Formative+Assessment+Fine+Arts

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toc =__1.0 Formative Assessment__=

1.1 Definition :
A diagnostic way to approach assessment it that it concentrates on benefitting both teachers and students assess improvement over the course of instruction. This is not to be confused with summative assessment, where progress is measured by direct testing and recorded grades. (1)

1.2 Why is formative assessment beneficial

 * Both useful for students and teachers
 * Teaching for learning, learning for teaching
 * Alleviates stress and anxiety of tests
 * Feed back from peers and teacher
 * Visual, hands on
 * Builds positive relationships
 * Removes unnecessary competition
 * Genuine effort not compromised just for success or fear of failure-eliminates gap
 * Encourages creativity
 * Growth of students

1.3 Struggles with using formative assessment

 * Making judgement about a creative project
 * Discouraging students
 * How do we respond when a student experience difficulty learning
 * How will we know what and when a student has learned
 * Time constraints
 * Focusing on something that is completely counter productive
 * The importance of the fine arts in society
 * Everyday life can be directly related to the fine arts in some shape or form
 * How many people listen to music, how many people watch tv or movies, how many people live in a house, wear clothes, or see an advertisement in everyday life

=__**2.0 Fine Arts**__= //**Fine Arts in the school system can be broken down into three components,**// //**each with their own unique opportunities for formative**// //**assessment.**// //**Three components which are included;**// //**visual arts, music, and drama**//


 * 2.1 Visual Art**


 * The Art classroom has always been a subject of debate due to its touchy nature. How does someone mark art? There are many teachers who wished assessment of the visual arts was not a requirement of their public school board, but unfortunately in most cases it is. So how does a teacher evaluate each student fairly, and how can they help the students achieve the end goal, without ever truly knowing what the end goal is? Some would even argue that granting a student a perfect score on an art project meant that you could judge what is perceived to be perfect, making a perfect score impossible to achieve. **


 * One must first consider that not all students are naturally talented in their ability to render in traditional media, which is most typically the focus in the public school systems art programs. Pushing the envelope on technical drawing skills in many cases will discourage students from further pursuing their personal goals, or art in general. How then does a teacher encourage a student to continue to desire to learn specific skills, while not pushing to perform? The answer is always and always will up for debate, however the removal of graded assessments might be the key. **


 * In theory, students will no longer feel the pressure to perform, as the repercussions on their grades will be non existent. At the same time, it could be argued that the students drive could be disappear as there is no end reward, being the good grade. Therefore, a balance must be found between no grades, and reward. The reward of course, is achievement without fear of failure. **

**2.1.1 Activities:**
Some examples of art classroom exercises that use formative assessment:

1) Have students arrange one on one appointments with you if they like, where the student brings in a few pieces of choice from their semester, you may also want to allow the students to bring in ideas from other classes that they wish to integrate. This will not only be an opportunity for students to gain one to one instruction if they so desire, but also an opportunity to help put things into perspective. Go through their projects and ideas and give them your feedback. Any concerns they have with the program may be addressed, and if the teacher feels it will be beneficial, special projects can be tailored to the student at this time.

2) **Critique**. At the end of a drawing session, whether it be a session of still life or figure drawing, have each student place their best drawing on the wall, with the rest of the students drawings. Don’t have the students put their names on their pieces. Then go through some of the drawings pointing out weak and strong points, and be sure to use examples for the greater good.

Do note, that even though formative assessment tactics and activities can be applied, most schools still do require some form of factual assessment. Most, but not all. Some private schools have no grade policies, however students are still assessed through portfolio’s they have made. Though the students won't have to do the standard State assessment, they will still be subject to the national standard testing. “The benefit to that is, not only will we not hold a child back, we'll give them the opportunity and the tools they need to grasp each concept before they move on.� - Debra Betz, Educational Facilitator of Compass Rose Academy (2).

More information about Compass Rose Academy can be found on their website: []

**2.2 Music**
**Music pertains to vocal practice, the study of any instrument, production or composition, or any combination of these that might make up a band. These can be learned and practiced at any grade/age level, and is a form of expressing thoughts or feelings. Music is generally an exciting and relaxing part of anyone's day and to not have it is unimaginable. Some of the richest, most successful people in the world are in the music industry. So why would there not be lessons and opportunities for learning music in the schools?** **Some schools do have music options, but testing and assessing the work is another story. Grades in this are not given based on how long or how well a not was played. Not everyone has extreme music talent. However, music is about expression and creativity. Students should be assessed based on participation, quality effort, personality and identity. The students will naturally be their own best critics.**

**The process and growth of music is one of the strongest components. Students will not remember or learn from being tested on note identification or reading. Music focuses less on knowledge and more on ability. The purpose of formative assessment in music is for both the student and the teacher to be able to identify growth in the students abilities. Therefore, the student should know what they value, set goals for themselves, push themselves to do their best, make changes where necessary, and reflect on their growth and development. Some of the learning experiences and practice will naturally come through auditions, rehearsals and productions or competitions.**

**It is important to note that in the Elementary curriculum, the attitudes from the students KSA's are not detailed in lists. The only attitude that is required by the students is the enjoyment of music. Without enjoyment, all the other values of music is lost and it inhibits creativity and expression. Formative assessment within music is imperative to allow students to do what they love without the pressures of summative assessment. The removal of stress and focus on knowledge will allow students to flourish in music and concentrate on creating and enjoying.**

**2.2.1 Learning activity:**
Have students form small groups and work together (over a few classes) to write a short, meaningful song. Then get them to decide on all of the musical components they want to incorporate to produce (play) the song. Make sure to include some variety, ex. one or two vocalists, a guitar player, a keyboard player, etc. Give the students time to compose the music with the song and give them lots of time to practice and make modifications. Then allow each group to perform their song to the rest of the class. Finally, let the students share what they liked or what they think could be improved with other groups songs, and reflect the same on their own performance and the growth process they went through. *The practice, sharing comment,s and self-reflections are all part of the learning process and are forms of formative assessment.

