How to have content and instructional strategies that meet the needs of diverse students

In my middle school art TAB (Teaching for Artistic Behavior) classroom, I prioritize creating a culturally responsive and inclusive learning environment that acknowledges and addresses various social, political, and cultural contexts.

To achieve this:

Acknowledging Social, Political, and Cultural Contexts:

- Art lessons are designed to incorporate themes and topics that resonate with students' diverse backgrounds and experiences through choice-based artmaking. This may involve exploring artworks from different cultures and time periods, discussing their historical and societal significance, and encouraging students to express their own cultural perspectives through their art.

- Current events and relevant social issues are also integrated into classroom discussions and projects, providing opportunities for students to critically engage with contemporary issues and express their viewpoints through their artistic creations.

Alignment to Language Development Standards:

- Language development standards are addressed through various instructional strategies that support ELL and CLD students following WIDA guidelines. Visual aids, hands-on activities, and opportunities for verbal expression are utilized to accommodate different language proficiency levels.

Language Expectations ELD-SI 4-12 Narrate

·       Share ideas about one’s own and others’ lived experiences and previous learning.

-       Ex: Students explain how their artwork has a meaning that connects to their life or others’ lives through shared experiences.

·       Connect stories with images and representations to add meaning.

-       Ex: Students will add visual details that are influenced by the artwork's conceptual meaning

·       Identify and raise questions about what might be unexplained, missing, or left unsaid.

-       Ex: Students will reflect and discuss with the teacher and each other the meaning behind their piece and what visual elements indicate that. This may be an opportunity for students to explain why they didn’t include something or for someone to offer a critique.

·       Recount and restate ideas to sustain and move the dialogue forward

-       Ex: through the daily check-ins, students set objectives, entry questions, and exit questions students are frequently prompted to reflect on their process both in written and spoken format

·       Create closure, recap, and offer next steps

Ex: Students complete an artist statement where they write their steps, processes, struggles, and successes. They also complete a reflection critique conversation with a partner.

Language Expectations ELD-LA 6-8 Inform Interpretive

·       Identifying and/or summarizing main ideas and their relationship to supporting ideas

-       Students summarize their project process through a written artist statement. They also summarize via writing what they learned when we do artist artifacts and learn about current and past working artists.

·       Analyzing observations and descriptions in textual evidence for key attributes, qualities, characteristics, activities, and behaviors

-       During artist artifacts, students are prompted to read, listen, and watch content that informs them about various artists. They then respond via written and verbal reflection on what they learned and work through challenging questions that are designed to help them think about art in new ways.

·       Evaluating the impact of the author’s keyword choices throughout a text

-       During artifacts, students will sometimes read articles about an artist and connect the ideas and keywords found in those articles to those talked about in class through discussion and guided written questions.

Language Expectations ELD-SI 4-12 Explain Interpretive and Expressive

·       Generating and conveying initial thinking

-       Ex: Students follow a guided planning process where they convey their ideas both in writing and through a conversation with a classmate

·       Following and describing cycles and sequences of steps or procedures and their causes and effects

-       Ex: As students learn the ins and outs of their chosen medium they focus on the repetitive steps and processes in that medium to improve their craftsmanship. When they struggle, they might be verbally asked to explain those steps to work through and problem-solve. We also have cleaning procedures that are followed each day.

·       Comparing changing variables, factors, and circumstances

-       Ex: When learning a new medium, it can be unpredictable. Students will work to identify changing variables based on circumstances, for example, understanding that in our Colorado climate with the cold weather, the clay will dry out more quickly if not properly wrapped.

·       Offering alternatives to extend or deepen awareness of factors contributing to particular outcomes.

-       Ex: through the daily check-ins, students set objectives, entry questions, conversations, and exit questions students are frequently prompted to reflect on their process and changing factors both in written and spoken format

·       Acting on feedback to revise understandings of how or why something is or works in particular ways.

Ex. Throughout the project students will have check-ins and guidance with the teacher and fellow peers where they will reflect and revise their artmaking process.

Differentiated Instructional Strategies for Various Learning Styles and Abilities:

- In an art TAB (Teaching for Artistic Behavior) classroom, differentiation strategies are fundamental for accommodating the diverse needs of students while embracing the principles of student choice, self-direction, and authentic artistic experiences. Within this framework, differentiation takes shape through various avenues.

   - Students are empowered with choice-based learning opportunities, allowing them to select projects, media, and themes that resonate with their interests and abilities. This individualized approach not only fosters autonomy but also ensures that each student can engage with the artistic process in a meaningful and personalized manner.

   - Furthermore, flexible project options are provided to cater to diverse learning preferences and skill levels. While some students may thrive in traditional drawing or painting techniques, others may excel in sculpture, digital art, or mixed media. By offering a range of project options, students can explore and express themselves through mediums that align with their strengths and preferences.

   - Scaffolded instruction and support are integral components of differentiation within a TAB classroom. Students receive tailored guidance and demonstrations based on their skill levels, with beginners benefiting from more structured instruction to build foundational skills, while advanced artists are encouraged to explore complex techniques independently. Additionally, one-on-one check-ins provide opportunities for personalized feedback and support, ensuring that students receive the guidance they need to progress and succeed in their artistic endeavors. Collaborative learning opportunities further enrich the classroom environment, allowing students with diverse backgrounds and abilities to collaborate on projects, share ideas, and learn from one another. This collaborative approach fosters a sense of community and inclusivity, where students feel supported and empowered to express themselves creatively.

   - Assessment in a TAB classroom is flexible and student-centered, focusing on students' creative process, problem-solving skills, and self-reflection rather than traditional grading criteria. This holistic approach to assessment recognizes and values diverse approaches to art-making, providing students with opportunities to showcase their individual strengths and growth. By integrating differentiation strategies within the TAB framework, diverse learners are supported in accessing and engaging with the artistic process in meaningful ways. Students are empowered to explore, experiment, and express themselves authentically while receiving personalized support and guidance that caters to their unique needs and abilities. This student-centered approach promotes inclusivity, fosters creativity, and empowers students to become self-directed artists.