HS Visual Art Instructional Guide

Visual Arts Effective Practices

Skill

Canyons District Best Practices (Instructional Priorities)

What it looks like in Visual Arts

OTRs

●​ Actively engage ALL students in learning; students are active when they are saying, writing, or doing. ●​ Pace instruction to allow for frequent student responses. ●​ Call on a wide variety of students throughout each period.

●​ Students actively set up materials in preparation for studio/work time following instructions. ●​ Students practice skills w/teacher modeling. ●​ Students are actively engaged in specific art skills/projects. ●​ Specific verbal or written peer feedback ●​ Teacher demonstrates/models any necessary techniques. ●​ Visual examples are referenced/explained. ●​ Non-examples provided or explained (what not to do). ●​ Explicit vocabulary instruction, if necessary. ●​ Goals are set so students know what they need to accomplish by the end of their studio time. ●​ Teacher requires student feedback to check for understanding. (OTR) Instructional Agility: Formative assessments taken by a teacher through observation of student work constantly. Re-teaching happens on the spot with individual students, small groups or whole group depending on the needs of the students. Teacher provides additional modeling as needed. Examples of Feedback cycle: ●​ Whole/small group: Class, I see a lot of you are rushing your attachments. What are the 4 steps of attachment? (choral response) Great job! Let’s remember that each step is important. ●​ Whole/small group: Students, I see something wrong in how the paint brushes are being put back. Class, show me with your brushes how they should face when they are put away. Perfect! Tips up! One more time class, how should they be put away? (choral response) TIPS UP! Great. ●​ I ndividual: Julie, you are a little off on your orthogonal lines. Where should the lines meet? That’s correct, can we try that box again? Great job! That is exactly where it should go. What about the next form? Excellent, you are getting better each time. Strategies for observations: ●​ Base observations on learning outcomes and on task criteria. ●​ Observations and feedback should be immediate and can be left unrecorded.

Explicit Instruction

●​ Give clear, straightforward, and unequivocal directions. ●​ Explain, demonstrate and model.

Introduce skills in a specific and logical order. Support this sequence of instruction in your lesson plans. ●​ Break skills down into manageable steps. Review frequently. ●​ Demonstrate the skills for students and then give the opportunity to practice skills independently. Instructional Agility: Teacher makes appropriately paced intentional corrections and feedback constantly based upon listening and observations. ●​ Provide timely prompts that indicate when students have done something correctly or incorrectly. ●​ Give students the opportunity to use the feedback to continue their learning process. ●​ • End feedback cycles with the student performing the skill correctly and receiving positive acknowledgement. Feedback cycle:

Instructional Agility & Feedback

Teacher Clarity & Assessment

●​ Provide clear learning intentions for students daily. ●​ Share rubrics, exemplars, models prior to student work time. ●​ Assess to identify who needs further support.