![]() Students within the same grade level will have varying depths of (and constantly changing) understanding regarding these thinking dispositions. Therefore, I expect this project to support students in the “communities” domain of understand art worlds and how people connect through collaboration. ![]() For example in grade two, I know that we are planning an integrated project with the homeroom teachers and this project will involve a lot of student collaboration. To create the mapping, I’ve used my own observations of students and my specific curriculum. In my curriculum planning, I’m mapping out how I imagine students might progress in their understanding of the Studio Habits from one year level to the next (see PDF below). I’ve been asking myself questions like, “What might envision look like in kindergarten? In grade three? In grade five?” How does a learner’s mindset grow through stretch and explore? For example, stretch and explore in kindergarten might sound like, “I can try different ways to make art.” By grade five, it might sound like, “I can start to make intentional choices about how I want to take my art making further.” ![]() Collaborate with other artists.Lately I’ve been thinking a lot about the Studio Habits of Mind and how students’ understanding of these thinking dispositions might develop throughout their years in our primary school visual art classroom.
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