Click here to load reader

  • date post

  • Category


  • view

  • download


Embed Size (px)



Transcript of Fate2

  • 1. How I Became a Better TeacherWhen I Stopped Teaching Art History Dr. Melissa Hall 2009Westchester Community College Doris Day in Teachers Pet (1958) Image source: http://www.dorisday.net/teacher_s_pet.html

2. Westchester Community College Located about 45 minutes northof New York City Affiliated with State University ofNew York Open enrollment 3. Art History Curriculum Studio Art program designed fortransfer 4. Art History Curriculum Art History Sequence: Ancient to Medieval Renaissance to Modern 5. Art History Curriculum Sabbatical Project: Art Since 1945 View of Marion Peak from Cartridge Pass, Sierra Nevada, California, 2009 6. Art History Curriculum Standard chronologicaloverview of major artists andperiods 7. Assessment Students study majormonuments 8. Assessment Written exams evaluate studentlearning Slide Identification Discussion of significant features Compare/contrast Image source: Arbitrary.Marks @ Flickr 9. The Challenge Many students are not adequately prepared for a college level art history course Image source: K8Lynn2007 @ Flickr 10. The Challenge Weak writing skills pose an especially difficult problem Image source: Mirza R @ Educationreport.org 11. The Challenge Written exams cant accuratelyassess learning Image source: Arbitrary.Marks @ FlickrImage source: Arbitrary.Marks @ Flickr 12. Ummm . . . the significant feature The Challenge of this work is that it expressesemotion and hasa lot of detail Statue of a Kouros (Youth) c. 590-580 BCE Image source: Mark E. Wadley @ Flickr Metropolitan Museum 13. Ummm . . . the significant feature The Challenge of this work is that it expressesemotion and hasa lot of detail There is often a disconnectbetween what students knowand what theywrite Image source: Mark E. Wadley @ Flickr 14. Common Solutions Common response: focus on Go a l:improved content delivery I w ill be a be tte r te ache r! Doris Day in Teachers Pet (1958) Image source: http://www.dorisday.net/teacher_s_pet.html 15. If they understandthe material better,theyll be able to write better . . . Go a l: Im p r o v e Co n te n t D e live ry Doris Day in Teachers Pet (1958) Image source: http://www.dorisday.net/teacher_s_pet.html 16. Common Solutions Standardized tests measureknowledge acquisition outside ofwriting ability 17. Common Solutions Written assignments isolatearea in need of furtherdevelopment 18. Common Solutions Test scores improved butstudents still couldnt write Image source: HappilyKnit @ Flickr Image source: UNTAMED+ @ Flickr 19. Ummm . . . the significant feature of this work is that it expressesemotion and hasa lot of detail Image source: UNTAMED+ @ Flickr 20. Cool,heressomething onWikipedia Plagiarism was rampant Image source: http://www.restormel.gov.uk/index.cfm?articleid=24525&detailid=&articleaction=print 21. Common Solutions I issued the standard warnings How to Av o i d p la g ia ri sm Doris Day in Teachers Pet (1958) Image source: http://www.dorisday.net/teacher_s_pet.html 22. Common Solutions Developed extensive guidelines 23. Common Solutions What the students heard . . . . Image source: Sevenzeds Sketch blog Image source: Brian Germain bgstudios 24. I cant teach mystudents how to Ar t write! H is to ry Le s s o n # 1: 25. I have toomuch to cover!Ar t H i s t o r y Le s s o n # 1 : 26. Redefining Goals What if writing was the primarygoal of the course?Constructive alignment meansthat what we ask students to domust relate to what we wantthem to learnhttp://www.mq.edu.au/learningandteachingcentre/about_lt/curriculum_design.h Image source: http://www.faculty.londondeanery.ac.uk/e-learning/small-group-teaching/small-group-teaching-and-learning-in-context 27. Diagnosing the Problem Premise #1: Students cant writebecause they dont knowwhat they are supposed towrite Image source: yoshiffles @ Flickr 28. Diagnosing the Problem Punctuation, grammar, and writing style are secondary issues Image source: http://www.writersroomprogram.org/for_parents.htm 29. Diagnosing the Problem My goal is to get students to thepoint where the Writing Centercan take over Image source: http://aeonianreview.org/Links.htm 30. Diagnosing the Problem Premise #2: Students plagiarize out ofdesperation Image source: http://hubpages.com 31. Diagnosing the Problem Student fear of writing must betaken seriously Image source: Jonno Witts @ Flickr Image source: Emdot @ Flickr 32. Implementing the Plan First Step: Conquer fear of writing with assignments that do not require writing Image source: http://writing2.richmond.edu/training/fall97/ktich/intro.html 33. Implementing the Plan Break the essay down into manageable parts: Description of subject matter Formal analysis Relation to social contextImage source: www.thinkandthrive.com 34. Implementing the Plan Assignments should be: Short, fun, easy to do Easy to