3.1 (B) identify art elements such as color, and line, and art principles such as emphasis, and pattern in artwork. 3.2 (C) Produce Paintings 3.3 (A) compare content in artworks from the past and present for various purposes such as telling stories and documenting history and traditions.
Dynamic Assessment differs from traditional assessment in that it focuses on process rather than product. Dynamic Assessment focuses on the assesor’s discovery of how to facilitate the child's learning rather than on the child demonstrating ability to the assessor. Students gain understanding from participating in evaluating their own work. Portfolios are now being used not just in fine arts but throughout the curriculum. Files of work with clear objectives to be met are saved and reviewed regularly as concepts are mastered and tasks become more complex with such mastery. Portfolios have been artists critical files for years. They have been utilized to review past work and as measures of professional growth. Using portfolios in the art room, for more than storage purposes, allows both teachers and students to reflect on and constantly review work over time toward those same ends. Individuals ca be asked to speak about or write about their work, revealing the pattern connections made from one task to another. Having students revisit works used in a motivational discussion prior to doing their artwork and/or examine other planning studies, such as sketches, can reveal the levels of understanding that have been achieve through the art making process. Instead of being judged as one among many, a person’s work is evaluated according to individual progress. Such a procedure does several positive things. It alleviates fear of failure, of being measured against the class “artist” or perceived peer “brain”. It validates the notion that everyone is capable of having good ideas and developing acceptable levels of technical skills to visual expression to be an alternative or complement to verbal expression. In the student centered lesson plan the responsibility for demonstrating learning is in the hands of the learner.
A guide and supporter, who helps children organize their questions and ideas and translate them into manageable activities within their zone of proximal development. Ensuring that each child experiences academic success An active participant in learning, who explores, experiments and collaborates with children A facilitator who consciously plans the environment and the curriculum to promote student’s learning An evaluator who monitors children’s individual and collective development Teachers who use a Vygotskian framework become risk takers and problem solvers in their own instructional practice Knowing one’s students; considering how to carefully guide them through the “zone of proximal development” and connecting what has been decided that students need to know with what they already do know; helping them to want to know more is what the constructivist teacher does.
