Recent Changes

Thursday, July 26

  1. page References edited ... Ontario Ministry of Education. 2008. Supporting English Language Learners; A Practical Guide f…
    ...
    Ontario Ministry of Education. 2008. Supporting English Language Learners; A Practical Guide for Ontario Educators; Grades 1 to 8. Retrieved from http://www.edu.gov.on.ca/eng/document/esleldprograms/guide.pdf
    Ontario Ministry of Education. 2009. Realizing the Promise of Diversity: Ontario's Equity and Inclusive Education Strategy. Queen's Printer for Ontario.
    Ontario Ministry of Education. 2010. Growing success: Assessment, Evaluation, and Reporting in Ontario Schools. Retrieved from http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf
    Ontario Ministry of Education. 2011. Learning for All: A Guide to Effective Assessment and Instruction for All Students, Kindergarten to Grade 12. Retrieved from http://www.edu.gov.on.ca/eng/general/elemsec/speced/LearningforAll2011.pdf
    Robinson, Shelley. 2008. Literature Review of k-12 Fine Arts Programs. Retrieved from http://education.alberta.ca/media/900551/promising.pdf
    (view changes)
    7:42 am

Wednesday, July 25

  1. page Assessment edited ... Bensur, B. (2002). Frustrated voices of art assessment. Art Education, 55, 6, 18-23. Gardner,…
    ...
    Bensur, B. (2002). Frustrated voices of art assessment. Art Education, 55, 6, 18-23.
    Gardner, H. (1989). Project zero: an introduction to arts propel. Journal of Arts and Design Education, 8, 2, 167-182.
    Stiggins, R. (2001). Student-involved classroom assessment. Upper Saddle River, NJ: Merrill Prentice Hall
    Madeja, S. & Sabol, R. (2004). Assessing Expressive Learning.Retrieved from http://www.naea-reston.org/publications-list.html#assessment
    Stiggins, R. (2001). Student-involved classroom assessment. Upper Saddle River, NJ: Merrill Prentice Hall
    (view changes)
    5:55 pm
  2. page References edited ... Frankel, Dr. James. Facilitating Differentiated Instruction with Technology. Retrieved from h…
    ...
    Frankel, Dr. James. Facilitating Differentiated Instruction with Technology. Retrieved from
    http://www.jamesfrankel.com/tempomarch2006.htm
    Gardner, H. (1989). Project zero: an introduction to arts propel. Journal of Arts and Design Education, 8, 2, 167-182.
    Gibbs, Jeanne. (2006). Reaching All by Creating Tribes Learning Communities. Windsor, California: Creel
    Printing.
    Hoover R. & Kindsvatter, R. (1997). Democratic discipline. Columbus, OH: Merrill/Prentice Hall.
    Langdon, C. & Vesper, N. (2000). Teachers’ attitudes towards the public schools. Kappan,81 (8), 607-611.
    Madeja, S. & Sabol, R. (2004). Assessing Expressive Learning.Retrieved from http://www.naea-reston.org/publications-list.html#assessment
    National Public Website on Assistive Technology. 2009. Adaptive Music. Retrieved from:
    http://atwiki.assistivetech.net/index.php/Adaptive_music
    ...
    Ontario Ministry of Education. 2011. Learning for All: A Guide to Effective Assessment and Instruction for All Students, Kindergarten to Grade 12. Retrieved from http://www.edu.gov.on.ca/eng/general/elemsec/speced/LearningforAll2011.pdf
    Robinson, Shelley. 2008. Literature Review of k-12 Fine Arts Programs. Retrieved from http://education.alberta.ca/media/900551/promising.pdf
    Stiggins, R. (2001). Student-involved classroom assessment. Upper Saddle River, NJ: Merrill Prentice Hall
    Susi, Frank D. (2002). Behavior management: Principles and guidelines for art educators. Art Education, 55(1), 40-45.
    Tomlinson, Carol Ann. 1999. The Differentiated Classroom: Responding to the Needs of All Learners. Google Books. Retrieved from http://books.google.ca/books?id=8IJTzhv66ccC&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false
    (view changes)
    5:54 pm
  3. page Assessment edited How can you assess the arts? ... the creator? One of the most challenging aspects of assessm…
    How can you assess the arts?
    ...
    the creator?
    One of the most challenging aspects of assessment in Visual Arts is grading and assessing students’ creations without stifling their creativity. In art classes there is always the need to encourage each individual’s creative nature and artistic talent whether musical, dramatic, or visual. Teachers must also at the same time take into consideration the needs and abilities of each of their students. These teachers face this constant dilemma of nurturing artistic talent versus constructive criticism, and gambling how an impressionable youth will internalize their teacher’s actions.