gradeImage source: http://www.scld.org.uk/what-we-offer.xhtml 35. Web Quest Web Quest #1: Visit selected websites Choose a representative image Analyze the work using arrows and labels 36. Web Quest Analyze an example of Ancient Near Eastern art using arrows and labels 37. Web Quest Write a brief paragraph describing the work 38. Web Quest Labels were good, but paragraphs often missed the pointParagraph discussesfunction, and paraphrasesmuseum information 39. Web Quest Feedback enabled me toreinforce understanding Good discussion of the function of Sumerian votive statues; but assignment called for detailed description of this specific piece. You can write a description simply by weaving together the details you point out with your labels! 40. Web Quest Analyze a painting by GiottoLearning Goal: formalconcepts of spatialrecession and modelingErne s t S tude ntwith light and shade 41. Web Quest How does Giottos art Formal analysis accompaniedby brief written paragraph differ from Medieval art? Concept of a thesis and Thesis: Giottos art is supporting detail was introducedmore realistic Supporting Detail: useinformation from labels 42. Paragraphhas a thesis and supportingdetail that address assignmenttopic 43. Web Quest Using labels and Subsequent assignments buildupon and reinforce complete sentences understanding point out at least three details that support the thesis that Flemish painting is more realistic than Medieval art 44. Cri teri a Poin t s Comm entsWor k Selection Used web r esour ces as direct ed t o locat e a repr esent ativ e Fl em ish painti ng t hat w as not stud ied in classIden tification Artist, title, m edi um, da te, location Realistic De tail s Rubrics provide Ind icat es thr ee d et ail s tha t supp ort the th esis tha t Fl em ish p ain ting is feedback based on high ly r eali sticlearning goalsSumm ary Stateme nt Statem ent summ arising ho w work selected i s typical of Flem ish painti ngTot al 45. Web Quest Group feedback also delivered on Blackboard 46. Web Quest Outcomes Preliminary outcomes weresatisfying 47. Web Quest Outcomes Exposure to web resources andexpanded visual vocabulary 48. Web Quest Outcomes Students were actually lookingclosely at pictures 49. Web Quest Outcomes High participation rate andactive student engagement Image source: http://www.mountainviewcollege.edu/teacherprogram/Spotlight/Forms/DispForm.aspx?ID=127 50. Web Quest Outcomes Bonus outcome: significantimprovement on standardizedtest scores 51. Web Quest Outcomes Students were now prepared towrite their first Visual analysisessay Image source: Pocketofpills @ Flickr 52. Visual Analysis Essay Sample outline provided 53. Introduction addresses concept of Humanism in specific historical context Work is correctly identified by title, medium, location, and date 54. Paragraph remains focused on a description of subject matter 55. Formal analysis is guided by a thesis 56. ART 109: RENAISSANCE T O M OD ERN Assignm ent #4: Visual Anal ysis Essay EvaluationNam e:Cri teri a Comm ent sInt rod uct ion Introd ucto ry par agr aph pr ovid es clear exp lanation/ d efi niti on of the Renaissanc es and pr esents a clear thesis about its i mp act on artIdentif ication Corr ectly i den tifi es work and includ es all p ertin ent m useu m information in an engaging narra tiveSubject Matt er Provides a vivid d escription/ exp lanation of the subj ect m att er with s upp orting d et ail and insigh tf ul observations Style Provides a detail ed d escription/It is now possible to exp lanation of s tyli stic techniques in supp ort of t hesis us ing cour se evaluate learning more vocab ulary wit h con fi denc e and und erst and i ng effectivelyConclu sion Summ arizes poi nts, r elat es w ork to th esis pr esent ed in t he introd uction , and r efl ects on l arg er sign ifi cance/ m eaning Coll ege level wr itin g Gramm ar, punct uation , f ull y develop ed ideas, pr op er cit ation Grade 57. Building on What Has Been Learned Students with writing issuescould be directed to the WritingCenter Image source: http://aeonianreview.org/Links.htm 58. Building on What Has Been Learned Part II: building on what has been learnedImage source: www.thinkandthrive.com 59. Building on What Has Been Learned First assignment 60. Building on What Has Been Learned Second Assignment 61. Compare/Contrast Third Assignment 62. Integrating Research 63. Integrating Research 64. Writing Style Vincent Van Gogh, Peasant Woman Cooking by a Fireplace, 1885Jackson Pollock, Autumn Rhythm Metropolitan MuseumMetropolitan Museum 65. Writing StyleIn this work of art Van Goghfocuses on a peasant womanas his main subject. She isseen sitting on a woodenstool. She is leaning towardsan open fire holding a pan inher two hands and cookingherself or her family a meal.Does this description capture the mood of Van Goghs painting?Vincent Van Gogh, Peasant Woman Cooking by a Fireplace, 1885 Metropolitan Museum 66. Writing St