M5U1A4 - Understanding and Applying Standards

Understanding and Applying Standards

As a full time teacher for Visual Arts, I have to refer to standards the school currently use in each unit or lesson. What I enjoy in this unit are the strategy of backwards mapping, how to unpack a standard, and write objectives. The school where I work with is on the transition stage moving from AERO to GCC (PreK-G10) and DP (G11-12). Apparently, Visual Arts still use AERO 2007. 

Atlas Rubicon is my official source for uploading unit/lesson plans and for projecting curriculum mapping, as well as for resource reference. The take aways I enjoy in this unit is techniques to deal with standards. 

Unpacking standards

I learn how to identify and understand nouns and verbs used in standards as goals and skills which students need to acquire. I also learn that each state in the US has developed its own standards and curriculum which all schools within need to follow. This is a very good foundation for a better alignment among schools and students, especially for new teachers.

The subject I teach follow AERO standards 2007 which is very general and the school did not have detailed curriculum for Visual Arts. Art teachers have to build their own curriculum and unit/ lesson plans were not updated frequently. Due to the management change this year, we spent the first half semester to test Renweb but failed with its lesson plan function. Despite explanations from teachers, the new management decided to switch off Atlas until they realized that it does not support planning lessons and standards the way Atlas does. The decision came to switch on Atlas starting from February.  As its result, our first half year lesson plans were still with Renweb and we almost don't have time to reconsolidate and put them back into Atlas.


Backwards mapping

I really like to use this method in working out unit and lesson plans. Standards should be used as a reference and final results should be clearly identified to drive activities taught and learned.

What we want students to be able to achieve at the end of the unit is the key question to drive each unit or lesson plan. 

For example, with grade 3, I identify that at the end of the unit, my 3rd graders understand the role Aboriginal Art in the history and culture of Aborigines, dreamtime stories, and its symbolism. Students then use Aboriginal Art techniques to illustrate their own stories. This is an interdisciplinary project in which students will demonstrate all 21STC skills to produce group digital stories like creation, student's choice and voice, technology integration, communication, and collaboration.

Therefore, a combination of two standards should be blended, History of Art and Making Connections. Students will understand how art has influenced and defined history and culture and will recognize that art objects, motifs, and styles define cultural identity. Students will make connections between the study of art and art careers. (e.g., architect, photographer, graphic designer and book illustrator).

AERO standards 2007 - Visual Arts 

Clear Objectives

Objectives should be smart, meaning it needs to be clear and specific, measurable/observable, attainable, relevant/results oriented, and target to learner/ desired level of learning.

In order to meet smart objectives, learning activities need to be well planned, meaningful, personal relevant, and fun to engage students' focus. 

For example, in my Aboriginal Art unit, the following activities were used to help students to achieve objectives.

a. Understand meaning of symbolism used in Aboriginal art works

Game base learning was used in Art class. To understand Aboriginal symbols, students work in group play a guessing game with 3 different levels. Each level consists of 10 symbol card and 1 hand out paper in which students fill their guess for each symbol. When completing, the whole class meet to see the correct meaning projected on the board. Students will count the correct answers and the total points, then move to the next level. This game had no award, just verbal motivation and time counting.

b. Use Aboriginal Art symbols and techniques in illustrating their own stories
Three activities were used.

Students meet with popular writers and illustrators so that they have a general idea about a career called book illustration and reflect what they remember with LA teachers.

Writing stories in groups: A story map hand out is given to each group and students work together to brainstorm, align story sequences, and define job for each member. 

Skill learning and practice: students study two Aboriginal Art techniques, dot painting and X-ray and apply learnt skills to illustrate their own stories

c. Create digital story books

Students use Microsoft Photo Story to produce audio stories by importing pictures of each scene and record voice on each page of stories. 

d. On time turn in and teamwork assessment

All above activities require collaboration and good teamwork. Some students were absent or travelled during the project, so the others did help to complete pending works in order to catch up the due date. 

Student's final products

Seven creative stories written and illustrated by 3th graders.

CONCLUSION

Understanding how to unpack, use, apply, and deliver standards is the key to succeed for teachers. It helps teachers to align with school standards, ensure the continuity in learning and teaching, and provide interesting, meaningful, and personal learning activities relevant and necessary to students' future careers.