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Miss Juliana Tay Graduate Assistant Fifth Annual National Leadership Summit: Identifying and Serving Gifted Native American Students Challenging Students.

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Presentation on theme: "Miss Juliana Tay Graduate Assistant Fifth Annual National Leadership Summit: Identifying and Serving Gifted Native American Students Challenging Students."— Presentation transcript:

1 Miss Juliana Tay Graduate Assistant Fifth Annual National Leadership Summit: Identifying and Serving Gifted Native American Students Challenging Students to QUESTION

2 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?

3 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?

4 ARTS EDUCATION IN RI FRAMEWORK Arts & Me (thinker) Arts & the World Pioneer Arts & the Community Leader Arts & Me Thinker

5 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 class Focus on basic drawing skills and introduction to art vocabulary Year components – Studio and Theory (Study of Visual Arts) Studio Exposure to different medium/ craft types Focus on training of skills and discovery of talents Theory 1 hour per week Introduction to western art movements to local and Southeast Asia artists

6 Semester 1Semester 2 Studio Practice (1 hour) Year 1Fundamentals of DrawingExperimental Drawing Year 2Painting - Oil/ AcrylicPrint-Making Study of Visual Arts (1 hour) Year 1Elements of ArtVisual Literacy I Year 2Visual Literacy IIBasic Art Criticism Studio Practice (2-4 hours) Year 3Design3-Dimensional Works Year 4Coursework Ideas and Imagination Study of Visual Arts (1 hour) Year 3 Self/ Relationships Social/ Cultural Design in Society Space/ Structure Art Programme Overview

7 Who are you? now

8 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?

9 How do we identify them? Drawing tests – observation drawing/ creative drawing Interviews Portfolios Who are the students?

10 Is that all? but

11 Art is just about drawing! Art is MORE than drawing Decision making Finding interest in the mundane Questioning the norm Solving 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?

12 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?

13 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?

14 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?

15 Talents Unlimited Model - Background Divided 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?

16 Talents Unlimited Model - Application Class: Year 2 – 14 years old students Subject: Art Key Concept: Print-making and Self Identity How did I use it?

17 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.

18 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.

19 What about the students’ morale? but

20 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. Shawn Nathan Kyle 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. Russell Bing Wei Matthew 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-E Han Chuan Brandon Si Cong Grouping of students:

21 III. LEARNING EXPERIENCES AND INSTRUCTION (Stage 3 – UbD) a. Activitiesb. Strategy employed c. Questions to askd. Materials and Resources Studio 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 thinking Studio Thinking Studio 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?

22 How does the unit plan translate into application of the Talents Unlimited Model? wait a minute

23 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.

24 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?

25 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

26 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?

27 Is it that easy? wait a minute

28 1.Teacher training 2.Time 3.Assessment Self – Portrait (Painting Module) What problems will I have?

29 Self – Portrait (Painting Module) What are the benefits?

30 What can you do? now

31 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.

32 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 :

33 Ready for sharing? now

34 Questions and Answers

35 Thank you for your kind attention. Have a nice day!


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