The document discusses different approaches to teaching art, including discipline-based art education focusing on specific skills and artists, and choice-based art education prioritizing student creativity and choice. It advocates for personalized learning in art by offering students choices in projects that match their interests and abilities. The document also discusses using student portfolios and group critiques for assessment, and transitioning students from structured to independent projects over time.

1. STUDIO
THINKING
What can be learned
from the visual arts
about
Personalized Learning?

2. WHAT SHOULD LEARNING LOOK LIKE
IN THE ART ROOM?
TEACHING ART AS
A SUBJECT
• Discipline Based Art Education
(DBAE)
• Tests, Quizzes
• How did the Impressionists
work?
• Learning about Monet by
making “Miniature Monets”
EXPERIENCING WHAT
ARTISTS REALLY DO
• Teaching for Artistic Behaviors
(TAB), or
• Choice-Based Art Education
• How do Artists work?
• Leading students through the
creative process.
• Cultivating Innovation and
creativity

3. ONE TEACHER’S
PERSPECTIVE
Dr. Andrew Wales
• 29 years of teaching art
• Primary
• Middle School
• High School
• University Art Education (Mansfield University)

4. WHY PERSONALIZE?
-BECAUSE ONE SIZE DOES NOT FIT ALL!
•Wide range of abilities
•Wide Range of student needs
•Teaching several classes at one time
•Wide range of interests

6. CHOICES
& VOICES
Everyone is taught
the same
standard. Does
everyone have to
take the same
path to reach that
standards?

7. OFFERING
CHOICES CAN
SPUR
ENGAGEMENT
AND
ACHIEVEMENT
• If everyone is doing something different, how do
you plan?
• What do I grade them on?
Students tend to
choose projects that
are an appropriate
challenge for their
ability level.

8. TRANSITION TO
INDEPENDENCE
• Start with structure.
• Transition to Guided Inquiry.
• Offering choices.
• Suggesting ideas for independent
study.

9. CATEGORY 4 Outstanding 3 Average 2 Fair 1 Poor
Focus
Consistently stays
focused on the assigned
learning goals and what
needs to be done. Very
self-directed. Student
aside artwork to
participate in discussions,
demos, and writings
without prompting.
Focuses on the assigned
learning goals and what needs
to be done most of the time.
Sometimes needs to be
prompted to set artwork aside
to participate in discussions,
demos, and writings.
Focuses on the assigned
learning task and what needs
to be done some of the time.
Often must be reminded or
prompted to work on
learning task.
Rarely focuses on the task
what needs to be done.
Spends time working on
projects for other classes or
sitting idly.
Contributions
Routinely provides useful
ideas when participating
in the group and in
classroom discussion. A
definite leader who
contributes a lot of effort.
Usually provides useful ideas
when participating in the
and in classroom discussion. A
strong group member who
hard!
Sometimes provides useful
ideas when participating in
group and in classroom
discussion. A satisfactory
group member who does
is required.
Rarely provides useful ideas
when participating in the
group and in classroom
discussion. May refuse to
participate.
Preparedness
Brings needed materials
to class and is always
ready to work. Always on
time.
Almost always brings needed
materials to class and is ready
to work.
Almost always brings needed
materials but sometimes
needs to settle down and get
to work Sometimes late.
Often forgets needed
materials or is rarely ready to
get to work. Often late to
class.
Listening Skills
Student listens attentively
when others present
information. Does not
interrupt or disrupt.
Student is mostly attentive
when others present
information.
Student is often inattentive
and needs reminder of focus
of class. Makes disruptive
comments.
Does not listen to others:
regularly talks while others
speak or does not pay
attention while others speak:
detracts from discussion.
Organization
Student cleans assigned
area and puts materials
where they belong.
Finishes their own area
and contributes to
Student cleans assigned area
and puts materials where they
belong.
Student sometimes leaves
materials where they do not
belong. Area not thoroughly
clean.
Student often leaves
where they do not belong.
Does not clean assigned
CLASS PARTICIPATION RUBRIC

10. INSTRUCTION IS NOT
PLANNED AROUND
“PROJECTS” BUT ON
BEHAVIORS
• What behaviors,
attitudes, and
conditions best
support innovation
and creative
thinking?
• How do artists
work?

11. ANALYZING
PERSPECTIVES

12. EVALUATION
-WHAT IS THE PURPOSE OF GRADING?
•Meaningful feedback
•Weekly class participation
•Bi-weekly Benchmark
•Monthly Summative Portfolio Review

14. SUMMATIVE ASSESSMENT: PORTFOLIO REVIEW

18. How does
collaboratively
reflecting on a
work of art
help us to
experience it
more fully?

19. Citations:
1. Image. CC0 Public Domain Free for commercial use. No attribution required. Retrieved from Pixabay.com
2. Image. Classroom photograph.
3. Image. Classroom photograph.
4. Image. Image. CC0 Public Domain Free for commercial use. No attribution required. Retrieved from
Pixabay.com
5. Image. Retrieved from: http://www.nationalartsstandards.org/
6. Image. Classroom photograph.
7. Image. Classroom artifacts.
8. Image. Classroom artifact.
9. Image. Classroom artifact.
10. Image. Classroom photograph.
11. Figure A. Retrived from: http://digitalvoices.eyeconic.ca/units/the-creative-process/
Figure B. Retrieved from: https://artsedge.kennedy-center.org/educators/lessons
12. Image labelled for non-commercial reuse. Retrieved from:
https://www.flickr.com/photos/el_ramon/2255710519
13. Classroom artifact.
14. Classroom artifact.
15. Image A. Retrieved from artofeducation.com
Image B. Classroom artifact.
16. Classroom Artifact.
17. Figure A. Retrieved from: http://www.aiga.org/how-to-survive-a-critique/
Figure B. Retrieved from: http://n8tip.com/the-hamburger-method-of-constructive-criticism-works-for-
vegetarians-too
18. Classroom photograph.

20. WHAT CAN BE LEARNED FROM THE VISUAL ARTS
ABOUT PERSONALIZED LEARNING?
• Are these approaches that could be utilized by other subject area
classrooms?
• In what ways could these practices promote:
Authentic assessment
Engagement
Incorporating student interests
Cultivating independent learning
Collaborative skills
Positive social interaction
Content area learning