Student Performance Measures in the art room

Yesterday was the deadline for submitting our evaluation proposals to admin for approval. In our district we have a 3 year wave of formal observations. Our state has a digital platform for teachers to submit paperwork, data and to communicate with admin on our goals.

I have been using variations of the same SPM (Student Performance Measure) for the past several years and wanted to share what I have found to be an easy data collection system.

For my annual goal, I typically choose my art 1 classes because I have the most sections of that class. We do have relatively small class sizes compared to the rest of the country for which I am incredibly grateful. However, with a class cap of 20, that means if a few students don't hit goal, it greatly impacts your numbers.

During the first week of class during the drop add period, I give students an independent drawing activity. This is similar to a baseline assessment in any other class and is helpful in a number of ways. I can see where they are struggling and prepare to deliver instruction to meet the deficits.  It gives us a nice "before" visual for a before and after comparison. I'm not actively teaching content on the first week so as kids transfer in they haven't missed key instruction.

Over the years I've found the best combination for my art 1 class is to have them draw the following 3 items on copy paper with zero instruction.

1. A face

2. A house

3. Free Choice (Something you can do well)

They have 30 minutes of our 80 minute block each day for 3 days in a row to work on this. It's also a nice balance to the hectic 1st week when there are assemblies and my room feels like a revolving door. They submit these 3 items online, which also gives me a chance to teach them what I am looking for when they take digital photos of their work to submit. If I have students enter class later in the week this is a nice assignment to provide them as well when students are midway through a new project.

These are two sample submissions:

I attach a very small point value so that they do it. Being the beginning of the year I stress that it's a great way to start with a 100% average. 

The data that I am collecting from these drawings is not the same as the rubric that the student would receive. I am looking for their use of value and shading to define 3D form.

As the semester progresses I enter the portion from the rubric that attends to this area only. So in this case, the second column of data is from their implied shape drawing activity:

The third column is their still life project:

Using excel to input data makes the next step very easy. I average the two grades from the projects and find the difference in their baseline score. This demonstrates the amount of growth in each student.  Here are the formulas I use in excel:

Find the average of 2 projects (in this case they are columns C & D)

Find the difference between the baseline pre-assessment score and the average of 2 projects:

At this point, if I have enough students meeting the benchmark I am done and submit my middle of year data to the online system. If I still have kids below I can average in a 3rd project such as their portrait drawing. For my final submission we place student baselines on the center table and I select their best use of value (still life, portrait or impossible form) to place next to it. We do a critique in class and I videotape a quick walk thru of the before and after projects. These are some stills from the video that I share with my supervising principal.

Please feel free to drop your questions in the comments. I also have samples from my years with elementary if you need help with that age level. Here are the specific prompts that we have to answer on our system:

Art History Bell Ringers

I've been using bell ringers as a soft landing / transitional time since seeing the impact it made with my cooperating teacher during my student teaching at a 6-8 middle school building. Even with 40 minute classes, there was value to giving students time to make a mental shift from their other classes to art. 

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While she focused primarily on 3-5 minute sketches and doodles, I have been modifying my own use of this time to best fit the needs of my students. My current (and favorite) use of this time at the high school level is to sneak in bite sized chunks of art history.

I select an image that pairs with what we are doing in the classroom. We follow an inquiry-based model where students are given a series of daily question / prompts to get them connecting to and thinking about the art and artist. After 2-3 days of looking, I have them sketch the work and on the last day I give them the relevant details (title, artist name, date and fun facts).

This video highlights the way that I pair images and questions with projects we are doing in class.

If you are just getting started, you could recycle the same 5 questions each week with new artworks like this:

Day 1: What do you think this work is about? 

Day 2: How do you think this was made?

Day 3: What questions do you have about this work?

Day 4: Describe the work using the elements and principals of art

Day 5: Copy down information about the artwork (Title, Artist, Date, Size, Media, Country)

Teacher tip: I post these on google slides and make a new copy of the document every year. I "cover" the slides we have not gotten to yet and change the text from white to black each morning to reveal the new prompt.

I have several variations and themes for bell ringers here if you need help building your own. This is the original post created during our hybrid schedule in 2021.

Teaching Abstract Art With Paul Klee

When it comes to introducing children to the world of abstract art, I find Paul Klee is one of the most captivating and approachable artists. His playful style lends itself to a variety of engaging art projects that are scalable for different age groups and abilities. Here are some of my top reasons to start with Klee when teaching abstract art

1. Imagination and Playfulness

Klee’s work is infused with a sense of play and imagination that resonates with children. His use of bold colors and shapes invites viewers to interpret the artwork in their own way, encouraging creativity and personal expression. When teaching kids about Klee, I like to emphasize the importance of imagination in art, prompting students to push their boundaries and create their own abstract pieces.

