1. Begin with the End in MIND…
WE HAVE NO ART; WE DO EVERYTHING THE BEST WE CAN.
Balinese Saying

2. Making Teaching Visible…
Lesson Planning
Concerns
Challenges
Celebration!
Better Teachers…WHY?
Making Teaching Visible…

3. Making Your Learning Visible…
Art Portfolio: 5 BookArts Documentation
Aesthetic Operations
Drawing Explorations
Color Theory Work
Weaving a World
Final Reflection: See next slide
Organized in the “BookBag” with Name Tag
Due Date: By Friday, December 10th
Making Your Learning Visible…

4. Final Reflection: BookArts Documentation
What I have learned as an ARTIST
SEE!
There is knowledge, skills and artistic dispositions you have learned to think and work as an Artist in this class. Look at your work…what have you learned?
Create a final work of art – a composition in some medium that we used in class - that reflects your learning.
Final Reflection: BookArts Documentation

5. Weaving a World An Artist’s Statement
Write a statement about the work you created in this Weaving Documentation BookArt.
What did you discover about yourself as an Textile artist, as a Weaver?
Use art language! Discuss what you are trying to communicate through your artwork and artistic choices.
Speak to your strengths as an artist. Look for patterns in your work, colors, feelings, texture, or images that are repeated.
Be Positive!
Weaving a World

7. Making Student Learning Visible…
Documentation of Student Learning
A Learning Story which critically reflects and creatively documents your impact on student learning
Based on multiple sources of student data and samples
Includes an analysis and interpretation of significant artistic learning across the three visual art lessons
Due Date: BY Friday Dec. 10
Making Student Learning Visible…

8. Documentation is… evidence of learning
Most documentation shows evidence of the learning process as well as product, and isn't just a record of what happened, but an interpretation or analysis of the learning that took place.
@ 2006 Making Learning Visible Project ~ Harvard Graduate School of Education

9. Documenting Student Learning
For using documentation in the class with your students and mentor:
Does the documentation focus on learning, not just something we did?
Does the documentation promote conversation or deepen understanding about some aspect of learning with your mentor or students?
Does the documentation help me to address a particular question I have about learning?
Does documentation focus on the process and product(s) of learning?
Does the documentation clearly communicate the aspects of learning you consider most important and an interpretation by mentor and/or students?
Does the documentation include more than one medium?
Is the documentation presented in a way that draws the viewer in?
Does the documentation add to our collective body of knowledge and promote conversations about learning?
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10. COMPONENTS OF MLV Check your Handout (green) on Documentation TITLE
CONTEXT: two or three short paragraphs
SUPPORTING ARTIFACTS: Selected from the experience
YOUR ANALYSIS OR INPRETATION
FORMAT: Present things in a way that allows the viewer to take in the key information in roughly five-ten minutes
WATCH OUT FOR…..(in handout!)
COMPONENTS OF MLV