https://www.youtube.com/embed/wdg0ixG033E
Notice, then Describe with enthusiasm students’ artistic choices, using juicy describing words. Make this the go-to response to any student’s work in the classroom, and forgo generic praise.
Noticing children’s specific choices and Describing them in detail:
– Shows children you care about their work and ideas
-Supports all phases and styles of work without comparison or competition
– Offers information students can use to develop their work
– builds work and thinking skills crucial to artists AND to academ...
Create a room filled with talk about artmaking:
– Students are speaking freely about each others’ work, imagining possibilities and playing
– Teachers are describing artwork in detail and asking young artists about their work
– all the different stages of work and different ways students are working are noticed and valued thr...
– Learning to hold back opinions and suggestions
– Using specific vocabulary to describe student work
– Getting used to the role change of not sharing all your knowledge as you pass the mantle of expertise to students
– Helping students who aren’t happy with their work by asking open ended questions to figure it out the...
Step 1: Prepare a vocabulary Describing Tool. Use one of our tools for drawing or collage, or create your own, using our template. Watch the video above!
Step 2: Decide how you will use it in the classroom: Will you project it, make a chart, or hold it in your hand?
Notice: What is most absorbing their interest in working with the materials?
Notice: Tune into your own reactions and opinions about their choices – is that influencing what you are noticing? Use the left side of your describing tool to shift focus to the choices you will describe.
Building up 3d orange pieces on flat white pieces
how pieces are sitting on each other
footprint made of many shapes
overlapping, space, color
size and placement of shapes
WHAT RESPONSES ARE YOU HAVING THAT ARE NOT DESCRIBING? (e.g. Cool, I love building with paper! It looks like an airport or a flower to me… What does that ...
Careful placement of shapes on top of each other on the left ; many small crumpled shapes on right; and on top of page
What comes to mind that is not describing? (e.g. look at that sweet house that even has a doorknob! What are the brown things? This child should fill up all that empty space.)
a lot of storytelling details inside this cross shape;
little black ovals with lines, something pink and rubbed below; dense colored areas at the top and the bottom; small shapes in the top area; different kinds of lines in different colors,
What’s coming up in my mind? (e.g. I don’t know what it is but it’s interesting! What is goin...
big round shape of many wide lines. with small details around perimeter on top
many short lines creating [figures?] below; lots of attention to the many repeated details, using line
Notice my responses that aren’t describing: (e.g. that’s unusual looking is it a sun? no maybe not. Look at the people waiting on line! That child is always de...
Notice: the whole paper is filled with whirling loops and lines; some lines follow the same path making a thick round shape; some by themselves going diagonal or horizontal;
Notice your responses: that are not describing: (e.g. what does this child think they are doing? Finally this child has loosened up and is having fun with pencil; I need to give thi...
For example:
“I notice zig zag lines that curve;”
“I see short spiky lines around circles”
” I like how you pressed hard to make deep green”
Avoid:
– “That is beautiful” (generic, judging)
– “Is that a flower?” (interpreting)
– “Now color ...
Ask open questions so students can drive the topic of conversation: “Do you want to tell me about your work?” “What were you thinking about here?” “Tell me about this (describe)?” “How did you make this (describe)?”
Students may talk about: how they made it; ideas they had while working; related life experience; what they were making; or ch...
Mirror students words to let them know you are listening, and that their words and ideas about their artwork are important. Do not insist on particular ways of speaking or specific types of information. Accept the full variety of response.
Be playful and encourage them to say more if they would like.
Be playful and flexible. If students are communicating with their bodies or sound, you can mirror them with body as well as words.