2. Accessible Techniques

Klee often employed simple shapes and lines in his compositions. This accessibility makes it easier for children to replicate his techniques in their own artwork. Whether it’s through drawing geometric shapes or experimenting with color mixing, kids can engage directly with Klee’s methods, fostering a sense of accomplishment and confidence in their artistic abilities.

3. Exploration of Color and Emotion

Klee was a master of color, using it not just to please the eye but to evoke emotion. He believed that colors could express feelings, which is a powerful concept for children to explore. Educators can guide students in understanding how different colors affect mood and perception, encouraging them to choose colors that resonate with their own feelings in their creations.

4. Cultural and Historical Context

Teaching about Paul Klee also opens the door to discussions about the historical context of art. As a part of the Bauhaus movement and influenced by various styles, Klee’s work can serve as a springboard for conversations about modern art, the evolution of artistic expression, and the connections between art and culture. This contextual understanding can enrich students’ appreciation of art beyond just aesthetics.

5. Diverse Subject Matter

Klee’s subjects ranged from playful to profound, often reflecting themes of nature, music, and childhood. His ability to blend reality with abstraction allows children to explore various topics, from storytelling through art to interpreting the world around them. This versatility can inspire students to create pieces that reflect their own experiences and interests.

6. Encouraging Individual Interpretation

One of the most exciting aspects of abstract art is its inherent ambiguity. Klee’s works invite multiple interpretations, teaching children that art doesn’t have to depict reality in a literal way. This can encourage critical thinking and discussion among students, as they learn to articulate their thoughts about what they see and how it makes them feel.

Open House Ideas for the Art Teacher

Open house is a great time to make or solidify connections with your school community. If you're in a school that doesn't have a formal program or tour you may be wondering what to do in your room. Here are my top 6 ideas to maximize this event for you.

1. WISH LIST

Classroom teachers are not shy about putting together lists of everything they need for their students to be successful in their room. You don't need to be shy either. Maybe you truly love dumpster diving, but if not, I suggest hanging up a tear-tab style poster on your bulletin board or door. 

2. ARTSONIA/FUNDRAISER SIGN UP 

If you participate in Artsonia you are going to need parent permission for any new students. If you aren't using artsonia this post walks you through the many benefits I have found using this program in my school and how to get started. 

If you participate in any of the single project fundraisers or "art show" style fundraisers you will probably want to seek the help of your PTA or individual parents. Open house is a great time to capture their attention and enthusiasm. So grab a clipboard and start a volunteer sign up sheet. 

It's also great to have your artsonia site up on the projector with looping slides of student work. Another great place to do this is in your auditorium or gymnasium. It reinforces the value of art, and is a great reminder for parents who may not have signed up in previous years.

3. ART GALLERY APPLICATIONS

Parents of even the youngest students are often looking for opportunities for their children to engage in activities beyond the school day. One of the best things I did for my school was to start a student-led art gallery. Students met a few times beyond the school day (conveniently times when I already had to be in the building but was not actively participating in meetings) to help with mounting artwork, hanging displays in the hallway, photographing art for our online art gallery and leading tours as docents for the art show. Have plenty of applications on hand for this event while parents and students are in your room increases the chances of filling those positions. This resource contains all the forms needed to start your own.

Not sure you're ready for an art gallery? You could also have a sign up sheet for parent volunteers to cut paper, mount artworks on paper or hang displays in the hallway.

4. COMMUNAL COLORING

Our open house takes place the week before school starts. So my hallways are typically empty. I like to roll out some bulletin board paper and invite students to color (a little or a lot) while their parents are completing some of the above mentioned activities. You can write an inspiring quote, or outline some art supplies, whatever would go over well with your populations. Now you have art ready to hang up for the first day of school until students finish some projects to hang in the hallways. The bonus? Since these don't belong to any one student, roll them up and now you have decor ready to go for NEXT YEAR'S open house. 

Another option would be ready to go coloring pages of single objects like art supplies that students can color and then staple to the bulletin board. You could have prepared bunting pieces that spell out your school name, or welcome back.

5. BUILD YOUR SOCIAL MEDIA PLATFORM

If you want parents to like, follow, subscribe to your art blog, instagram, etc this is the time to grab their attention. I set up a "selfie-station" and asked parents to post their favorite picture from the night and to tag the art social media account. Then make sure to like each post and you will find most parents follow you back. This is the place where you announce your art shows, art contests, request for donations and more. But it all starts by building your audience.

6. HANDOUTS

I firmly believe in teaching parents how to have productive conversations with their kids about art. This handout is a great way for parents to open the line of communication. I try to model these questions in front of parents as students are participating in free draw or coloring in the banners.

