T4W6
It has been a while since I posted on my reflections, and in the past few weeks, I have experienced many different firsts in school - including my first lesson observation, the PSLE marking week, preparing students' artwork for filing into their portfolios, and grading and comments for each student!
This week, we busied ourselves with settling the artworks and graded rubrics for filing in. Lesson time was set aside for the lower primary students to do some final touch-ups to their artwork before filing them into their portfolios. These portfolios would be brought back to their parents for viewing so they can better understand their child's learning progress in school.
The P1s were challenged to use colored markers to create lines and patterns within the various shapes they had drawn in for the background of their leaf animal - including (but not limited to): clouds, trees, grass, water waves, and other land and sea creatures! It was exciting watching students add colors to their leaf animal artwork while discovering the creative designs they could create with simple dots and lines (straight, curved, zigzag). This activity posed challenged the P1s as they had to think outside the box when using colors to create patterns within the shapes, rather than coloring in the colors as they'd usually do. I felt that the addition of an achievable challenge in the art task provided students with the exciting opportunity to explore and apply their prior knowledge (using lines and patterns) in creating something new. Resultantly, students themselves were surprised by what they had created and gained a new sense of pride in their artwork.
This week with the P4s, I tried something I had observed but never done before, which was to delegate leadership roles to students who had completed their work. As I had three P4 classes' worth of sculptures to grade, I had to establish clearly segmented spaces for each class to place their sculptures. The first few students who finished painting their sculptures were shown where their class were to put their artworks to dry. These students were then responsible for ensuring that their classmates place their artworks in the same area and arrange it such that they fit within that space. I was surprised to see students take up the responsibility so readily, and this also allowed me the time and attention to focus on students who were lagging behind!
This week, we busied ourselves with settling the artworks and graded rubrics for filing in. Lesson time was set aside for the lower primary students to do some final touch-ups to their artwork before filing them into their portfolios. These portfolios would be brought back to their parents for viewing so they can better understand their child's learning progress in school.
The P1s were challenged to use colored markers to create lines and patterns within the various shapes they had drawn in for the background of their leaf animal - including (but not limited to): clouds, trees, grass, water waves, and other land and sea creatures! It was exciting watching students add colors to their leaf animal artwork while discovering the creative designs they could create with simple dots and lines (straight, curved, zigzag). This activity posed challenged the P1s as they had to think outside the box when using colors to create patterns within the shapes, rather than coloring in the colors as they'd usually do. I felt that the addition of an achievable challenge in the art task provided students with the exciting opportunity to explore and apply their prior knowledge (using lines and patterns) in creating something new. Resultantly, students themselves were surprised by what they had created and gained a new sense of pride in their artwork.
This week with the P4s, I tried something I had observed but never done before, which was to delegate leadership roles to students who had completed their work. As I had three P4 classes' worth of sculptures to grade, I had to establish clearly segmented spaces for each class to place their sculptures. The first few students who finished painting their sculptures were shown where their class were to put their artworks to dry. These students were then responsible for ensuring that their classmates place their artworks in the same area and arrange it such that they fit within that space. I was surprised to see students take up the responsibility so readily, and this also allowed me the time and attention to focus on students who were lagging behind!
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