STAR-POST (Art) January 2020 FINAL_STAR Post Art Jan 2020 - Page 54

takeaway. In my own classroom, I give students some choices, e.g. decisions on subject and content of the work, but the inquiry process is still more guided so as to cater to the younger students I teach in the primary school. I also find the idea of him displaying the students’ process work (sketches, prototypes) around the art classroom useful as it encourages students to continually think about their work whenever they can. This display is like a form of journaling where teachers are able to see the progression in the students’ thinking as the lessons progress. Wee San, Master Teacher (Art) from STAR also shared her experiences in using formative assessment in the art classroom. She emphasised that reflections are important components to guiding students to the set of learning objectives or success criteria that teachers want to achieve. The reflections also inform our own teaching and allow us to better help learners if we are given insights on their struggles or eureka moments during lessons. As a teacher, I also need to reflect on which tool could be relevant at different learning junctures to develop self-directed learning amongst students. For example, I would like to implement simpler checklists for the lower primary 54 students so as to help them gauge their own learning and progress for their artwork. The book -- Softening the Edges by Katie White, was given to participants as a resource at the end of the workshop. This allowed us to read and learn more about various assessment strategies after the workshop so that we could continue to design appropriate assessments to address students’ needs and promote artistic growth. Thank you STAR and all the art teachers who shared generously at the workshop! 55