STAR-POST (Art) January 2020 FINAL_STAR Post Art Jan 2020 - Page 10

Suggested adjustment to Suggested adjustment to support slower progress support artistically talented learners learners • Provision of more concrete • Provision of more conceptual concepts rather than and abstract concepts -what students will abstract concepts learn, or materials • Stretch students to research that will give students • Helpful to provide /introduce more advanced examples to explain artists’ references access to what they concept are asked to learn Content • Provide directly relevant examples eg. artists’ references for them to choose from Process - activities through which students will make sense of learning content. Providing the necessary scaffolding. Scaffolding is the art of knowing what your respective students are capable of and then supporting them to do something more. • Break tasks down into smaller and more manageable chunks • Providing print-out with steps necessary for the tasks would be helpful, so that students can refer to it when needed • Bigger and more complex tasks • Can provide entire tasks, or list only key steps or question prompts to facilitate thinking and to see the whole picture/ overview of what exactly is required of the tasks • Allow students to • More complex and mature experience small successes themes/concepts • Use of simpler themes • Reduce range of material • Show physical, concrete samples of complete, in- progress work for quick reference • Artist-range materials • Can be directed to find/ research on own artists’ references • May need to have small group teacher demonstration or one-to- one support Process - activities through which students will make sense of learning content. Providing the necessary scaffolding. Scaffolding is the art of knowing what your respective students are capable of and then supporting them to do something more. An example of individual drawing task (Guided Inquiry): An example of individual drawing task (Guided Inquiry): Students are provided with A4- sized paper or instructed to use pre-drawn boxes in a worksheet, limiting the scale of the drawing. They are also given ‘view finders’ and taught how to use them to draw from observation the forms/ artefacts they have created from a long strip of paper. Students are provided with A3 or A2 papers to draw from observations the forms/ artefacts they have created from a long strip of paper. The teacher demonstrates and ‘thinks-aloud’ the process of hand- eye coordination, and the use of thick and think lines when drawing. An example of pair work (Structured Inquiry): In small groups, students are to view ‘Picture This’ by Molly Bang online. Teacher facilitates students to see and understand how shapes could be used to represent and create characters. A ‘Beginning-Middle-End’ story- board has 1 out of 3 frames already created. Students are to work in pairs. They are guided to recognise the shapes used in the frame story board, and given the time to discuss as a pair to complete the two other frames. An example of pair work (Structured Inquiry): Students are to work in pairs to create 3 to 5 frames of story boarding. They could decide on the characters. As a pre-lesson activity, students are to view ‘Picture This’ by Molly Bang online to see how shapes could be used to represent and create characters. Alternatively, each student could be tasked to do a different frame, so that both could contribute to the entire 3 frames. (Table continues on the next page) (Table continues on the next page) 10 11