Pre-Test Jaywalking Art for Assessing Student Knowledge of the Arts

VTS Lesson Plan “Jaywalking Art”  Pretest and assessment rubric.

To download assessment rubric and the Visual Arts Pretest, click on this text or the text within the title and follow hyperlinks.

Subject: VTS Pre-Test of Arts History and General Acquired Knowledge

Grade Level: 10th through 12th, Adaptable to Higher Grades.

Key Concepts and Goals: This pretest evaluation is for the instructor of a “General Arts” classroom to assess basic knowledge of the arts of each student. This test is also a tool for planning and structuring teaching strategies through the VTS process.

Objectives:  After watching the “Jaywalking Art” video at the beginning of this class, a pretest assessment given by the instructor should make available to you the following. The instructor and students will be able to assess in generalized terms the amount visual art information that has not been retained by the students’ from or during their general education or liberal arts educational experience. All of the visual arts data within this video “will” be covered during the course of the semester. Although this video is humorous, the main idea is to illustrate the vast void of information that the first year art student forgets from the time they leave their secondary educational environment. You will see that Mr. Leno is asking members of the public basic general art questions that may seem common knowledge for most, but we find out through watching the video, this is not always true.

VTS Pre-test Goals: Initially, before watching the video have all of your students take the pre-test. The test is in a “word format” provided to you on the left side of the video screen once you access the hyperlink. Then, after watching the video, and after you have given the video time to digest, asks questions of your students that pertain to the video. Try and have your students provide honest feedback of what they thought they knew, or didn’t know concerning questions that related to the video. Collect the pretests and score them accordingly using a standard means assessment rubric. 10-9 questions A. 8-7 questions B, etc. Now you have an average assessment of the average student population within your class in reference to visual arts data they have forgotten since high school. The first year general education art students via the mean (average) score within an age group set to 10 questions, and the standard deviation (SD) to 4. Sometime before the semester’s end or during the midterm, give a similar test or pop quiz of the same comparable information, and you will be able to compare for yourself the results. The video is approximately five minutes and one second in length. Review and grade the answers and find out for yourself the average score of your class.

To score your class results or to see how you hold up after watching this video, please download the pre-test and answer sheet data rubric provided. Not only is it fun, but you may also learn something.

Adaptations (For Students With Learning Disabilities): Assess the level of disability, sit near students who need additional assistance, Provide larger, easily manageable tables or chairs for students who have difficulty with fine motor skills. Use facilitator if available.


Summary Assessment follow ups to pre-testing. Mr. Leno is using a series of lead one questions that is commonly used within the VTS strategies of artistic thinking. How you structure your lead on questions that relate specifically to the images within this Pre-test is the key, and these same images from the video can and usually do run concurrent with most curriculums and teaching strategies. This VTS approach maybe humorous, but it does introduce you and the student to a method of open-ended discussions, which if properly facilitated can allow for a much more diverse opinion and debate (Housen & Yenawine, 2011).  Learning to think and communicate through the arts encourages the finding of stories and or activities which is a method of playing into the natural tendencies of the beginning or more advanced viewers (see VTS Research and Theory pp. 14-17). For high school and Freshman level college prep or traditional classes this is just another unique approach to the pre-testing process of linking thought, question awareness, and the development of connections to other classes. This is simply a humorous way at arriving to the same end.  The class size for this particular session is twenty-five. This particular pre-test is given out during the first day of class. See summary reporting, end of semester reporting for the means adjusted of questions and images 1 through 10 can be viewed within scoring rubric answer sheet.

Reference:

Yenawine, Philip (2011). VTS Visual Thinking Strategies. Jumpstarting
     Visual Literacy: Thoughts on Image Selection. Visual Understanding
      in Education. VEU, Brooklyn, NY 

http://essexgarner.com/Jaywalking%20Art.htm

Video the Royal Family (Akhenaten) at Tel-Amarna VTS

This video is 18:28 in length. Use Windows Media Player. Click on text above or this link to play this VTS session.

 

VTS Assyrian Figure at Lincoln University.wmv

Click on title above to activate video

     This VTS was of course different from the initial ones, versus the little groups with my daughters and their guests. My Introduction to Art class at Lincoln University consists of more than twenty students. So the personable connections that I have made with my family are nothing like the ones I make with these classes. Most all of the intro students seemed enthusiastic about this VTS session, and now that we have completed this one, most are looking forward to more, and many of them are almost expecting it. I was afraid that the Assyrian figurine might be provocative for my groups at home, but not with this class because of the age difference. The dilemma of introducing cross-cultural artifacts into the discussion versus the little groups with my daughters also becomes a non-issue. Although I thought it proper to receive an OK from the Fine Arts department at Lincoln University first before producing this video. Dr. Don Govang Chair of the Department of Visual and Performing Arts informed me that as long as the video was for educational purposes, it was fine.

