Greg’s Blog

So now I’m thinking more generally about how to develop critical analysis amongst my IB Artists:

Written criticism of other artists’ work - even the basics of adequately describing works when they encounter them can be difficult for many. Students who can demonstrate a clear understanding of (for example) the fleshy allusions of Freud’s use of Cremnitz white, orally and in their own paintings struggle to get their ideas down in writing and thus lose valuable marks.

Critiquing their own work and that of their peers: students often get their best ideas from exploring each others work. Critically appraising the studio projects & Research Workbooks of their peers allows them to practice analysing strengths and areas for development. It also helps to prepare them for their end of course interviews with the external examiner.

These things all happen in my classroom now – but probably in too haphazard a fashion and with insufficient weight given to their importance in terms of each individual student’s development. On a more mundane level: not all of the examiners in the elaborate moderation structure that has sprung up around IB Art will ever see the actual work of my students or discuss their ideas and understanding with them directly. Consequently, the written evidence of each candidates’ critical investigations has a pronounced significance for their final grade and has to be highly apparent in every page of their RWBs.

Pages From My IB Artists’ Research Workbooks

Hmmm - I think that I have completely changed my mind about my Action Research starting point:

My Initial idea was to investigate digital media in the Art & Design classroom, either in terms of expanding its use with my own students or developing basic training modules to give my colleagues more confidence when tackling projects with a high IT focus.

However, after some reflection (including the ethical aspects of referring to the progress of colleagues within a small department) I have decided to have a look at another problematic issue within my classroom:

‘How can I enable and encourage my IB Visual Arts students to make more effective use of peer to peer critique sessions?’ (or something like that)

Any feedback would be greatly appreciated.

(I’m hoping that Graeme in particular will regard this as a ‘good choice’!)

Room 13

I’ve already shared this with a few people - but this is really cool:

VIDEO

A day for some big thinking and tiny word limits.

Succinct is not my middle name - this is going to be tough!