- Read critically: What does reading look like in art? Students may describe an artwork orally or by writing a reflection. Use “close reading” by looking for letters to create words for collage, reading a passage about an artist, or observing subject matter while creating project.
- Write clearly: Use neat penmanship, the dictionary Webster.com, create a brainstorming list, describe an artwork, compare and contrast an artwork/artists
- Communicate effectively through technology-supported instruction: Students dialogue and interact about objectives, images, museums, and artifacts in a global manner.
- Apply higher order thinking: Students stretch the brain and make connections to real-world experiences.
- Problem-solving skills: Students brainstorm and work collaboratively to create an interesting artwork or come up will multiple solutions for one objective. Students learn to make mistakes and to make their mistakes into something else. Students apply effort to dig deeper in their work.
Students have been creating and personalizing sketchbooks for recording Artistic Processes: Creating, Conceiving, and Developing Ideas, a National Visual Arts Standard. All students, Kindergarten through Grades 6, will use their sketchbooks as one of many venues to apply the District Goals:
I am an art teacher and TAG mentor for Region 6 Elementary Schools: Warren, Morris, and Goshen, CT.