Assessment in the Visual Arts Part 3: Effort

As I've mentioned in my earlier posts, assessment in the visual arts isn't as clear cut as maybe it has seemed to be in the past. I've listed some pros and cons in assessing based on the criteria of neatness and creativity and use of art materials. Today, I'd like to touch base on Effort and other variables.

Effort is a more 'trackable' assessment tool, as we can see a student's progress throughout an implemented art project. I like to set 'daily goals' for my students, letting them know how much work they should be able to complete during the 45 minute art class. Sometimes the goals are simplified (project must be near 50% complete), and other times more specific (you must complete carving stage one and three cool color prints)...but in each case, it gives me a better 'visual' for how much effort is being expended during the class. It's not always 'clear-cut' as there are some students who need more individual attention, but by the same time I try to work with each student at least once as I walk thru my room. However, a negative attribute to tracking 'effort' is that sometimes 'effort' is confused with 'productivity'. Because a student who meets the daily goal, but does so in a way that shows little craftmanship, and no attention to detail surely should not be assessed equally as the student who does NOT meet the daily goal, yet shows a high level of craftmanship and attention to detail.

So, in turn effort becomes just as confusing as an assessment tool as neatness, creativity, and use of art materials. So...with all this confusion, how do art educators best 'grade' and 'assess' their students to ensure success in their art programs? I'd love to hear some comments, suggestions, and tools that you use. Please feel free to leave a comment. Let's get some discussion going!

-dug!

Assessment in the Visual Arts Part 2: Use of Art Materials

A few weeks ago I rambled at my dissatisfaction with assessment in the visual arts; specifically using neatness and creativity as benchmarks. Today, I'm going to point out some pros and cons of using "Use of Art Materials" as another criteria when grading and assessing visual art in your classroom.

When I evaluate student work based on how well they used the given art materials during a specific project there are a few things I try to keep in mind. The first is to keep 'neatness' out of the equation. If the painting is really messy because the student lacks the skill of using the materials, but DID use the materials as directed, should he/she be penalized for it??? Probably not. They should be assessed based upon them using the materials as directed. But then...what if the student did not use the materials as directed...but ended up with a better result? Should we dock points for use of art materials, while also awarding points for 'creativity', for thinking 'outside the box' with given directions? I mean...if there's a school subject that champions "thinking outside the box", it's the visual arts field.

You'll notice I ask quite a few questions, without really giving any clear answers. Basically...these are the questions that I'm dealing with, as an art educator. And I'm sure that there are others who are also dealing with these larger assessment questions. How do you 'grade' and/or 'assess' your students use of art materials? Do you have a way that works for you? For me...I'm in my ninth year of teaching, and I'm just wondering if there is another way to do things, which promotes more 'fairness' and success.

Post your thoughts and opinions and come back for Part 3: Effort next week!

-dug!

Thanks, OSU!

Before another 'rant' about assessment in the visual arts, I'd like to thank Dr. Kevin Tavin and his great group of art ed undergrad students at The Ohio State University for having me down this past Thursday to speak with them about visual culture, and my experience with it. I hope that I was able to relieve at least a little of the tension you might be experiencing as you begin to dive into the world of teaching art. Some of your questions have gotten me thinking as well, especially on the value of our Ohio state standards in the visual arts, and their 'importance' and/or their 'insignificance'. I've committed some thoughts to paper, so maybe it'll be something I address here on the 'ol VCAE blog, and you can feel free to vent as well.

Again, thanks for having me down. You know how to reach me if you have any further questions. I'll be back mid-week for the second part of my assessment in the visual arts rant.

-dug!

Assessment in the Visual Arts Part 1: Neatness and Creativity

Assessment in the visual art field is something that I think all art educators struggle with, but are afraid to tackle. With what criteria should art teachers be assessing their students? Neatness? Creativity? Sure...as long-standing standards of Discipline Based Art Education continue to overwhelm your curriculum, neatness and creativity are going to be staples of your assessment strategy. But I argue, (as an art educator who no longer prescribes to DBAE, but more in line with a 'visual culture' curriculum) what is "Neat", and what is "Creative"? A student who is naturally 'gifted' in the visual arts will have no problem having high assessment scores in both of these criteria. However a student who possesses very little 'skill' in the visual arts is probably going to struggle with these two criteria...more so with creativity which can be sub-labeled as individual thinking. So how do we as art educators make fair assessments without punishing students who struggle with their art making abilities, and without punishing students who need to be pushed to higher-level thinking because of their strength?

Imagine if ALL seventh grade students were told they needed to take algebra, and thus told that they would all be graded equally on the content they were given, regardless of their past math experience and knowledge. Now, I understand that math is a heavy opposite to art because with math there's little to no 'wiggle room' for creativity. But, that's not important to the analogy. What I'm trying to point out is that students are grouped together and placed in a variety of math courses to better their individual education. Whether it is remedial math, basic math, or algebra, all seventh grade students take a math course based on their skill in that particular subject. It would be next to impossible to do this for a subject such as "art" (which is unfortunately still seen in many eyes as a way to give 'real' educators their district required daily planning time). Can you imagine "remedial art"??? However, this is the struggle we deal with. How can we fairly assess our students without showing favoritism for those with a strength, and punishment for those who don't. Is it possible to eliminate 'neatness' and 'creativity' from the assessment strategy. And if it is, what do we replace it with?

-dug!
(Next Week: Part 2: Use of Art Materials and Effort)

Back to OSU

It's been some time since I've updated the VCAE blog, and honestly...it's my own fault. The start of this school year was pretty hectic, learning that I had to travel between two school for the first semester, and my co-directoral duties of the school musical (which includes set design and construction). Anyway...I think it's finally time to get this ball rolling.

I've been invited to speak to some art ed undergrads at OSU this week, and in the process of doing so will be unveiling the wiki to an audience other than my friends and advisors. That said...I hope to also have the wiki 'open for business' to anyone who happens to stumble upon it. So, as these great opportunities begin to open their doors to me, I'm going to dedicate myself to updating this blog with some thoughts, ponderings, and musings regarding visual culture art education. I'm hoping through the wiki and/or blog I can open up some dialogue between a group of art educators who are looking to immerse themselves in visual culture, or are just wondering what it is. Anyway...it's late...and I just wanted to get that out there. So...OSU...here I come again. I'll post an update next weekend and let you know how it went, and maybe some insight as to how this generation of future art educators sees our profession.

-dug!

WELCOME!!!

Welcome to the world of visual culture!!! I'm going to assume that you're visiting because you've were invited to investigate, or found on your own, my Visual Culture Art Education Wiki that I created as my masters project at The Ohio State University. Well...while I call it a 'wiki', it's basically a reflection of my first year teaching more in line with visual culture, and less in line with Discipline Based Art Education which focus on the elements and principles of art and design. In any case, the 'wiki' is personal, and therefore can only be edited by myself, which is why I've created the blog!
I want to begin conversations, dialogue, and communciation about visual culture, specifically with art teachers. I'm wondering how you might use visual culture in your own classrooms, and if you felt any portion of the wiki was informative or helpful to you? Of course, those are some very large questions, and you may not have had a chance to look thru the whole wiki yet...which is totally okay. Because we'll take small steps to get to these questions and see what happens.
If you haven't visited the wiki yet, take a peek at http://www.visualcultureae.com If you can't get in yet, no worries. It'll be open to the public soon. I suppose it's likey you stumbled onto the blog before the wiki. No worries...all will be worked out soon.
Anyway...welcome to the world of visual culture art education. I look forward to hearing from you soon!