Including Difference
Inclusive Assessment in the Inclusive Art Class
Thesis:
When participants in the inclusive communication classroom are able to appreciate the diversity of all the members, regardless of (dis)ability, then the classroom community becomes richer and more democratic and its members more reciprocal in their investment in one another.
Incorporation in the classroom:
The art classroom has always been ahead in alternative ways of assessment such as critiques and portfolios, thus art education has not needed to completely align with normal standardized assessment. Teachers assess learning and effort instead of the final product. Assessment needs to line up with learning objectives and students need to be able to explain their intentions and meaning behind the art they create. When students are able to connect their art to real life experiences and issues they will be more passionate and have more purpose for their art. When a teacher assesses a final product, he or she needs to explicit and direct in what he or she is looking for. Because an art piece can be interpreted in many different ways by viewers and creators, the guidelines should be broad while still being clear for the learner to follow but explore their creativity and imagination in the process.
Questions:
How can we allow our students to explore multimodal and multisensory ways of creating while still following the learning objectives?
How can we use the classroom as a third teacher to encourage students to be creative and explore, but still following the learning objectives?
Thesis:
When participants in the inclusive communication classroom are able to appreciate the diversity of all the members, regardless of (dis)ability, then the classroom community becomes richer and more democratic and its members more reciprocal in their investment in one another.
Incorporation in the classroom:
The art classroom has always been ahead in alternative ways of assessment such as critiques and portfolios, thus art education has not needed to completely align with normal standardized assessment. Teachers assess learning and effort instead of the final product. Assessment needs to line up with learning objectives and students need to be able to explain their intentions and meaning behind the art they create. When students are able to connect their art to real life experiences and issues they will be more passionate and have more purpose for their art. When a teacher assesses a final product, he or she needs to explicit and direct in what he or she is looking for. Because an art piece can be interpreted in many different ways by viewers and creators, the guidelines should be broad while still being clear for the learner to follow but explore their creativity and imagination in the process.
Questions:
How can we allow our students to explore multimodal and multisensory ways of creating while still following the learning objectives?
How can we use the classroom as a third teacher to encourage students to be creative and explore, but still following the learning objectives?
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