Following my previous post Stretching Beyond “of Learning”, Janet Hale¬†made some excellent recommendations on how to enrich my planned art lesson. Unfortunately, I only saw them after the lesson was completed. How to correct this fail? Apply the suggestions to another lesson…so that is exactly what I did!

I planned a lesson inspired by artwork on Pinterest by Mary Making that was full of new art concepts (analagous colour, implied texture, worm’s eye view). Now how to bring these concepts to life so that the students really understand and are as excited about the project as I am? How to document their learning?

First stop…Library for books about squirrels.

Next print out colour wheels

Figure out how to direct a squirrel drawing in easy to follow steps so that everyone can be successful.

Plan outdoor experiment (weather permitting) on worm’s eye view.

The result…a huge success! Students were engaged, discussions were rich, ideas flowed and most of the students demonstrated an understanding of the concepts in their artwork.

Did I push myself enough in documenting their learning? One success was collaborating with a colleague outdoors in order to capture photo stills of our experiment. This was an excellent visual of how the students were learning about worm’s eye perspective. A missed opportunity was not documenting our discussions, or the student’s reflections on what they learned. This project took a long time to complete as we only meet once a week for 40 minutes. Possible solutions? Perhaps recording discussions of new concepts or creating charts such as KWLAQ.

See the lesson and results on my OJCS blog: http://ojcsart.edublogs.org/2018/12/01/squirrels-eye-view/