What did the students notice about the art?

     Most of the group picked up on the points that this was some type of ceremonial figurine or something in relationship to a religious type of idol. There were a couple questions about the figure’s origin and medium that came up during this discussion. There was a similar connection that my larger class made that my smaller group at home paralleled with, and that was the Egyptian geographical and stylized connections. Although I know we have been covering the Paleolithic through Mesolithic Stone Age periods in my Intro class, it’s partly impossible to cover every minute aspect, but this figurine became an interesting motif. They understood that this figurine had some sort of meaning, either within a religious or ceremonial context. The students interactions during this VTS session was nothing unusual, and I was pleasantly surprised at how many of them kept digging for data, which brings me directly to my next observation.

     You can scarcely pick up on or hear this observation during the video, but a number of students complained to their classmates that it was evident that only a few people were taking part in the discussions. They were correct, because this class (besides the three late comers, you can hear the door slamming a view times) consists on a daily average of twenty plus students. Although, during the VTS there were only five or six "active" participants that either had inquiry or was lead into query. Two of my students put their classmates on notice that they need to start asking questions, especially since it appears that we will be doing another one of these in the near future. Even the gentleman who was operating the camera appear interested in doing another video, although we unquestionably need to work on some lighting issues.

     My facilitating and practice sessions are improving and I was comfortable with this class because I have been interacting with them now for a few weeks. Getting out of the way and letting the discussion take its natural course is something that I still have to work on, but looking at the video I do see some improvements versus our last session at the museum. Some of the students commented on this, and I believe I reverted to my less didactic demeanor myself. Now there was a learning moment if I have ever had one.

     Were there any surprises? Yes, this session went better than I expected, although in retrospect, I’m not really sure what I expected. It appears that these students made the cross connection that art crosses over into our lives not only through paintings and drawings, but it also makes social and religious statements within the instrumentalist method of judging art. Although I was worried about some of the young adults’ vocabularies that I hear my students use. I was hoping that none of that would find its way into the audio section of this or any VTS. That was not a problem, nor do I think it will ever be a problem in the future. One of my students in this class, I had when I was student teaching at Saint Joseph Elementary School over seven years ago. Let’s not forget; unlike the high school arena, the average age of these students’ is eighteen or twenty. Many of them are fresh out of high school with some of their colorful metaphors still in tact; well I think you get the picture, enough said about that.

Open Invite to my Next Exhibition "In My Father's House & Chalk Art

I would like to extend an open invitation for everyone to my next art exhibition and public works. Especially for any of you in the Visual Thinking Strategies course, I hope that some of you can make it out for my exhibit "In My Father’s House" on any of these dates. I will be doing my chalk art thing downtown Jefferson City, Missouri on September 10, 2011, and I have always wanted to do an instructional video of the process. It may be possible for me to tie that into this class. Here are some of the videos, and lesson links if anyone of you are interested in coming out or filming on that particular weekend. It's somewhat hard to film myself, trust me. All the Impressionist images have my attention within the VTSs.


http://www.essexgarner.com/PlayThatSongRayCharleswww.essexgarner.wmv,
http://www.essexgarner.com/chalkart2010essexgarner.htm,
http://www.essexgarner.com/chalkart2009essexgarner.htm,
http://www.essexgarner.com/chalkart2008essexgarner.htm,
http://www.youtube.com/watch?v=YLv1Q97evB0,
http://www.essexgarner.com/chalkart2007.htm,
http://www.essexgarner.com/Art%20Lesson%20Plans.htm

Dream Vacation

I do not think that going to Disney is a dream vacation at this point, but a prerequisite.

WMD’s” (Wireless Mobile Devices)

     At first glance, the chapter Rewired by Dr. Rosen made me cringe. I have always associated WMDs with nuclear inspectors, and military operations. Normally, this acronym over the course of my life has been associated with Weapons of Mass Destruction. If you were like many of my friends during the pre-Iraq war who sat around waiting for nuclear inspectors in Iraq to find WMDs, you might think the same. Since I am clear he is talking about Wireless Mobile Devices, I feel a better. I do not feel comfortable with this issue of cell phones in the classroom. In classes that I have taught, all cells must be turned off. This makes me a traditional Pragmatist right, well that is fine by me. I understand that our children are up to their ears in technology and it dominates every part of their lives, at least that statement is true for my two daughters. As educators, we must incorporate these new media applications and teaching approaches accordingly, but let us not become too enamored with the technology itself. Those media savvy students Dr. Rosen speaks of are smarter than we give them credit for, but this analogy of their creativity being marginalized does not pass my litmus test. Nothing beats a good old fashion book, not Nook in my opinion. Here the Kindle readers vs. Nook readers vs. iPad stockholders will cry foul. Being media savvy does not mean technical proficiency or competency. In some cases, this may equate to diminished problem solving and researching skills. If these prodigies are so smart, then they should not have a problem researching and creating data the old fashion way. In the real world leaders or managers, may not always have savvy technicians at their disposal during a decision-making processes, then what? This is what happens when orders cannot be placed over the telephone or Internet when the system is down. You know, those telephone calls were the clerk is no help to you, and tells you to call back when the computer is working.

