miss juliana tay graduate assistant
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Fifth Annual National Leadership Summit: Identifying and Serving Gifted Native American Students. Challenging Students to QUESTION. Miss Juliana Tay Graduate Assistant. What are we going to do?. My background and school experience Gifted and high ability visual art students - PowerPoint PPT PresentationTRANSCRIPT
Miss Juliana TayGraduate Assistant
Fifth Annual National Leadership Summit: Identifying and Serving Gifted Native American Students
Challenging Students to QUESTION
• My background and school experience
• Gifted and high ability visual art students
• What we can do
• Implementation and examples of my students’ works
• What you can do
What are we going to do?
A lifetime ago…• From Singapore – tiny, island, city• Taught art for 11 years • Spent 6 years in a high ability middle school• Visual arts program head and coordinator• Specializes in ceramics and 3-dimensional art
Currently…• Graduate student at Purdue University
Who am I?
ARTS EDUCATION IN RIFRAMEWORK
Arts & Me(thinker)
Arts & the World Pioneer
Arts & the Community Leader Arts & Me
Thinker
Art Elective Programme (AEP) – For students who chose to study Art as an additional subject
What does the program looks like?
Year 1 Pull out classFocus on basic drawing skills and introduction to art vocabulary
Year 2 - 42 components – Studio and Theory (Study of Visual Arts)Studio Exposure to different medium/ craft typesFocus on training of skills and discovery of talentsTheory 1 hour per weekIntroduction to western art movements to local and Southeast Asia artists
Semester 1 Semester 2Studio Practice (1 hour)
Year 1 Fundamentals of Drawing Experimental DrawingYear 2 Painting - Oil/ Acrylic Print-Making
Study of Visual Arts (1 hour)Year 1 Elements of Art Visual Literacy IYear 2 Visual Literacy II Basic Art Criticism
Studio Practice (2-4 hours)Year 3 Design 3-Dimensional WorksYear 4 Coursework Ideas and Imagination Study of Visual Arts (1 hour)
Year 3Self/
RelationshipsSocial/ Cultural Design in
SocietySpace/ Structure
Art Programme Overview
Who are you?
now
Characteristics of gifted visual arts students (Lowenfeld , 1964; Lark-Horovitz et al., (1967; Chetelat, 1981)
• Keen sense of imagination and responses to unusual objects and situations.
• Sensitivity to elements of art (such as colors, and lines) and principles of design (such as space, perspectives, and movement).
• Adaptive to changes, and sense of interest in new materials.• Desire to express visually and active in visual memory and
visual observation.• Interest in the subject matter and medium.
Who are the students?
How do we identify them?• Drawing tests – observation drawing/
creative drawing• Interviews• Portfolios
Who are the students?
Is that all?but
Art is just about drawing!Art is MORE than drawing
Decision makingFinding interest in the mundane
Questioning the normSolving the challenges as they pop up
and these are skills that the students need to have and develop in order to grow
Thinking and Questioning?
Talents Unlimited model
• It is a research-based model for teaching thinking skills• Using this model to get students to think and take
control of their art making process.• Building a question bank of effective questions that
can help used in teaching.
What can we do?
1. Focus on multi-talents and not just academic abilities
2. Not age level, cultural, subject and ability specific
3. Student-centred
Self – Portrait (Painting Module)
Why this model?
Underlying this approach there are the following assumptions:
• People have talents
• Training in these talents can enhance one’s
potential
• Training can be integrated with any subject
areas and enhance academic achievement.
• The various thinking processes are also linked
to skills needed in the working world.
Talents Unlimited Model - Assumptions
Need more reasons?
Talents Unlimited Model - BackgroundDivided into 5 broad areas:Productive Thinking - to generate many, varied and unusual ideas solutions and add to them.
Forecasting - to make many a variety of predications about possible cause and effects.
Decision-Making - to outline choices, weighs alternatives, make judgment and justify decisions.
Planning - to design a means for implementing an idea by describing the tasks, identifying resources, outlining the sequence of steps and pinpointing possible problems.
Communication - to use and interpret both verbal and non-verbal forms of communication to express ideas, feelings and needs.
What is it?
Talents Unlimited Model - Application
Class: Year 2 – 14 years old studentsSubject: Art Key Concept: Print-making and Self Identity
How did I use it?
Tiered Assignment
Background: •Learnt the different forms of printmaking techniques.•Students are assigned a project where they have to create their own self-portraits using a printmaking technique. •The theme for the assignment is Identity. •Students have already explored this theme during their painting module and created a painting which reflects their interests and passion. •Challenge the students further by asking to reflect on their roles, relationships and culture.
Pre-assessment of students:• There are 10 students in this class and they have
varying level of motivation and abilities. • Grouping of the students will be based on the
different printmaking exercises that they have done for the module as well as the level of self-awareness shown through their works which they have done in their painting module.
