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Miss Juliana Tay Graduate Assistant PowerPoint Presentation
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Miss Juliana Tay Graduate Assistant

Miss Juliana Tay Graduate Assistant

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Miss Juliana Tay Graduate Assistant

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

  2. What are we going to do? • 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

  3. Who am I? 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

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

  5. What does the program looks like? Art Elective Programme (AEP) – For students who chose to study Art as an additional subject Year 1 Pull out class Focus on basic drawing skills and introduction to art vocabulary Year 2 - 4 2 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. Art Programme Overview

  7. Who are you? now

  8. Who are the students? 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.

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

  10. Is that all? but

  11. Thinking and Questioning? 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

  12. What can we do? 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.

  13. Why this model? • Focus on multi-talents and not just academic abilities • Not age level, cultural, subject and ability specific • Student-centred Self – Portrait (Painting Module)

  14. Need more reasons? Talents Unlimited Model - Assumptions • 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.

  15. What is it? 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.

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

  17. Tiered Assignment Background: • Learntthe 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. Grouping of students:

  21. What questions to ask?

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

  23. Productive Thinking - to generate many, varied and unusual ideas solutions and add to them. • 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? • Teacher shows a short presentation about the project and the theme for the printmaking assignment – Self-Portrait.

  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. • 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? • 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

  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 2 Student Self-portrait by a Tier 1 Student

  26. How has your work expressed your sense of identity in relationship to society? • Is your work successful in expressing your intention? Communication - to use and interpret both verbal and non-verbal forms of communication to express ideas, feelings and needs.

  27. wait a minute Is it that easy?

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

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

  30. now What can you do?

  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. What kind of questions will you ask to get the students to engage in : 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.

  33. now Ready for sharing?

  34. Questions and Answers

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