjects. They need to know how to use their skills – by thinking critically, applying knowledge to new situations, analyzing information, comprehending new ideas, communication, collaborating, solving problems, making decisions. www. 21 centuryskills. org. pg. 9

Learning Skills necessary for success in the 21 Century Creative thinking, creating effective, oral, written and multimedia communication in a variety of forms, developing, implementing and communicating new ideas to others, staying open to new and diverse perspectives, critical thinking, developing intellectual curiosity. Transfer learning from one domain to another, demonstrating teamwork and leadership, working productively with others; self direction, accountability, setting high standards and goals for one’s self and others, tolerating ambiguity, social responsibility Adapted from www 21 centuryskills. org Cartoon from New Yorker Magazine 6/2/08

Six key Elements of 21 st Century Learning • Emphasize Core Subject English, Math, Science, Social Studies, Arts, Civics, Government, Economics, History and Geography • Emphasize Learning Skills (high level thinking Skills) critiques both written and verbal, solving problems visually, decision making, comprehension of new ideas • Use 21 st Century Tools to Develop Learning Skills computers, scanners, printers, digital cameras • Teach and Learn 21 st Century Content. late 20 th and 21 st century art history, technology. new media, • Use 21 st Century Assessments That Measure 21 Century Skills beyond the test, expanding assessment tools to include; checklist, rating scales, critiques, portfolio, self assessment • Teach and Learn in a 21 st Century Context real-world examples, applications and experiences both inside and outside

Target Areas for Art Vertical Teams criticism Portfolio Teaching in a 21 st century context

TYPES OF Portfolios best works Expanded Portfolio The portfolio emphasizes significant evidence about progress, achievement, & experience Process portfolio Miniportfolio

Target Areas for art vertical Team Portfolio a purposeful collection of student work that tells a story of the student’s efforts, progress, or achievement in (a) given area(s). ” Assessment in Art Education, Beattie Portfolio a means of understanding and revealing process.

The Portfolio • Reveals a complete picture of the students achievement in meeting goals and objectives. • Shows student’s progress over time • Involves the student in selection process and promotes reflection and student teacher interaction • Can replace other types of assessments and functions as a teaching tool.

Types of Portfolios v. Best works Portfolio only the best works of the student are includes v Expanded works Portfolio exhibits a depth with evidence of a large variety of thinking processes and art products v Mini Portfolio A limited portfolio which has those products which reflect a certain theme v Process folio emphasis on process with evidence of student growth

Mini-Portfolio Self Portrait in Oil Self Portrait Arbitrary Color

Mini-Portfolio Self Portrait : fantasy Full body selfportrait

Target Areas for Pre AP Studio Art CRITIQUE critical thinking, applying knowledge to new situations, analyzing information, comprehending new ideas, communicating, collaborating, solving problems, making decisions

Criticizing Art With Students • Art criticism is informed talk and writing about art for increased understanding and appreciation of art. • Art criticism helps students to organize their thoughts in such a way that they can share with others. • Critiques gives insight as to how the class understands and accomplishes a performance task

Traditional Critique What do students think about the traditional Critique? Do you use the traditional critique In your classroom? How do you think your students would respond to this question? If you do not use it, why not?

Methods of Critique • Traditional Critique class discusses each student’s work as a group recognizing strengths and ways to improve • Thumbs Up Thumbs Down great for beginners, introduces students to critique strategies. It is structured about something students have already learned. • Teacher/Student interview short interview with the student in a quiet place. Have questions pre-determined • Team Learning Collaborative Process Students critique in small groups. Work of group members is critiqued. Teacher does not directly supervise. • Art Critique Form may be used by teachers, students, evaluation. This form is a time saving way to provide or as self feed back.

What Students think about Critique • “I loved critique 2 nd semester it was really awesome. Wish we could do more. I feel prepared for college. When I went to MCAD, they had a special board to pin up their one piece of work they were assigned. Then they drew names and each person had to critique the person who they drew. It was cool and professional. I think critiques need to be more like that. ” Valerie Alexander, Senior SMN

What Students think about critique • “Of all the things I have learned in this class, I think I will use critique most in the future. I’ve become especially open minded about a lot and it has allowed me to grow as an artist and a person” Katie Carlson, Senior SMN • “ Knowing the work I was making was going to be critiqued by the seniors made me work harder. “ Mihan Lester, Junior SMN

What Students Think About Critique • “I have become very vocal about my work. I can now explain what I like or dislike about a certain piece” Katie Carlson, Senior SMN • “ Critiques, make me really look at a piece of art, it makes me see more” Neal Hyderman, Junior, SMN • “I took this class (Art Seminar) because I saw everyone sitting around talking about the art. I love to talk about art. ” Grace Keaton, Junior, SMN