Whenever you are teaching art there will always be some distinctive areas of attainment that emerge:
There will be 3 main areas of attainment in your outcomes; High, Middle and Low ability There will occasionally be some students who will demonstrate ability way higher than that of their peers There will be students who will struggle to produce anything of quality and find it very difficult to access your lessons. Every unit of work you plan should cater for these areas of attainment. When planning a project you should always prepare for this. Ask yourself: What have I got to extend and enrich this project for the more able? How am I going to support the less able? You cannot simply say: there will be differentiation by outcome, because this will not provide a suitable platform for everyone to achieve.
If your task is suitably open ended to enable students to work at their own level of ability then you may not need to think much about extension work, but you will always need to think of support for students who are struggling to access your lesson.
Typically, high ability artists will already be able to draw, shade and colour skilfully without much input from you. High ability thinkers will create unusual and interesting colours, shapes and patterns and have more imaginative outcomes that are not necessarily skilfully produced. Often, some students who are very skilful at drawing and/or painting have little or no imagination. So you need to know if you have high ability thinkers, high ability creators of art or both.
Extending and supporting in the art room
ReplyDeleteWhenever you are teaching art there will always be some distinctive areas of attainment that emerge:
There will be 3 main areas of attainment in your outcomes; High, Middle and Low ability
There will occasionally be some students who will demonstrate ability way higher than that of their peers
There will be students who will struggle to produce anything of quality and find it very difficult to access your lessons.
Every unit of work you plan should cater for these areas of attainment. When planning a project you should always prepare for this. Ask yourself: What have I got to extend and enrich this project for the more able? How am I going to support the less able? You cannot simply say: there will be differentiation by outcome, because this will not provide a suitable platform for everyone to achieve.
If your task is suitably open ended to enable students to work at their own level of ability then you may not need to think much about extension work, but you will always need to think of support for students who are struggling to access your lesson.
Typically, high ability artists will already be able to draw, shade and colour skilfully without much input from you. High ability thinkers will create unusual and interesting colours, shapes and patterns and have more imaginative outcomes that are not necessarily skilfully produced. Often, some students who are very skilful at drawing and/or painting have little or no imagination. So you need to know if you have high ability thinkers, high ability creators of art or both.