     Are we teaching the necessary skills for our students to ask the most important questions, and that is the "why" of the critical thinking process? That is the WMD "Why Meanings Deferred" that is what I see as the real problem. Think of it this way. If all the information you need is at your fingertips, and is being provided by some cellular networking system, then instant answers and not research becomes more important. Here the biggest "WMD" of them all "the brain" is not being utilized to its fullest potential. Our children’s cognitive researching abilities are systematically being relinquished to computerized algorithms and leaving out the why in query all together. When people research for themselves they are developing thinking and reasoning skills, and are honing their ability to think and operate in an abstract and tactile environment. That bored under challenged Tween is more likely Goggling answers without understanding the how and why the query is even important. This is what troubles me concerning this proposed and sometimes implemented teaching methodology. Most of the classrooms I have visited in wealthier and poorer districts are already rewired to accommodate iPods, smartphone, smartboard technology, etc. Let us not relinquish the learning process over to cheap cold and non-intrapersonal technology.

     My philosophy is changing more along these lines, especially as I get older. Teaching students to become a good fisherman outweighs buying them expensive fishing poles with all the latest gadgetry available, and they do not know how to fish. I truly admire and appreciate this iGeneration’s unique perspectives in creativity, multimedia, and all of their multitasking abilities. I do subscribe to the tenets that many of these students are good content creators, but they do thrive on social interactions. Teachers should and are making strides to communicate better and connect the learning process in both the students real and screen lives. Although, giving a student a task and setting them free to complete it on their own and at their own pace is something Essex can't agree with. Another underlying fact about some of these educational anomalies is many students in rewired classrooms have more technical expertise than the instructors, which opens up a whole new can of worms for this discussion. I hope we are not becoming so dependent on technology in the classroom to advance a few that we relinquish good teaching methods that does not accommodate the many.

     Before I retired from the Army, I had to attend the Army’s Advance Course for senior leaders at the Aberdeen Proving Grounds in Maryland, and the hardest test I ever took was the Sergeants Major Examination there at the academy. Anyone who has ever had the privilege of taking this test will remember it well because you only get 5 hours to complete it, and believe me, you need all 5 hours. I did not understand the true rigor behind this test until I was placed in leadership positions, and was forced to find answers for myself. The test forces you to research and find technical, medical, ethical, and logistical answer for your soldiers needs "on your own." I learned the hard way in this test that a good leader understands why, where, and how to get the right answers to difficult questions by using good researching techniques, and especially in moments of crisis. The only things you have at your disposal is a desk, your answer sheet, and approximately sixty or seventy different, medical, technical, logistical, and operational manuals. Of course, a clock constantly reminding you of how much time you do not have. The answer sheet at first looks simple because there were only fifty questions, but every question relied on at least two books, a regulation or combination of both for a correct answer. Never did one book have the only answer, and the clock went Tick-Tock. If you passed the test, you passed the course and your future in the Army and your next promotion to 1^st Sergeant or Sergeant Major was secure. If you failed the test, the last five months you spent training to get there was mute, your military opportunities, and for the better part your career was over. I passed the exam, went on to get married, had kids and retire some years later; but I never forgot the  real reason behind the Sergeants Majors Exam. That test taught me that especially in moments of crises, being technically savvy is not a good answer to real questions. Also being technical savvy does not equate to good leadership, it may look good with all of its bells and whistles, but being able to provide your people (students) with good and sound training or information is the real key. What got me through that test and the Advance Course itself were good and formidable research techniques? I am sure the Advance Course has adapted new technical gadgetry sense I was there at the "Proving Grounds." The modern Army must keep abreast with technology. Although, I’m willing to bet those seventy or so manuals is still on the table awaiting the next test taker, with no mobile devices or electronic aids to prove how smart you are.

References:

Rosen, L. (2010). Rewired: Understanding the net generation and how they learn. New York, NY: Palgrave Macmillan.

Three Wishes, Oil, 2011

http://www.essexgarner.com/

Life (Watercolor) 2008

Do something constructive for Black History Month

Waiting for the World to Change (Watercolor) 2010

Words to paint by (Watercolor) 2009

If you really want to hear God laugh, tell him about all of your plans; He really does have a wonderful sense of humor. It is not where and how you start in life than counts, but how and where you finish. " Dreams; paint at the beginning of yours.

Sister Act (Watercolor) 2011