![]() I did, however, find that this experiment ignited a lot of motivation in me and my teaching! I learned that personal projects where students have the chance to Envision, Express, and Stretch and Explore, motivate and excite me more to teach than any other lesson. In the end, after comparing the reflection worksheets from both projects, I found that I did not see any substantial difference in student motivation between the two projects. ![]() Next, 4th graders brainstormed their goals and dreams by creating thumbnail sketches before tackling the final illustrations and constructing the actual artist book. ![]() Students then gave examples of their own goals/dreams. We also talked about the differences between the two. We then discussed the main character’s goals and dreams. That way I was able to incorporate the SHoM, Understand Art Worlds, into this project as well. It made me wonder, “Would my students have been so engaged had we not had such a personal, connection-making discussion?”ĭuring the expression project, the “Goals and Dreams Artists Books,” (as I called it with my fourth graders) we started the lesson by reading, “Tar Beach” by Faith Ringgold. The whole class was so engaged and there was such a positive energy radiating from the room! This was the third and last class I had introduced this project too, I hadn’t facilitated this discussion with the other two groups. After, my students were buzzing with excitement they could not wait to get started! They carried that excitement with them as they began working on their landscapes. Through that discussion I learned so much more about my students that I wouldn’t have known otherwise. This led to a big class discussion in which many students shared places they’ve been places far away, as well as places around town. Before we began, I asked students to describe their favorite landscape in order to brainstorm and jump-start their creativity. I was inspired to conduct this experiment after an experience I had earlier in the year when I was beginning a landscape project with a 5th grade class. Through the worksheet, I collected data and was able to observe if one project motivated and kept students engaged more than the other. After each project, students reflected on their work by using a Self-Assessment worksheet. It involved creating a Positive and Negative Space design with construction paper. The other project was more skills-centered, it focused on the Develop Craft SHoM. This lesson highlighted the SHoM dispositions, Envision and Express. One project was a more personal, expression-centered Artist Book that required students to illustrate their goals/dreams inside. I had all three groups take part in two art projects. ![]() In order to gain any answers to these questions, I created an experiment that involved my fourth grade classes. “Does personalization of art projects effect student engagement?” “What type of art project motivates students to create art?”ģ. ![]() “ What can I learn from my students based on their reflections?”Ģ. For my portion of the project, I focused on assessing student motivation. In March, we presented our findings at the NAEA Convention in Boston, MA. This past school year, I had the opportunity to work with a talented group of art educators from all over Massachusetts in order to research how the Studio Habits of Mind can be applied to Assessment in the art classroom. I even developed an activity based on the popular game, “Pokemon GO,” called, “Art History GO ” where I introduced the SHoM to my students in a fun (and silly) way! When I started teaching elementary art in Arlington, MA public schools, the SHoM were applied to my curriculum right away. I think they are a great way to explain the benefits of an arts education! I love that the SHoM dispositions will not only help strengthen a students artistic practice, but also create skills that can be applied to other areas of life as well. I have always been a huge fan of the Studio Habits of Mind ever since I first heard of them while in grad school at Massachusetts College of Art and Design. ![]()
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