What assessment strategies can I use to emphasize the importance of the process that goes into art making as opposed to a focus on the isolated end product?
When I was in Grade 10, I had the opportunity to take art with a different teacher than I had for the past couple of years. I received good marks in art class because I always put in a strong effort and completed my projects on time. On top of that, I possessed what many deemed to be an “artistic talent”. I was never worried that I would do poorly in art until I was enrolled in this particular Grade 10 class. To my dismay, I would receive average grades (below my standards) project after project and I could not figure out why. I had not changed but my teacher did. This teacher never provided any explanations as to why I was receiving those grades or how I could improve. I began to question my artistic abilities and eventually, lost my drive to make art. The next year in Grade 11, I was enrolled in art class with my former art teacher whose class I excelled in. Sure enough, I proved to be one of the top students again. I paid attention, worked hard, and always completed my projects to the best of my ability. How could this be and why does this disparity between assessments occur?
I vouch for a strong emphasis on the process of art making because to me, I feel that a solid effort with regards to research, analysis, and experimentation is the best learning tool art students can have. Process as defined by Lindstrom (2006), is broken down into four criteria: investigative work, inventiveness (sets up problems and tries to find solutions), ability to use models (searches out models to emulate), and capacity for self assessment. Looking through the BC Ministry of Education’s Prescribed Learning Outcomes in Art for Grades 8-12, the most commonly used words are: “analyze”, “identify”, and “discuss” (Visual Arts 8 to 10, 1995; Visual Arts 11 and 12, 2002). These words signify to me the direction and the approach that BC art teachers must take with their students. If art students are expected to be able to analyze and discuss the work of other artists, their peers, and their own work, then it is absolutely crucial that we channel the focus of student learning towards a process driven practice. To that end, my question is, what assessment strategies can I use to emphasize the importance of the process that goes into art making as opposed to a focus on the isolated end product? I believe that formative assessment coupled with the use of rubrics will allow me to explore and address the issue of the process in art making.
Lindström, L. (2006). Creativity: What is it? Can you assess it? Can it be taught?. International Journal of Art & Design Education, 25(1), 53-66. doi: 10.1111/j.1476-8070.2006.00468.
Visual Arts 8 to 10 (1995). Retrieved from http://www.bced.gov.bc.ca/irp/pdfs/arts_education/ support_materials/va10_sup.pdf
Visual Arts 11 and 12: Art Foundations and Studio Arts (2002). Retrieved from http://www.bced.gov.bc.ca/ irp/pdfs/arts_education/2002visualarts1112_artfoundstudioarts.pdf