    From the article “Frustrated voices of art assessment” author Barbara Bensur stated that “The art room should be the sanctuary against school regulations, where each youngster is free to be himself and put down his feelings and emotions without censorship, where he can evaluate his own progress toward his own goals without the imposition of an arbitrary grading system”. When a teachers performs an assessment of students they should inspire their creativity and in no way censor their progress.
    ...
    Teacher Assessment Tools and Ideas
    Teachers in the arts, like all teachers, need to be aware of their students needs and abilities before they administer assessments. They should always ensure there is mofifications and accomodations made where needed.
    {cartoon_large_introslide4.gif}
    Rubrics are a commonly used assessment tool in all subject areas, including the arts. They are excellent when using differentiated instruction in the arts because clear expectations are outlined in a print format that can be modified for each individual’s needs.
    Observations are opportunities for teachers to conduct a continuous assessment of their students’ progress. Observations allow teachers to monitor progress of their students’ work that might otherwise not be noticed.
    ...
    Artworks that could come out of a performance assessment task could be a sculpture, a costume, or a musical score. Stanley Madeja (2004) reminds us that when we think of student artworks in assessment terms, we should think about how we can use these works as evidence of student learning and achievement. Madeja asks us to consider artworks as viable assessment of progress.
    Performances could be the presentation of a play, a dance, or music.
    ...
    their skill.
    Student Self-Assessment
    One very successful assessment strategy for visual art is self-assessment. As stated before, the comments that teachers make towards their students’ artwork, no matter how constructive or positive, may create more damage than help. By teaching students to self-assess, without their teacher’s input, it could “improve their self-esteem and confidence which could encourage the teacher to concentrate on the process of making art rather than just assessing the end product” (Stiggins, 2001).These assessments can take a variety of forms, including journals, checklists, and discussions. In the differentiated classroom technology offers a variety of opportunities for student self-assessment and reflection.
    (view changes)
    5:52 pm
  4. page Assessment edited . How can you assess the arts? Assessment in the arts has always been a complicated and sometime…
    .How can you assess the arts?
    Assessment in the arts has always been a complicated and sometimes heated subject. How are you to mark something that is subjective to the creator?
    One of the most challenging aspects of assessment in Visual Arts is grading and assessing students’ creations without stifling their creativity. In art classes there is always the need to encourage each individual’s creative nature and artistic talent whether musical, dramatic, or visual. Teachers must also at the same time take into consideration the needs and abilities of each of their students. These teachers face this constant dilemma of nurturing artistic talent versus constructive criticism, and gambling how an impressionable youth will internalize their teacher’s actions.
    From the article “Frustrated voices of art assessment” author Barbara Bensur stated that “The art room should be the sanctuary against school regulations, where each youngster is free to be himself and put down his feelings and emotions without censorship, where he can evaluate his own progress toward his own goals without the imposition of an arbitrary grading system”. When a teachers performs an assessment of students they should inspire their creativity and in no way censor their progress.
    {art-critique1.jpg}
    Ideas for Art Assessment:
    The arts offer a wide variety of traditional and alternative assessments for teachers and students, some of which are familiar and others may be new ideas for assessing student learning. Here is an overview of the different tools available to assess the arts that Mrs. Brown can introduce into her classroom:
    Teacher Assessment Tools and Ideas
    Teachers in the arts, like all teachers, need to be aware of their students needs and abilities before they administer assessments. They should always ensure there is mofifications and accomodations made where needed.