If you have a formal program or must present to groups of parents, I would suggest this drag / drop  Meet the teacher format. 

Earth Day Resources for Art Teachers

In the colorful world of art education, every stroke of paint and every sculpted form carries not just the weight of artistic expression, but also a commitment to environmental stewardship. While Earth Day may serve as a poignant reminder of our collective responsibility to protect the planet, art teachers embody earth consciousness every single day, weaving sustainability into the fabric of their classrooms.

In this post, several of my favorite art teachers share their best practices and classroom-tested lessons as we we explore the benefits of recycling in the art room. From repurposing materials and fostering creativity to instilling a sense of environmental responsibility in their students, these educators exemplify a dedication to preserving the Earth that extends far beyond a once-a-year celebration.

COST-EFFECTIVE SOLUTIONS

Art supplies can be expensive, especially for schools with limited budgets. Recycling offers a cost-effective alternative by utilizing materials that are readily available at little to no cost. From cardboard and newspaper to plastic bottles and bottle caps, the possibilities are endless. By creatively repurposing these materials, educators can stretch their budgets further and ensure that all students have access to the materials they need to unleash their artistic potential. Amie from Glitter Meets Glue is ready to share how she incorporates this in her classroom.

"My absolute favorite way to get the best bang for your buck in the art room is to implement a yearlong artist trading cards project. They’re miniature art projects the size of a playing card. And they cost nothing to create!

After every art project, collect the “good scraps,” as I call them, in a garbage bag. Think: leftover painted papers, bits of construction paper, gift wrapping paper, feathers, beads, felt, fabric, etc. Basically, any project remnants you considered tossing or don’t have enough to use for even one class, toss in the bag. 

After I’ve collected a big bag of random materials, I fill large bowls with the scraps for students to create artist trading cards. They cut, glue, color, and paint unique artworks that they can trade later on in the year with friends. On the last day of school, I do an all-day ATC exchange. The kids love it and it’s always such a huge hit at a very chaotic time of the year!"

If you’re interested in getting started on artist trading cards, check out her complete teacher guide, lesson plan, worksheets, and PowerPoint slides. She'll walk you through the entire process.

RESOURCEFULNESS AND CREATIVITY

Limitations often fuel creativity, and recycling presents the perfect opportunity for students to think outside the box. By repurposing materials that would otherwise end up in landfills, students are challenged to find new uses and innovative ways to incorporate them into their artwork. This encourages resourcefulness and cultivates a mindset of creative problem-solving—a valuable skill both inside and outside the art classroom. Whitney from Look Between the Lines has some impressive 3D inspiration for us:

"My favorite Earth Day project is my found object assemblage project. This is a great way to bring sculpture into other art classes or focus on a found object-style sculpture in your sculpture classes. This can be introduced on Earth Day, with a focus on what materials can be reused and turned into a work of art. My favorite found object artists are Tara Donovan and John Dahlsen, I use them as artist exemplars to inspire my students before they start their project. Students are responsible for collecting their materials. While waiting for materials to come in they prep wood panels, where they attach their materials, brainstorm and research ideas, and sketch out designs. Experimentation and thinking ahead are key to creating a successful work of art. I also recommend having an in-progress and final critique with students as they work on their assemblages. 

This project can be taught to students as young as 5th grade, I recommend working on one piece as a class project. For middle schoolers, I encourage small groups of students to work together. In high school, students can pair up or work individually."

Read more detailed information about Whitney's Earth Day assemblage project here or hit the easy button and get the lesson pack with everything you need to teach the project (minus the supplies) here. 

EMPOWERING STUDENTS THROUGH OWNERSHIP

"Embracing recycled materials as art supplies in an elementary classroom is not only cost-effective but also instills a sense of environmental responsibility in young students. Sorting bins for various reusable items such as cardboard, scrap fabric, colored paper, string, and containers transforms waste into a treasure trove of creative potential. This approach encourages children to see the value in everyday items, fostering a culture of sustainability and innovation. For instance, cardboard pieces can become the canvas for a collage, string and fabric scraps can be woven into a textured tapestry, and old containers can be transformed into whimsical sculptures. Such activities nurture creativity, as students learn to work with what's available, adapting their artistic visions to the materials at hand. This method is particularly beneficial for schools with limited budgets, offering endless possibilities for artistic expression.

Directed drawing activities, like the Earth Day Themed Directed Drawings, provide a structured yet flexible framework for art projects. These guided exercises can be adapted to whatever materials are on hand, allowing students to choose from a variety of mediums or work with specific ones based on current supplies. This not only enhances their drawing skills but also teaches them to be resourceful and imaginative, key qualities in both art and life. "

If this sounds like the perfect activity for you, visit her website to plan quickly and teach confidently.

