How does writing about art help students in the assessment process?

When I was teaching at the elementary level our vertical team determined we needed to teach our students how to write artist's statements. As a secondary teacher I find it critically important to be able to talk about the work on more than a superficial level. Reading artists statements and then looking at the artist's work gives students a glimpse into the process of how the artist thinks and then ultimately solves a problem. How do you go about teaching students to write an artist's statement?

In our vertical team we talked about getting students to discuss the elements and principles first at the elementary grades. What did they learn about when they were doing the project? Were they exploring color or line or movement? What did they learn about how to use the elements and principles? The simple statements then led to having them talk about how their work made them feel and how they used those ideas to convey an emotion or feeling or idea? What were they trying to say to the viewer? By starting off with the idea of what they did, followed by how they did it, and then what they were feeling, students began to associate with the idea that there was more to art than just making it. They began to realize that the viewer took in their information and were moved or not by what they saw. So now looking at art, they began to look beyond whether they liked it or not and look for what meaning it had for them.

In secondary I found it difficult starting out to get students to talk about why they chose that image, those colors or that composition.More often they would see IDK or I just did. When prodded further to ask so why did you take a picture of that trashcan, you could get them to zero in on what attracted their attention. Further prodding might even reveal why they wanted that picture, what moved them. But as the vertical team started working and as we collectively started using the critical method in all critiques in all classes at our high school, things began to change. Getting students to go beyond the gut response of I like it or thats awesome to reflect on what they really get out of the work can be challenging.

For my AP classes, I learned a trick from my Art Institute interns, Lea Riggs and Shane Jezowski, about critiques. We pair up students and they interview each other about their work. They learn to look at the work through the creators eyes. Then they are responsible for presenting their partners viewpoint and artwork to the class. I have them write in their journals while they are interviewing so they have notes to reflect upon. Its a great way for students to begin to delve into the process and the thinking behind the creating. After critiques, students write an artists statement about their work in their journal which is turned in with their final piece. I find after the critiques that the artists statements are richer and more meaningful.

As the outside world learns more about the importance of art, having students with these reflective skills is critical to our survival. Our classes are more than creating beauty but require creativity, collaboration, critical thinking and communication. WE are essential to education and we must be diligent in conveying that message to administrators. When students work is on display I provide a learning statement about my teaching and students write learning statements about their work. As administrators cruise our halls the start to see what we are doing but more importantly what our students are learning.

Assessment in art is critical to our survival. What are you doing to help administrators understand what is happening in your classroom?

-Rosie Riordan