Teaching Philosophy

Marisa Renee Brown

Assessment informs instruction!

Planning starts with assessment (Understanding by Design & Backwards Planning)
Formative assessments allow teachers to shift instruction according to student needs on daily or weekly basis
Summative assessments also provide information to teachers in order to shift instruction and best practices for subsequent semesters
By encouraging students to self-assess and reflect, teachers can gain better and more accurate feedback on their practices

Who is assessment for?

The students! As mentioned above, assessment is an incredibly useful tool for teachers. However, assessment is ultimately for the students. Assessments should be geared towards students’ needs, interests, and abilities rather than the solely the teacher’s goals.

Why assess?

By better understanding where their work is in relation to state art standards, students can learn and show growth through specified achievements. Assessments should be transparent, understandable, and available to students so they can follow the teacher’s lead to utilize assessment and reflection as a vehicle for growth.
Assessments allow teachers to reflect in order to shift and improve instruction according to students’ needs. This assessment and reflection occurs throughout daily lessons, extended lesson plans, and during longer units of study (semesters).

When do you assess?

During a lesson or in-progress project through formative assessment strategies
After completing a project through summative assessments
Often! Assessment happens in more places than you might think… From pre-assessment, assessing for understanding during lessons, to self-assessments and summative assessments!

Assessment is aligned to state art standards: Comprehend, Create, Reflect, and Transfer!

The Colorado state Visual Art Standards are aligned to and engrained in the art making process. By using these standards, teachers are able to assess and reflect according to a thoughtful and intentional art making process rather than on the mere aesthetics of the final product.
By aligning instruction and assessment to these standards, teachers build a community where innovation, expression, higher level thinking, and reflection are expected and encouraged from art students.

Instruction & Management Statement

Meeting Student Needs

Differentiation allows the instructor to shift instruction according to access and expression in order to meet the needs of individual students. By providing additional resources or adapting the process (like providing additional handouts or modifying steps to a process), teachers can differentiate access for students in the artroom. By adapting the final product or the performance task (like creating a sculpture instead of a painting), teachers can differentiate according to student expression.
Extension for depth and complexity as well as high expectations encourage students to take a growth mindset and continually strive for improvement in their art-making.
Planning for student choice allows students to make artistic decisions (regarding tools, media, subject matter, and/or format) that match their needs, learning styles, and desires.
Response to Intervention strategies support students academically and emotionally by providing ongoing data collection, modifications and accommodations as needed, and a support system of teachers, administration, family, and para-professionals. While the RtI system supports students on IEPs and 504 plans, all individuals are encouraged and expected to self-advocate for their needs. These strategies guide planning, management, and daily instruction in the artroom.

Engaging the Learner

Planning for student choice allows students incorporate their personal interests and pertinent passions which encourages them to engage in the processes and takeownership over their artwork.
Active learning strategies that encourage student participation through multiple learning styles also play a role in engaging students by asking them to get up and move around, collaborate with others, and utilize technology to explore the art world.

Creating a Safe Space

Creating a safe space for students starts by providing an environment that is respectful of student views and opinions. Issues of race, gender, class, and cultural sensitivity and inclusivity inform planning, management, and instruction. A positive and open outlook when approaching these topics can perpetuate these expectations to others.
It is important to well versed in safety protocol surrounding emergency situations, Materials and Safety Data Sheets, in order to create a safe and inclusive environment for students. Making safety expectations clear and available to students is crucial in ensureing classrom safety.

Building Class Community

A class community begins by building relationships and encouraging an environment that is respectful of student needs, opinions, and vision. Modeling this respect and enthusiasm for art provides students with a clear example of expectations.
This class community is continued through collaboration, group reflection, and positive reinforcement. Creativity and collaboration are the cornerstones of art-making and therefore frame the artmaking environment.