We were impressed by the deep, clear, and flexible thinking of the teachers and their appreciation of the need for ongoing revision. During sessions, teachers presented their assessment projects for our response. Between sessions, we reviewed work in progress on each teachers’ developing assessment system. Teachers read relevant literature suggested by us as background for planning a series of small pilot projects in their respective schools. In the performing arts disciplines, we attended to learning at both individual and ensemble levels. Learning was to be assessed by considering what students made, said, and did. Teachers worked to develop systems that were objective as well as able to capture learning characteristic of each art discipline (teacher-, peer-, and self-assessment). The challenge presented to us was to help teachers develop formative and summative assessment systems in the arts at the secondary level. Four projects have been central to our thinking about this topic: ArtsPROPEL, Teaching for Understanding, Reviewing Education and the Arts Project (REAP), and the Studio Thinking framework. We both have been members of Harvard Project Zero for decades and, together, have carried out work on learning and assessment in the arts. We met in four two-hour sessions via video-conference, supported by ongoing sharing of documents on Google docs. The project was hosted by Folkert Haanstra at the Amsterdam University of the Arts. They build both academic and domain-specific vocabulary while talking about art, asking, and answering questions, and describing their choices and intentions.In this PZip project, we (Lois Hetland and Ellen Winner, Harvard Project Zero researchers) worked with arts teachers from dance, visual arts, drama, and music. Children learn to observe the world closely, develop their imaginations, and reflect on what they and their peers create. It develops creative and critical thinking skills and habits. It builds foundational art skills that meet the grade level benchmarks of the NYC DOE Arts Blueprint. Studio’s Long Term Program gives children a comprehensive arts education. Children create a body of artwork over a period of years. Collaborative pieces celebrate the combined artistic choices and social skills of small groups. Each piece of artwork expresses a child’s unique ideas, choices, and solutions. Studio’s approach emphasizes personal expression students explore artistic inspiration – observation, memory, and imagination – to create personally meaningful work. They are encouraged to be adventurous and realize that they can take on new tasks with confidence and curiosity. They discover the value of innovation, precision, and artistry. Students discover how to think like an artist – to observe closely, solve problems, persist through challenges, and reflect on their creative process. They also consider the rich cultural resources of New York City and including those in their own neighborhoods. They explore new ways of thinking – analyzing artwork, forming critical opinions, and justifying their ideas with evidence. They study art works and artists from many different cultures, times, and places. Student artwork is also prominently displayed in changing exhibitions throughout the school and included in Studio’s citywide exhibitions.Īdditionally, our Long Term Program partners with 25 Title I schools across all five boroughs every school year, engaging up to 9,000 students and 550 teachers in the program.Ĭhildren explore a full range of 2- and 3-D media, including drawing, painting, sculpture, collage, printmaking, 2-D design, and media technology. Our approach prioritizes collaboration as we foster strong partnerships with school administrators, teachers, and partners, and offer professional learning for teachers and workshops for families.Įach school year culminates with an exhibition displaying artworks from all participating students to celebrate their artistic accomplishments. Students receive comprehensive visual arts experiences that encourage them to explore their imaginations and develop the Artist Habits of Mind which include the ability to stretch, explore, persist, observe, and reflect. The Long Term residency provides art instruction in the optimal way – a multi-grade curriculum for five consecutive years, with a dedicated Artist Instructor, a dedicated art studio in each school, and a full supply of high-quality art materials.
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