**2.3 Drama[[image:classroom-assessment-theory-into-practice/drama_2.jpg align="right"]]**

 * Drama is an individual expression of a persons abilities cannot be tested generically in the way which core subjects are. Drama classes can boost confidence by giving children the opportunity to feel comfortable in front of their peers. Not only does drama help with confidence but also communication. Drama teaches children to look the people they are talking to in the eye and speak with a steady and even voice. So, I ask the question how you measure the gain of confidence. Furthermore, if a child does not gain the confidence you expected how do give them a mark which in turn could shatter their confidence more than benefit the student. **


 * The basis of drama is being creative, as Christopher Lowell said, "where there is fear this is no creativity". Drama provides the circumstance for students to experience creativity in its truest form. It allows students to banish the fear of standing in front of people, or to develop an idea they have had into an art form. Students can express themselves without being shameful. This ever-so-important trait of being creative is one that cannot be marked or judged rather it should be amplified and supported. **
 * In the Alberta Program of Studies requires three goals to be met in a drama program **
 * **To Aquire knowledge of self and others through participation and reflection of dramatic experience **
 * **To develop competency in commmunication skills through participation and exploration of various dramatic disciplines **
 * **To develop an appreciation from drama and theatre as a process and art form. **

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**2.3.1 Activity**
**This activity could be used at the beginning of the term and near the end. It is to assess improvement and growth throughout the year or term.** This activity will verify what students have gained over the course of the year, plus have a keepsake to remind them what they were able to do in only one term, an exciting and encouraging confidence booster.
 * Create or find a script with 4 to 5 characters. Split the class into groups and allow them to be creative with the script. Each group is to practice and develop the script in one class time.
 * Ask students from other classes to video tape each group once they have developed the script fully.
 * Finally watch the performances of these students as a group. With each video fellow classmates are to watch and make three comments, two positives and two improvements that could be made.
 * <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive;">At the end of the term do the same activity with a different script. Take the time to watch the original videos and then the most recent ones. This time however tape a piece of paper to each students back.
 * <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive;">On that piece paper classmates must write one way in which that student improved or a trait they developed over the course of year.

= = = = = = =3.0 According to Dr. Ken Robinson=


 * Dr. (Sir) Ken Robinson is best known for being a world leader in the concepts of creativity and innovation. A good portion of his research and work is based on education. Dr. Robinson is no stranger to education, as he was an education professor at the University of Warick in the United Kingdom. This makes his statements and concepts valuable to teachers and governments in hundreds of countries. **


 * As Dr. Robinson states, "I have an extraordinary interest in education and so should you". He brings to life the issues of a century old school system which was developed at a time of industrialization. This system created the hierarchy of what we now call core subjects, the humanities, and finally the arts which were all evaluated summatively. It was created this way so people got the information they needed to get jobs (back then the arts did not get you a job). That is no longer the case. Developing the fine arts and using formative assessment in order to encourage creativity should now be held in a higher respect. However, the fine arts still remain at the bottom of the educational hierarchy. **

<range type="comment" id="325933">‍‍‍<range type="comment" id="664357">‍‍‍<range type="comment" id="309448">‍‍‍media type="youtube" key="zDZFcDGpL4U" width="341" height="286" ‍‍‍ ‍‍‍ ‍‍‍ Ken Robinson's speech at RSA, in animated form =media type="youtube" key="iG9CE55wbtY" height="250" width="336" align="left"= = = = = = = = = = = = = = = = =

Ken Robinson's speech on 'Do school's kill creativity', at TED talks.

For More Information go to: [] = = = = = =

=**4.0 CHECK IT OUT - Extra links regarding Formative Assessment:**=



[] More information about the Tibet football team: []
 * Although outside of the fine arts, Kaospilots (Aarhus, Denmark) is an example of a post secondary institution which uses formative assessment.** The Kaospilot program //does not use grades.// Their focus is on //Entrepenuership, leadership, and global and street issues//. Third year student Michael Nybrandt organized a Tibetan national football team, the first ever, in history. Despite strong pressure from the Chinese government to the Danish government to not host the match in fear of signs of national unity, Micheal and the Danish Government did it anyways. This was Michael's final, self made exam.

=5.0 Summary=
 * <span style="color: #008000; font-family: Tahoma,Geneva,sans-serif;">Formative assessment and the fine arts curriculum are very complimentary to one another. The purpose of the Fine Arts is to create, express and evolve within the student’s artistic experience. Whether it is visual arts, music, or the dramatic arts, student involvement and meaningful activities are the most effective goals for formative assessment. Although formative assessment is a daunting task for some educators, the benefits outweigh the potential struggles of a summative assessment system. **

=**6.0 References:**=

1) [] 2) [] 3) Music pictutre-yogainmyschool.com 4) drama picture-highlandbaptist.ca 5) fine arts picture-advocatesforthearts.org