Current Issue Back Issues Cards
Issue 11, Spring 2014
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Education, Expanded,
   Cameron Ishee
Students as Experts in Professional Development,
   Ben Krueger
A Humbling Lesson in Listening,
   Ashley DeGrano
Teaching, Learning, and Relationships,
   Student Panel
A Reel-y Authentic Project,
   Daisy Sharrock & Elizabeth Perry
Growth Through Reflection,
   Georgia Hall
Making Critique Work,
   Briony Chown
Permission to Wonder: Using Art to Deepen Learning,
   Philip Yenawine
What Does it Mean to Think Like a Teacher?,
   Cindy Meyer Sabik

1: Building a Better Athlete
2: Airwaves of Identity
3: #Hashtag Film Project
4: Understanding Habits of Heart and Mind through Our Community
5: Jambox Project
6: LEGO Carnival
7: What’s the Story – an Art Project
8: Raptors for Rodents
9: Re-inventing Romeo and Juliet
10: In Sickness and In Health
11: Water We Doing?
12: Creating Ripples with Underwater Robots
13: A Picture is Worth 1000 Words

What’s the Story – an Art Project

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This project was designed to develop children’s painting and drawing skills as well as critiquing and redrafting skills. We started with a visit to the National Gallery in London and looking at a variety of artworks. We then explored how to use colours and textures when painting. The children read a story called Beegu and created an artwork using different colours and textures to represent the feelings in the story.

Teacher Reflection
As a new school and new in my role as Project-Based Learning leader this project was a chance to really develop the children’s core skills of critiquing and redrafting. We felt it was important to begin our project with discussions and questions about various artworks so children could explore what they liked about art and how to talk about a work of art. This was a crucial stage as it allowed them to develop reasons for their own choices in their work. Our main dilemma was how to get children so young to produce something beautiful and thoughtful and we hoped this would come through critiquing and redrafting. We taught the children the three rules of critique, which they found easy to recall and put into practise. It was great watching the children feedback their ideas to each other and improve their work from that feedback with each draft. The final products were beautiful and each child could explain their choices and reasoning behind their artwork.

Student Reflection
I enjoyed going to the art gallery because when I looked at the paintings they were better than mine. The feelings I chose from Beegu was when she was tired with the puppies—I liked that part. I used green and blue splats in my first draft because they were confused colours. On my second draft I didn’t do the same. I filled all of the gaps—that’s what my partner wrote. I agreed with my partner and was interested in what she said. She helped me do it neater on my third draft because my second draft is not as neat. I didn’t mind the critiquing. I’ve learnt how to paint more carefully. —Noah (age five)