Visual Arts Guide

Visual Arts Effective Practices

Skill

Canyons District Best Practices (Instructional Priorities) Actively engage ALL students in learning; students are active when they are saying, writing, or doing. Pace instruction to allow for frequent student responses. Call on a wide variety of students throughout each period. Give clear, straightforward, and unequivocal directions. Explain, demonstrate and model. Introduce skills in a specifc and logical order. Support this sequence of instruction in your lesson plans. Break skills down into manageable steps. Review frequently. Demonstrate the skills for students and then give the opportunity to practice skills independently. Instructional Agility: Teacher makes appropriately paced intentional corrections and feedback constantly based upon listening and observations. ● ● ● ● ● ● ●

What it looks like in Visual Arts

OTRs

● Students actively set up materials in preparation for studio/work time. ● Students practice skills w/teacher modeling. ● Students are actively engaged in specifc art skills/projects. ● Specifc verbal or written peer feedback

Explicit Instruction

● Teacher demonstrates/models any necessary techniques. ● Visual examples are referenced/explained. ● Non-examples provided or explained (what not to do). ● Explicit vocabulary instruction, if necessary. ● Goals are set so student know what they need to accomplish by the end of their studio time.

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Teacher requires student feedback to check for understanding. (OTR)

Instructional Agility& Feedback

Instructional Agility: Formative assessments taken by teacher through observation of student work constantly! Re-teaching happens on the spot with individual students, small groups or whole group depending on the needs of the students. Teacher provides additional modeling as needed. Whole/small group: Class, I see a lot of you are rushing your attachments. What are the 4 steps of attachment? (choral response) Great job! Let’s remember that each step is important. ● Whole/small group: Students, I see something wrong in how the paint brushes are being put back. Class, show me with your brushes how they should face when they are put away. Perfect! Tips up! One more time class, how should they be put away? (choral response) TIPS UP! Great. ● I ndividual: Julie, you are a little off on your orthogonal lines. Where should the lines meet? That’s correct, can we try that box again? Great job! That is Examples of Feedback cycle: ● Base observations on learning outcomes and on task criteria. ● Observations and feedback should be immediate and can be left unrecorded. ● Target individuals or small groups of students to ensure meaningful feedback. Feedback can be verbal and/or written. Use rubrics with task criteria as the basis for both oral and written feedback. ● Provide positive reinforcement of individual strengths. Provide meaningful feedback: ● exactly where it should go. What about the next form? Excellent, you are getting better each time. Strategies for observations: ●

Feedback cycle: ●

Provide timely prompts that indicate when students have done something correctly or incorrectly. Give students the opportunity to use the feedback to continue their learning process. • End feedback cycles with the student performing the skill correctly and receiving positive acknowledgement.

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Teacher Clarity & Assessment

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Provide clear learning intentions for students daily. Share rubrics, exemplars, models prior to student work time. Assess to identify who needs further support.

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Formative Assessment should be focused on observing students as they learn and provide feedback to them to assist progress towards outcomes. Observe students with criteria in mind. Provide timely feedback.