Let's Get it Poppin'!

Roy Lichtenstein, Claes Oldenburg, James Rosenquist, and Andy Warhol these are the artists most known for the Pop Art Movement. Emerging in America and in Britain in the late 50s, this art style was impacted by the burgeoning mass culture of a post-war America. My students researched to understand how the politics, economics, and social issues of the mid-century had an impact on the art of the time.

Today's students face just as many societal issues, some that have always been there and others that are polarized due to the widespread access technology. Social Media, political and racial tension, and poverty are increasing. As has been customary, the music of the youth reflects a great deal of their frustrations and aspirations. I asked students to consider Popular Culture today: If they were Andy, Roy or Claes what or who would they paint, print, or sculpt? Most students used the techniques of Lichtenstein and Warhol to create their compositions: projecting the images and tracing lines and shapes in the images. My everyday students really impressed me with their perserverance. This was an end of semester project, where one could really see their learning and progress over that time. Their composition sizes range from 11 x 14" to 18 x 24" and were painted with acrylic on paper, canvas, wood or fabric.

Michael Jackson w Cracked Face, by Honor B.

Commentary on Social Media, by Justin S.

Whitney Houston as a Blond, by Kiera W.

MAC Lipstick soft sculpture (in progress.)

Future, by Christopher G

Jordan by _______________

"Little Boat" by ________________

       

Painting Jay-Z, by  R. Cherry

Michelle & Barack, by R. Rodriquez

Superstar Jordan, by Quantavius

Dave Chapelle, by Bobby 

Authentic Art Assessments

I think Fine Artist - Art Educators are reticent to administer traditional assessments. However art teachers can get a really good grasp on student growth and development with the data gathered from pre, post and benchmark data. In fact data collection really does mesh with creativity in the classroom. Nowadays there are really efficient web tools to use with your students to administer authentic summative and formative assessments, that will also help you analyze the data for instruction.

What are authentic assessments?"...Engaging and worthy problems or questions of importance, in which students must use knowledge to fashion performances effectively and creatively. The tasks are either replicas of or analogous to the kinds of problems faced by adult citizens and consumers or professionals in the field." -- Grant Wiggins -- (Wiggins, 1993, p. 229).

There was once a time when I would give every student a 6-page paper test; I would manually grade them; I would analyze trends - what standards students mastered what standards, and which standards students needed more emphasis on. It took a while to do, a long while. The assessment informed my instruction, for example if 90% of all students demonstrate mastery of color theory in the formative assessment, I'll know that when I start teaching that unit, I should have a great deal of understanding, and not so much re-teaching of the concepts/elements.

Then to prepare for our Quarterly Data Presentations, I would import the numbers into MS Word graphs or PowerPoint to get some cool graphics (Not cool). That was after I add up all the test scores, divide... you know the drill. It was time consuming, and it was stressful! Stressful or not, doing this. . . collecting the data allowed me to advocate for my art program by sharing the legitimacy of standards-based Art Ed. We all know how important it is to advocate for Art Ed.

Use RUBRICS with numeric values to collect data. 
Each student gets a rubric at the beginning of a project and I'll review it with them, so that they're aware of what the mastery criterion is, and can be more in charge of their educational choices. I like to have them tape it into their sketchbook/journal for regular reference. The project rubric data should have some correlation to the pre and post data. If not you may have to look at your instructional strategies. Imagine, it's like a road map to your students.

With all that said, here's what I've learned:
So... I get excited about sharing this... I create my assessment in Google Forms, which is FREE and so easy to use (GF). See image right. Students can take the assessment right on their smart phones, or in a lab if you have access to one. During it you can see right away which students have completed it and submitted it. After you have them all, GF will give you a whole class analysis with color pie charts and all right in it. See image below left. BUT THE AMAZING PART IS: that GF has an Add-on called Flubaroo. Flubaroo analyzes all the data for you! Student by student, it colors it and everything. This is a game changer. Get ready to be a 21st Century Learning Art Educator, and to move your students into the 21st Century as well.

I hope this helps you with assessments, and data collection in your Art Ed classes.

Their Story So Far

New York: Crown Publishers, Inc., 1991)

Storytelling is, in my opinion, a very important part of our culture. Nowadays I think we allow others to tell our stories, whether through rap, hip-hop, and music videos or social media and standard media people unrelated to our own personal cultural histories create their versions of our scripts. There are modern organizations whose work is having an impact on this trend. I appreciate phenomenal and brave organizations like StoryCorps. I enjoy hearing the variety of personal stories done in interview style. They enrich my life and I'm sure the lives of others.
Storytelling has earned its place as the most important tradition we humans possess. Stories teach us to love, to forgive, to imagine a world outside of our own, and to strive for better than we have. The greatest stories ever told function as a reflection on the world we live in and of both the goodness and evil present in our world. Carpenter, “The Importance of Storytelling”, 2013, https://hslda.org/Contests/Essay

 

In this lesson, I used Faith Ringgold's Tar Beach as inspiration. She is best known for her narrative quilts, it is illustrated with flat figures and shapes, it's a genre style that is all her own. My high school students even allowed me to read them the book for the lesson hook. We all enjoyed the story from the eyes of Cassie Louise Lightfoot. Ringgold reflects upon her experiences growing up in Harlem, NY with narrative text and colorful painting.

I have to admit, it was really challenging to get the students to tell their stories. Most of them replied, "I don't have one." However, the students who were able to dig deep created stories about family cookouts, vacations, and childbirth.

Students were encouraged to use different writing processes, including strategies from the Writing To Win curriculum, and boy did I get some push-back. "Mih Hill, this is ART, not a writing class!" "But, how can we separate them?" I would reply. Below you can see a couple of examples of their drafts. I strive in EVERY lesson to demonstrate to students that art is not just fluff, because the general perception of art in education is that it is insignificant.

The duration of this project was six weeks. They had to talk with family members, and write a draft; next they researched photos, and illustrated the story; then they transferred the drawings onto the cotton duck fabric, and finally, begin painting. If I ever teach this again I will use nine weeks, or perhaps an entire semester, because I discovered that the students required more time. Additionally, only really committed students were able to complete a painting. The quilting aspect wasn't realized. Nevertheless, the process and product deepened the students' skills in a variety of subjects.

  

Shoe Is On The Other Foot

My two weeks with the 7th grade class has ended. I am sad to have left them, but so happy that I had the time to lead them in such an amazing project. Art is a lot about discovery. I have always wanted to try to "sculpt" shoes with masking tape, but was a little reticent about the process. I experimented with the material, as did the kiddos. Teaching them sculpting skills and pulling out their knowledge of geometry was easy with these amazing students. They used the elements of art to really begin to image the function of the shoes as well as the form. The entire class visited the High Museum of Art and seeing the history of sneakers in the Exhibition "The Rise of Sneaker Culture". The students could really get excited about this art exploration, and I think that it was the perfect segue. Enjoy.

 
 
 

Finding Value

What did they do with all that knowledge about the Elements of Art and Principles of Design? They created beautiful micrographic self portraits encompassing poetry that they wrote all about themselves.

 

 

 

 

 

 

To make it fun, and interactive; To get students to really understand differing values in a portrait, I had them run a relay race, three teams of students tagged each other to take turns identifying varying values in each of three images projected via airdrop with my iPad mini.

The photographer and the subject student are on the right, in the background.