STAR-POST (Art) January 2020 FINAL_STAR Post Art Jan 2020 | Page 2

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44
Working towards Reaching All
Students through Differentiated
Instruction in the Art Classroom
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Victoria Loy
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Choice-Based Learning and
Differentiated Instruction in Art
Lisa Lok
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Nurturing Creative Voices
Through Choice-Based Learning
in Art Education
Elana Tan
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January 2020
Editor
Cover Design &
Illustrations
Seow Ai Wee
Deputy Director (Art) & Master Teacher (Art),
STAR
Teo Chor Howe
Authentic-Assessment in
the Art Classroom -- Some
Considerations
Candice Lee
Reflecting on Authentic
Assessment in the Art
Classroom
Tan Wanxin Sherry
Contemporary Art Practices in
Schools! (CAPS!) 2019
Reframing Art teachers as
Active Art Practitioners
Miao Hanqing
Lorraine Lee
STAR-Post (Art)
Foreword
Making Marks -- Leveraging
on Technology to Develop
Thinking and Ownership of
Learning
Ang Kok Yeow
Rethinking Teaching Spaces,
Reframing Starting Points
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Project ARTICULATE!
Low Sok Hui
Senior Teacher (Art), Eunoia JC
W
e live in a volatile, uncertain, complex and ambiguous
(VUCA) world” is a phrase I often hear in conversations
about current political and economics situations. In the
context of the local education system, we are ourselves seeing
rapid changes that might have generated uncertainties in
designing learning experiences, and created complexities in
implementation that has been challenging to navigate.
Our role as educators is to equip students with future-oriented
skills and foster global awareness that nurture them as
confident and hopeful global citizens of tomorrow. To do this,
we must ourselves be passionate and self-directed lifelong
learners, enhancing our pedagogical content knowledge
in inquiry-based learning, differentiated instruction and
assessment literacy. We should broaden our subject content
knowledge on how learning in art develops social and
emotional skills that empower students to think independently
and work collaboratively.
The art fraternity can look to STAR for leadership and
guidance, and we can also look to each other for imaginative
possibilities and promising practices. In this issue of STAR-
Post, colleagues and friends share how they harness
differentiated instruction to design thoughtful lessons and
teaching resources to better facilitate art learning for all
students. A couple of articles also address how assessment
can further support holistic learning experiences in the art
classroom. I learned a lot and I know you will too. Enjoy the
read!
Zachary Ng
Studio Assistant, STAR
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