    Rubrics are a commonly used assessment tool in all subject areas, including the arts. They are excellent when using differentiated instruction in the arts because clear expectations are outlined in a print format that can be modified for each individual’s needs.
    Observations are opportunities for teachers to conduct a continuous assessment of their students’ progress. Observations allow teachers to monitor progress of their students’ work that might otherwise not be noticed.
    Performance assessment requires students to perform an activity. Typically these tasks require preparation, review, and revision. They are often followed by critique or reflection by student, teacher or peer. Performance tasks are considered authentic assessment as they require a demonstration of knowledge and ability. Performance assessment can be more in-depth than other assessments. It shows clear levels student learning and skill acquisition for teachers than traditional written tests. It does take a lot of time to plan and perform and has quite a few steps.
    Artworks that could come out of a performance assessment task could be a sculpture, a costume, or a musical score. Stanley Madeja (2004) reminds us that when we think of student artworks in assessment terms, we should think about how we can use these works as evidence of student learning and achievement. Madeja asks us to consider artworks as viable assessment of progress.
    Performances could be the presentation of a play, a dance, or music.
    Portfolios are a popular assessment tool in most subjects. A traditional portfolio includes what a student believes to be their best work. Typically a portfolio is summative –what a student has accomplished at the completion of a course or program.Processfolio was developed by Howard Gardner focused mainly on visual arts. A processfolio is formative – it shows the progress of an artist and their skill.
    Student Self-Assessment
    One very successful assessment strategy for visual art is self-assessment. As stated before, the comments that teachers make towards their students’ artwork, no matter how constructive or positive, may create more damage than help. By teaching students to self-assess, without their teacher’s input, it could “improve their self-esteem and confidence which could encourage the teacher to concentrate on the process of making art rather than just assessing the end product” (Stiggins, 2001).These assessments can take a variety of forms, including journals, checklists, and discussions. In the differentiated classroom technology offers a variety of opportunities for student self-assessment and reflection.
    Student Peer Assessment
    Critique is a form of self and peer assessment and is the analytical and interpretative discussion about a work of art. To critique a piece of art will teach students the traditional pursuit of art appreciation. It should be carefully used to build self-esteem in others if used with peers in the classroom setting.
    References:
    Bensur, B. (2002). Frustrated voices of art assessment. Art Education, 55, 6, 18-23.
    Gardner, H. (1989). Project zero: an introduction to arts propel. Journal of Arts and Design Education, 8, 2, 167-182.
    Stiggins, R. (2001). Student-involved classroom assessment. Upper Saddle River, NJ: Merrill Prentice Hall
    Madeja, S. & Sabol, R. (2004). Assessing Expressive Learning.Retrieved from http://www.naea-reston.org/publications-list.html#assessment

    (view changes)
    5:49 pm
  5. 5:36 pm
  6. 4:06 pm
  7. page Student Focus; Jim edited ... {horseshoe.jpg} Modular set-ups: This is an excellent choice for Mrs. Brown. Putting student…
    ...
    {horseshoe.jpg}
    Modular set-ups: This is an excellent choice for Mrs. Brown. Putting students into small groups is an effective behavioural management technique. If Mrs. Brown were to create a group that includes Jim with students that are in his social group, but have desired behaviours in music and drama, then there is the chance that he will immerse himself in this dynamic and adopt their behaviour. Collaboration within a classroom is a powerful tool. She will have to pay close attention to this technique and ensure that he is not having negative effects on his peers.
    {group1.jpg}
    Rules:
    Behavioural students, such as Jim, can have a hard time accepting rules and regulations. Some behavioural students challenge authority and can be very uncooperative. Each teacher will outline their rules based on their personal teaching style. Depending on the teacher and their personal pedagogy their rules will vary in strictness, intensity, policy and manner in which they are carried out.
    (view changes)
    4:05 pm
  8. file group1.jpg uploaded
    4:04 pm

More