Expectations, Daily Routines, and Grading
Expectations
Students are expected to consider the art classroom their “work place”. As professionals, they are expected to arrive on time, maintain good behavior and a positive attitude, treat all others with respect, and put forth their best effort every day.
Daily Routines
Students have 3 minutes to arrive to class (for example, A block ends at 8:50, so students coming to B block are expected to arrive by 8:53). Students will enter the room quietly and follow instructions on the board. Most likely they will be asked to look at the SmartBoard or gather around a table for a demonstration. Ms. Ripley will lead the class in artistic inquiry, do a demonstration, or give instructions and/or reminders.
The majority of class time is spent making art. Students are expected to work at their tables, socializing in a way that does not interfere with their productivity. At the end of class, students are expected to work as a team to clean their table and surrounding floor area.
Grading
Process vs. Product? In art, you cannot have one without the other. We celebrate the final product, but to fully understand a product we must consider it in the context of the individual student’s process. This is what makes grading artwork so complex.
Each quarter, 6th – 8th grade students receive a grade on their report card that reflects their overall process as well as products. 5th graders receive a detailed evaluation twice per year that touches on both the process and product in addition to work habits.
Process Grade: Students receive a process grade that reflects their work habits and progress toward the unit and daily objectives.
Project Grades: Students receive grades for mini-assignments throughout a long-term unit as well as a final project grade that reflects their work toward the unit objectives. Throughout a unit, students talk about "criteria for success". We use this language to communicate expectations as clearly as possible. Each project has an accompanying final assessment rubric that students use to grade themselves based on the criteria for success. (Click here for a sample criteria for success and final assessment rubric.) When a student has completed a project, they turn it in with a completed self-assessment rubric. Ms. Ripley then uses the same rubric to provide written feedback and determine the student’s project grade. Students receive the rubric back when Ms. Ripley has finished grades, and the artwork back after it has been on display or at the end of the school year.
Students are expected to consider the art classroom their “work place”. As professionals, they are expected to arrive on time, maintain good behavior and a positive attitude, treat all others with respect, and put forth their best effort every day.
Daily Routines
Students have 3 minutes to arrive to class (for example, A block ends at 8:50, so students coming to B block are expected to arrive by 8:53). Students will enter the room quietly and follow instructions on the board. Most likely they will be asked to look at the SmartBoard or gather around a table for a demonstration. Ms. Ripley will lead the class in artistic inquiry, do a demonstration, or give instructions and/or reminders.
The majority of class time is spent making art. Students are expected to work at their tables, socializing in a way that does not interfere with their productivity. At the end of class, students are expected to work as a team to clean their table and surrounding floor area.
Grading
Process vs. Product? In art, you cannot have one without the other. We celebrate the final product, but to fully understand a product we must consider it in the context of the individual student’s process. This is what makes grading artwork so complex.
Each quarter, 6th – 8th grade students receive a grade on their report card that reflects their overall process as well as products. 5th graders receive a detailed evaluation twice per year that touches on both the process and product in addition to work habits.
Process Grade: Students receive a process grade that reflects their work habits and progress toward the unit and daily objectives.
Project Grades: Students receive grades for mini-assignments throughout a long-term unit as well as a final project grade that reflects their work toward the unit objectives. Throughout a unit, students talk about "criteria for success". We use this language to communicate expectations as clearly as possible. Each project has an accompanying final assessment rubric that students use to grade themselves based on the criteria for success. (Click here for a sample criteria for success and final assessment rubric.) When a student has completed a project, they turn it in with a completed self-assessment rubric. Ms. Ripley then uses the same rubric to provide written feedback and determine the student’s project grade. Students receive the rubric back when Ms. Ripley has finished grades, and the artwork back after it has been on display or at the end of the school year.