An art class itself is very different from a traditional classroom from my own experience. Considering that there are a lot of different strategies and developmentally appropriate pedagogies that art educators can use to help better their students. Within my “Developmentally appropriate pedagogy” assignment I chose 3 different strategies that can be implemented in a middle school art class. Self evaluation, Peer critique, and collaboration. Within the assignment I explained how these strategies work and why they work taking stages of theories.
Self evaluation of work, Middle school, Art Education.
Letting students self evaluate their own work helps develop problem solving skills and critical thinking. Within middle school its important to let them review their own work because they are at the stage in their life when they start to be more critical of their own work and themselves.Middle schoolers around this stage in their life are starting to develop reasoning and logic alongside abstract thinking skills. Letting them have the opportunity to evaluate their work will help them develop their critical thinking further. The Apa citation was taken from a music classroom but can be applied in any classroom.In a art classroom this strategy can be applied by allowing students to grade themselves.
Hewitt, M. P. (2011). The impact of self-evaluation instruction on student self-evaluation, music performance, and self-evaluation accuracy. Journal of Research in Music Education, 59(1), 6–20. https://doi.org/10.1177/002242941039154
In Piaget’s Theory of cognitive development at a the concrete operational stage students tend to become critical of their own work and develop problem solving skills. This theory explains why students are able to succeed in self evaluation.
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Respectful peer work critique , Middle school, Art Education
Allowing students to respectfully critique each other’s work can be a strategy for improvement overtime. Getting feedback from other students can bring out different perspectives and help you see your ideas from a different angle. Within the developmental stages of middle school students are starting develop their own perspectives and by involving them in feedback they are taking a leadership roles and helping foster their learning. Hearing feedback from peers in middle school might be more effective form of criticism as well for some students because peers may value their peers opinions and perspectives more.
Soep, E. (2004). Visualizing judgment: Self-assessment and peer assessment in arts education. In Handbook of research and policy in art education (pp. 667-687). Routledge.
Within Lev Vygotsky’s theory of Zone of proximal development students potential development can be supported by other peers or under adult guidance at the “assistance provided by others stage.” Sometimes peers or a mentor will be able to give constructive feedback of an artwork that the artist had not thought of. This theory helps explain why constructive feedback helps support students.
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Collaborative learning , Middle school, Art Education
Collaborative learning in a class can be done in different ways. It involves allowing students to work together on a project and collaborate on a creation. In an art class this can be done by a group of students working together to create a mural. Collaborative learning in middle school is essential as it sets up the concept of working together and encourages team building skills. Collaborative learning can also help a students creativity, social skills, and confidence.
Hmelo-Silver, C. E., & Chinn, C. A. (2016). Collaborative learning. In L. Corno & E. M. Anderman (Eds.), Handbook of educational psychology (3rd ed., pp. 349–363). Routledge/Taylor & Francis Group.
Within Selman’s Theory of Interpersonal Understanding at stage 5 of peer work, students are able to come together to solve problems.At this stage Students can also set goals and make important decisions together. This theory explains why collaborations work and are important for middle schoolers.
