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When I begin a unit I start by going over the vocabulary with students. Often times, the vocabulary is related to specific skill or technique. In these cases, I will demonstrate the technique/skill using the vocabulary. I use the vocabulary daily when talking with them individually and as a class so as to model the correct way to use it. I also provide students with a vocabulary sheet to reference when working. When students are making art they easily understand the vocabulary. If tell them to “score” their clay they know what I am asking them to do. The problem that arises is when I ask them to discuss their work in the reflection. They currently cannot transfer the knowledge of the vocabulary from art making to art reflection. One reason I feel they have trouble with this is because they do not get enough practice talking about their finished work. They can talk about what they are making when they are making it but when it is finished they struggle using the art terms to discuss their final product.
I want my student to develop a deeper understanding of art vocabulary and so they are able to transfer the knowledge of this vocabulary across contexts. Rght now, when I ask students to reflect on their work they write things like, “I made a coil pot.” They do not push past the more obvious observations and utilize the language of art when discussing their artwork.
An example of what I would like to see in a student's reflection might look like (vocabulary words underlined):
“I used the coil building technique to create this vase. I rolled out coils and wrapped them around. I slipped and scored between the coils to make sure the coils stayed together and will not fall apart. When clay is wet the coils will stick together on their own. But when clay dries it looses moisture so it important to slip and score to hold the coils together. You can tell I slipped and scored because my work did not crack or break during the firing in the kiln. I tried to smooth the outside coils out but you can still see the curve of some of them. I like that because you can tell that I made it by hand. I painted my vase in the style of Picasso face vases. The form of the vase helped me decide how to paint my vase. I used the handle to create a nose and the opening of the vase as the mouth.”
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I want my student to develop a deeper understanding of art vocabulary and so they are able to transfer the knowledge of this vocabulary across contexts. Rght now, when I ask students to reflect on their work they write things like, “I made a coil pot.” They do not push past the more obvious observations and utilize the language of art when discussing their artwork.
An example of what I would like to see in a student's reflection might look like (vocabulary words underlined):
“I used the coil building technique to create this vase. I rolled out coils and wrapped them around. I slipped and scored between the coils to make sure the coils stayed together and will not fall apart. When clay is wet the coils will stick together on their own. But when clay dries it looses moisture so it important to slip and score to hold the coils together. You can tell I slipped and scored because my work did not crack or break during the firing in the kiln. I tried to smooth the outside coils out but you can still see the curve of some of them. I like that because you can tell that I made it by hand. I painted my vase in the style of Picasso face vases. The form of the vase helped me decide how to paint my vase. I used the handle to create a nose and the opening of the vase as the mouth.”
NEXT PAGE