Today I received a question from a reader asking for advice on how to grade art work. Here is her question:
I have been using your site for ideas, thanks a bunch. I have a question for you. I can’t give out grades like A’s, B’s or C’s, so how do I get them to actually work hard on their projects? All I can give them is a participation/behavior grades. Please give me any ideas. Half the time the kids take so long on their projects. These are mainly 4-8 grade kids.
After reading her question, I realized that her concern might not be about grades, but student efficiency. She wants to know how she can encourage her students to work efficiently and creatively. Basically, get the darn work done. It’s a good question so I’m going to try and answer it and then solicit everyone else to add their two cents. Deal?
Here’s what I think:
Before I answer this question, I should put out a few disclaimers.
Number 1: I teach K-6. I have no experience teaching Middle or Junior High students.
Number 2: I don’t give grades. The classroom (homeroom) teacher does.
Number 3: The reason why I don’t give grades is because I’m not credentialed.
Still want to hear my ideas?
I ask this because I only have theories on why students don’t perform their best work. And my theory about grades is that they really shouldn’t matter too much. Students who work hard and finish their projects should get good grades. Students who listen and watch a demonstration but then do the exact opposite, should get a good grade if he completes a piece of art because really, aren’t these the type of kids who are the most interesting to watch? Students who get upset and frustrated with their work and then rumpled it up should get good grades because at least we know they care. Students who get so excited about art that they CANNOT STOP PLAYING WITH EVERYTHING IN THE CLASSROOM should get good grades because we should all be so excited.
I think you get the idea. But you probably need some concrete advice, right?
If you are finding that your students aren’t motivated and they just piddle with the lesson, then maybe it’s a bit boring for them. If this is the case, try something different. It may be that the project is too technical or historical or hard to understand. Never under-estimate kid appeal when selecting lessons. Make sure you give a thorough demonstration and pick something that can be completed in under an hour. It’s your job to give kids something to sink their teeth into and get excited about.
If you are using grades for motivation, try switching your perspective. Pretend that every child has an A. Then give them the opportunity to live up to that grade. Provide every opportunity for them to want to work on their project. I already mentioned that a lesson should have kid-appeal, but how do you know? Try the project yourself. You need to physically assess the project and decide whether or not students can do it within a reasonable time-frame.
Determine how you structure your class. It may be that you aren’t giving an engaging demonstration. One of my biggest pet peeves with art instruction is the notion that if you tell a student/child what to do, you are suppressing creativity. I just don’t buy it. I’ve done a few experiments, I mean lessons, where I place an inspiring picture on the white board and tell my students to begin. This is way too hard. Kids, adults, dogs…everyone needs a bit of structure or at the very least, a small perch in which to jump off of. Make sure you can demonstrate and teach something new, cool, interesting, etc.
Do you think these ideas might help?
Did I miss the point of the question? Do marks really inspire student achievement in the arts?
All you super-smart, credentialed art educators out there, chime in and provide some different points of view. I might be in a little over my head here!
I teach 4th grade at an elementary school ASES program, and I do a lot of art with my students. Sometimes I have a student (or two) that is not interested in what we are doing. If they are absolutely not wanting to participate, I do not force them, and they go to the reading corner and spend the time with a good book. That is their only other option. Most of the time they watch my demo and see that the rest of the class is excited, and they usually end up rejoining the group and having a great time. Many students have a difficult time with art simply because they just don’t know how to be creative. With our education system having such a difficult time these days, art is almost an extinct subject in many schools. I have found that most students tap into their creativity if they’re given a little direction and a lot of praise and encouragement. Do not expect the student projects to turn out exactly like your demo! This saves a ton of frustration for you! Also, keeping it fairly simple and doing things step-by-step with them makes it easier for them to succeed and keeps them from being frustrated as well. Good luck, and have fun.
Well said!
