While much of this project takes place during the workshop part of
They not only have the end of their project in sight, they begin to
our class time together, the beginning of each session focuses on
realize the challenges. I help to guide them, but the students usually
reading skills and strategies. It is during this time that I introduce
set the bar high. Then, I format the criteria as a checklist or rubric, and
students to Me & Uncle Romie, which leads us to discussions on point
students assess their work before turning it in. Student involvement in
of view and theme. Reading this simultaneously with the nonfiction
the development of assessment criteria causes students to self-
research, collage creation, and narrative writing makes for insightful
monitor their way to success, resulting in higher quality student work
and unique student work. Once the students are immersed in their
and accountability.
work, I can utilize the time to conference with individuals or meet with
small groups.
I have implemented this basic format to successfully facilitate many
different arts integrated projects. It is organized, yet students have
the time to explore and be creative. It can span a few days to a few
weeks, yet has a finite end with a product of which students can be
proud. While I have a great time developing and facilitating these
projects, the most rewarding part is seeing the students’ pride in their
work, and how much they grow while completing them. Now that I
have woven these topics together, I can’t imagine teaching without
After the students have progressed about one quarter of the way
through their project, we stop and develop criteria for assessment.
We base this on the project guidelines, and on student input
making these connections. It provides a rich arts experience, while
allowing students to develop their own creativity and make
connections of their own.
regarding elements of a successful project. (I count their collage as a
supplemental reading score; the students need to comprehend the
information about Romare Bearden’s style and demonstrate that they
read to comprehend the elements of collage. I consider it a
performance-based reading assessment.) I find that by waiting until
students have started the project to develop the assessment criteria,
students are better equipped to choose what should be assessed.
Dyan Branstetter has been teaching at the elementary level
for 16 years. Currently, she is a 3rd grade teacher at M.J.
Brecht Elementary School in Manheim Township School
District, located in Lancaster, Pennsylvania. She has a Master
of Science Education and a background in music and dance.
Contact Dyan at [email protected].
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