BUILDING CONNECTIONS

Recycling in the art classroom provides an opportunity to forge connections with the broader community. Partnering with local businesses, recycling centers, and environmental organizations can enrich students' learning experiences and expand their understanding of sustainability initiatives in their community. Many times art teachers are the recipients of large scale donations of random materials from community partners. Next, Sabrina from A Space to Create Art shares an example of how to use donated boxes or containers to creating meaningful artworks.

"In this assemblage piece, high school and middle school art students learn about artist Joseph Cornell and create a mixed-media sculpture inside a mint tin. Their art is based on a famous novel’s quote or theme. By marrying visual art and literature, they delve into the nuances of storytelling, exploring themes, characters, and settings in a tangible and tactile form.

Joseph Cornell was known for his pioneering work in assemblage art. Cornell's distinctive style transformed found objects into captivating compositions housed in shadow boxes and glass-fronted cases. His pieces often evoked a sense of nostalgia and wonder, blending elements of surrealism and collage to create dreamlike worlds.

As students breathe life into their sculptures, they embark on a personal and introspective journey. Each sculpture becomes a testament to the power of imagination and the transformative nature of art. Below is an example created by a student based on the novel The Great Gatsby by F. Scott Fitzgerald."

You can find this lesson ready to teach at A Space to Create Art on TpT or on her website: www.aspacetocreateart.com

FOSTERING ENVIRONMENTAL CONSCIOUSNESS

Exposure to Earth-friendly art-making approaches can encourage our young artists to think in a globally conscious, macro beneficial way. By being environmentally-thrifty and eco-aware in our art teaching, we potentially seed future creative solutions in our artists, while providing them with some ‘food for thought’ regarding their own use of the earth’s limited resources.”

In her blog post here, Stephanie shares a few practical tips for earth-friendly (and budget- conscious!) art materials, equipment and supplies. Check out her TPT store here here.

CONCLUSION

Integrating recycled materials and sustainable practices into your art room offers a multitude of benefits that extend far beyond the school day. Changing a few habits or lessons each year can have a monumental impact over the course of your career.  Need help getting started? My previous post on Earth Day lessons has several project ideas you can incorporate easily.  By embracing recycling as an important part of the artistic process, educators have the power to inspire future generations to create positive change—one masterpiece at a time.

ART TEACHER-AUTHORS THAT CONTRIBUTED TO THIS ARTICLE:

Stephanie from Picassa’s Palette
Amie from Glitter Meets Glue
Whitney from Look Between the Lines
Kathleen from Ms. Artastic

Sabrina from A Space to Create Art

Making the most of paper

After my first year of elementary art teaching I noticed that students rarely filled the paper they were given. To save my meager budget I would crop down the unused paper and developed quite a large pile of colorful scraps next to my paper cutter and was determined not to waste a single bit. This is what I call the hierarchy of paper.

Students pay little attention to the size of the paper you give them. If I gave them a full sheet of 12x18 or I stole a 1" strip off the side they did not notice or care. I started pre-trimming the paper which did two things. It allowed me to neatly mat their work onto a standard size 12x18 for the art show and it gave me a clean 1" strip to save for a variety of things like 

low relief paper sculpture collaborations

and weaving

At the end of our weaving project, I still had piles of these precut strips that I had been hoarding all year. Those strips became the inspiration for the "paper loop" installation. 

Wow. There were still strips left. Early finishers cut those strips into 1" squares for paper mosaics.

And when the mosaics are finished what about a Hans Arp inspired collage of chance?

 Did you ever notice that some colors are more popular than others. I don't know why these kids are always giving orange and brown the silent treatment but that's ok because those sad unused tiles will become paper pulp. If you worry like me about your supply order not arriving to school in time for the first week of school, save your scraps and start with a dot day pulp painting.

Let's not limit our paper saving to the paper cutter, shall we? Whenever students are cutting things out of paper (and you know they are gonna cut right from the center, aren't they) you can save those scraps as well. 3-5 pieces of tiny scraps are a great way to introduce something like an Alexander Calder Planar Sculpture. 

My students usually do this activity in stations and eventually work up to something more complex

If you're looking to maximize your budget many of these lessons are part of my Earth Day bundle. You can check it out here.

Women's History Month

I love to share the story "The Drum Dream Girl" with my classes in March for Women's History Month. This lesson is packed with interdisciplinary connections. Divide the drum into section. Apply patterns. Write a haiku to describe your drum.

Original post here.
Download the complete lesson plan with time lapse video demonstration here.