Yes it is another Cheryl!! As for how to get the best out of our students after 22 years of teaching I have found that motivation and engagement is the key feature. WIth my year 6s and 7s the motivation begins to wane .I have a couple of excellent projects that keep them engaged. One is for the year sevens for their graduation from primary school. (Australia) I take a photo of each of them and with Photoshop turn them into a Warhol style image or I have found a program called Pop Art Studio 5.2 which I also use to manipulate the image- I also give students the opportunity select a funky font to create a self portrait on a 400mm sq canvas. Check out my blog. I let the 6 sixes have a go on quality card- The other activity is the wire, stocking sculpture which they absolutely adore. Will send a link to this in my next posting. I also do a lot of abstract art where the students don’t have to get hung up about realism in their art. There is less chance of failure .As for developing enthusiasm – try giving them certificates of creativity during the term-or on a Postit note . And most importantly get their art work on display in their classrooms ,hallways and in the school newsletter. Placing student art on the web on a school blog is also a way of developing positive attitudes towards the visual arts.
Scaffolding students during art lessons and peer teaching by other students is also helpful. I use my fast workers to assist the slower ones especially at the end of a project.
Cheers and hope this helps.
Great ideas, Cheryl. I love the reminder to get art work onto the walls. Everyone likes to be recognized!
Wire Stocking sculpture Lessons
http://www.princetonol.com/groups/iad/lessons/middle/middle23.html
http://www.art-rageous.net/WireHose-LP.html
http://starr.pausd.org/~pgralen/1A_Fall_05/abstract_form.html
I use a drill to drill holes for the wire. I then bend up wire purchased from a hardware store- it is a lot easier and more flexible than a wire coat hanger..
Whilst some people suggest using several layers of paint or glue to adhere the stocking to the frame gesso works the best. It sets hard and glues the stocking to the frame. Then it is simply a matter of painting over the gesso with one coat of tempera or acrylic paint and at the end I often use a gloss spray to finish off.
Cheryl
I was able to collect wood offcuts – pine from a pallete manufacture or even building sites.
Isn’t it interesting to find these students in the classroom. I am always boggled when an artist comes up to me and states they are bored or they do not want to do the project. I teach k-5 in ga. No grades are given. But the first rule in the studio is TRY. Tha’t all I expect. Usually with alot of encouragment, they will get started and find that it is not nearly as hard as they imagined.
You have to try at life.
I always tell my timid ones that they are growing and changing so fast that something we did last year that they found difficult migh be easy this year.
i hope that helps.
Great website…when do you find the time?:)
I have the opposite dilemma. I am forced to give grades when I would rather not. This is my second year teaching art to 750 kids at a PreK – 5 Elementary school in Florida. Prior to that I taught 5th grade for many years. I see each grade level every 6th or 7th day for 35 minute sessions. I am always torn between students creating art for the pure love of art vs. the finished product which I am required to grade. I award points based on a rubric and 80% of my 3rd through 5th grade students end up with a B while 20% end up with an A. This means occasionally, I have a straight A student getting a B in art which makes me and them feel horrible, but I have no way to know who those students are. It also means those student may stress about art which is not what I want at all. I agree that for some children receiving a grade can be motivating, but I wish art was not required to give a letter grade.
I agree with Emma, a rubric is a great way to show a grade in art. You can find some great examples on the web. I also teach in Florida PreK-5th grade over 1000 students! I have to admit since my school has grown so big, and they have cut my art time from 40 to 30 mins. I don’t find the time to do a rubric with every project. I am only required to give an “E”, “S”, “N” or “U” for a grade so I set the criteria for each letter and the students and parents are given this information at the beginning of each year so they know what to expect and what they need to do to get each grade. I think it is silly to grade art as well, but I do it. I do also think of every student starting with an “S”. If they earn a higher or lower grade is up to them and how much they put into it. Or don’t put into it. I find if you balance an even flow between structure ( following along with you) and creativeness ( letting them make creative choices and making it their own along the way) helps to keep them on or near the same page so everyone gets the work done on a timely manner. I tell my students how much I expect them to get done each class period so they have a stopping point to aim for.
What do you do when you have a project thats not going so well? Do you continue until it is done or do you stop it midway and move on to other things. I started an in depth project with my 5th graders and I think its a little over their heads, perhaps better suited for middle through high school. Now I can’t wait for it to be over and done with. What would you do?
Boy. I’ve certainly been in your shoes before. Last year I did a perspective drawing with my 6th graders. It really was a failure. I didn’t explain the project very well. I was a bit confused myself, I think. For the kids who really didn’t get itl, I allowed them to work on some other unfinished projects. Only a few kids did the project. So I guess my answer is gauge the success rate. If too many kids are faltering, don’t waste your precious art time with a failure. Move on!