What about the students’ morale?
but
Tier Characteristics of students
Activities Names of students
1 Below average success or students lacking drive and focus in their work
Students will focus on using lino-cut printmaking techniques to create their self-portraits.They will be given a variety of symbols and icons as examples, which they will be able to choose and modify to suit their creative expressions.
ShawnNathanKyle
2 Average students who have shown some mastery of printmaking techniques and understanding of self
Students will choose which printmaking technique they want to express their work in.They will be given a set of questions to guide them in their thinking and development of work.
RussellBing WeiMatthew
3 Advanced students who have shown mastery of most printmaking techniques and self-awareness
Students are expected to make use of more than one printmaking techniques to create their work.Students will independently research the ideas that they will to use in their work.
Jen-EHan ChuanBrandonSi Cong
Grouping of students:
III. LEARNING EXPERIENCES AND INSTRUCTION (Stage 3 – UbD)a. Activities b. Strategy
employedc. Questions to ask d. Materials and
ResourcesStudio Lesson 1:- Teacher shows a short
presentation about the project and the theme for the printmaking assignment – Self-Portrait.
- Teacher then inform students on the grading process and they are given the rubrics for the assignment.
- The students will then be divided into groups and given assistance according to their abilities.
- .- .- .- ..- .- Teacher to provide guidance in
the printmaking process.
Differentiation Creative thinkingStudio ThinkingStudio Habits of Mind
What are the different ways we can interpret the theme ‘Self-Portrait’?
What does ‘Self-Portrait’ means to you?
How can you express your chosen idea visually?
What are the different elements behind the image/idea?
What are the elements that you wanted to focus on?
Are the lines/ texture able to express the concepts/ ideas that you want the work to convey?
Have you consider the impact of additional colours/texture/shapes on your work?
Drawing Materials
Printmaking materials
Rubrics
What questions to ask?
How does the unit plan
translate into application of the Talents Unlimited
Model?
wait a minute
Teacher shows a short presentation about the project and the theme for the printmaking assignment – Self-Portrait.
What are the different ways we can interpret the theme ‘Self-Portrait’?
What does ‘Self-Portrait’ means to you?
How can you express your chosen idea visually?
How can you use the different elements of art to convey your ideas?
Productive Thinking - to generate many, varied and unusual ideas solutions and add to them.
Forecasting - to make many a variety of predications about possible cause and effects.Decision-Making - to outline choices, weighs alternatives, make judgment and justify decisions.
Individually, students to work on what they want to express through their self-portraits and to create the basic design. Teacher will facilitate the process by reminding the students to consider the different elements of art such as lines, textures and forms.Students will then decide on which of the design to create into the actual work and begin work. For the Tier 2 and 3 students they will also have to decide what are the printmaking techniques that they want
What are the different elements behind the image/idea?
What are the elements that you wanted to focus on?
Are the lines/ texture able to express the concepts/ ideas that you want the work to convey?
Have you consider the impact of additional colours/texture/shapes on your work?
Planning - to design a means for implementing an idea by describing the tasks, identifying resources, outlining the sequence of steps and pinpointing possible problems.Teacher to provide guidance in the printmaking process. (Idea of apprenticeship )
What are the different images/ resources you need?
What are the steps or layers you will need to consider first?
What are the different steps that you will need to take to form the work?
How many colours or layers will you be doing?
Self-portrait by a Tier 1 Student
Self-Portrait by a Tier 2 Student
Communication - to use and interpret both verbal and non-verbal forms of communication to express ideas, feelings and needs.
How has your work expressed your sense of identity in relationship to society?
Is your work successful in expressing your intention?
Is it that easy?
wait a minute
1.Teacher training
2. Time
3. Assessment
Self – Portrait (Painting Module)
What problems will I have?
Self – Portrait (Painting Module)
Self – Portrait (Painting Module)
What are the benefits?
What can you do?
now
Video
At your table, divide yourself into small groups
Introduce yourself and the level, subject or craft type that you teach.
Each table will focus on developing questions for the different areas. You can choose to create questions that are pertinent to the subject or craft that you teach.
Write the area of focus and questions on the paper provided.
Share your questions with the rest of the class.
Productive Thinking - to generate many, varied and unusual ideas solutions and add to them.
Forecasting - to make many a variety of predications about possible cause and effects.
Decision-Making - to outline choices, weighs alternatives, make judgment and justify decisions.
Planning - to design a means for implementing an idea by describing the tasks, identifying resources, outlining the sequence of steps and pinpointing possible problems.
Communication - to use and interpret both verbal and non-verbal forms of communication to express ideas, feelings and needs.
What kind of questions will you ask to get the students to engage in :
Ready for sharing?
now
Questions and Answers
Thank you for your kind attention.Have a nice day!