The FLEX Teacher's Edition

TEACHER’S EDITION

FLEX Overview

1 Collections 2 Lesson Plans 3 Resources 4 Vocabulary Lists and Art Glossary Terms 5 Videos 6 Artist Bios 7 Assessments 8 My Standards 9 My Classes 10 Scope and Sequences 11 Rubrics

Additional Implementation Resources

14 10 Ways to Modify FLEX Lessons 15 15 Ways to Use FLEX Resources 16 11 Ways to Use FLEX Videos 17 12 Ways to Use Artist Bios 18 10 Ways to Use FLEX Assessments 19 How to Use FLEX Assessments 23 How FLEX Supports Cross-Curricular Connections 24 How FLEX Supports Cultural and Emotional Competency 25 Three Ways to Use FLEX in Advanced Placement Art 26 Seven Ways to Support English Language Learners With FLEX 27 Three Ideas for Adapting FLEX For Early Childhood Learners 28 Four Ways Art Teachers Use FLEX Curriculum 29 Organizing Your Art Classroom (or Art Cart)

Content related to a theme

Filters: Use filters to easily find content that meets your student’s needs and interests.

Collection Content: See how many lessons, resources, videos, and assessments are in each Collection. Use the whole Artwork Thumbnails: See the image Collection or select example for each lesson in a collection to what you need. get an idea of the final artwork.

All the components necessary to understand the elements of a lesson are listed in an easy to read format. Not only are they viewable on the platform, but they are also available in a downloadable PDF format.

Description: Provides a few sentence overview of what students will learn and Artwork Thumbnail: do within the lesson. Example image of a completed artwork in the lesson. Steps and Images: Easy to follow lessons steps in writing and pictures. Teachers can use these Level, Area of Study, to guide their instruction or share with students and Collection: Each for additional support. item is clickable, making it easy to Estimated Time: An see and explore how approximate time table lessons connect for lesson completion. to other areas and collections. Use these options as a way to extend and differentiate learning. Supplies and Materials: Recommended supplies and materials. Teachers can choose to Lesson Objectives: substitute or adjust as These objectives needed. clearly state what students will be doing.

Standards: Find the Teaching Strategies: standards that best Provides teachers align with the lesson. with an easy to follow Click on the standard list of strategies to to easily discover implement while content aligned with teaching the lesson. that standard.

Resources are linked and recommended within Collections and lessons. Use the filters to find and select additional resources to meet your students’ interests and needs.

Filters: Use the filters to refine and narrow your search.

Type: Indicates if this is a reference, worksheet, anchor chart, artist bio, list, or assessment.

Resource Type: Indicates if this is a reference, worksheet, anchor chart, artist bio, list, or assessment.

Area of Study: Resources that help align content and curriculum.

Aligned Collections: Resources that are aligned to one or many collections. Share: Share Add to My Classes: Download PDF: resources via a Add resources to Download the PDF link with other previously curated to print, copy, or FLEX users. content. (See more share on an LMS. in My Classes).

Vocabulary lists and glossary terms are linked and recommended resources within Collections and lessons. Use the filters to find and select additional lists to meet your students’ interests and needs.

Filters: Use the filters to determine the Search: In the search bar type of resource and select ‘Lists.’ type ‘vocabulary’ to then see only the vocabulary lists and glossaries.

Videos are linked and recommended within Collections and lessons. Use the filters to discover the perfect video to inspire your students as an introduction to a lesson or to provide as an extension.

Full Screen: Allows for full screen viewing.

Areas of Study: Clickable Closed Captioning: Volume: Adjusts the Settings: Adjusts areas of study to make it fast Allows for closed- volume. Your device’s the speed and and easy to find additional captioning so volume will also need video quality. resources and lessons related content can be more to be utilized. to your selected video. accessible.

Artist bios are linked and recommended within the Collections and lessons. Use the resource filter to select artist bios in the type filter.

Bio Content: Learn about the Artwork: background, Illustrated notoriety, and artwork career of the artist. example and Artist Bio Citation Page: For further citation. investigation, see all citations of the artist bios in APA format.

At a Glance Facts: Birth year, lifespan, nationality, media, and noteworthy artistic contributions.

Other Artworks: Notable artwork to research. Quotation: What the artist Artist’s World: has said in their Noteworthy own words. events that happened during Questions: the artist’s life. Reflective questions for class discussion or personal reflection.

Assessments are linked within Collections and lessons. Use the filters to find additional assessments to support your students. Use the assessments to differentiate and extend learning.

Assessment Type: Determine if the assessment is targeted for pre-assessment, summative, or formative assessment.

Collection: See the assessment in action by exploring collections that it is linked to.

PRO Packs: Continue your professional development by viewing PRO Learning Packs that go in depth about the resource topic.

Standards: See which standards the assessment connects to.

FLEX Curriculum content can be searched for by artistic process, anchor standard, grade level, and type.

State Standards: Ensure that the standards filter is set to desired state.

Artistic Process: Grade Level: Select In the drop- the desired grade down menu, level with the drop select creating, down menu. presenting, responding, or connecting. Anchor Standards: Select the desired anchor standard with the drop down Content Filter: menu. In the drop- down menu, select plans, resources, assessments, or videos.

Build custom classes, units, and save content while curating curriculum.

Custom Units: Content can be arranged in custom units.

Custom Classes: Create custom classes based on the curriculum and schedule needs. Add Content: Add content to a class or unit by clicking the + icon and select the content placement.

Follow the units in order or select what you need.

Unifying concept listed on the Table of Contents.

Overview of the unit. Foundational Anchor Standards and Enduring Guide for building Understandings. the background and scaffolding.

Specific anchor Student resources engagement aligned to processes and skills. standards to support unit lessons and The focus of subject student learning. matter or media.

Specific unit lessons, essential questions, key resources, and artist connections aligned to standards. Resources to use with all unit lessons.

Suggested assessments for all the unit lessons. Videos to support learning.

Use this guide along with the blank Plug n’ Play rubrics within FLEX to build rubrics that meets your students’ needs. Example: Beginner Fiber Cactus Sculpture lesson

Learning Objectives: Identify learning

Create a soft sculpture. objectives by reviewing INTEGRATED FIBERS: IN THIS the FLEX lesson. BEGINNER: ARTWORK, Create and use a pattern. Concept: Based on your I WAS Objectives can be found FIBER CACTUS SCULPTURE ABLE TO… Use knotting and stitching techniques. learning objectives and within the description, outcomes, decide on which DESCRIPTION: DESCRIPTION: DESCRIPTION: lesson objectives, teaching CONCEPT SKILL FEEDBACK overarching concepts to MEETS DEVELOPING EMERGING strategies, as well as focus on in this assessment. within the steps of the You used your cactus You may not have used You used your cactus drawing to make a your cactus drawing to These include the following: drawing to make a FLEX lesson. Identify no paper sewing pattern. make a paper sewing Pattern paper sewing pattern. You used this pattern pattern. Your may not Technique, Design, Critical You used this pattern more than 4 objectives to Making to make two pieces, have made two pieces to make two identical though they may not of fabric from a pattern Thinking, Refinement. You pieces. focus on in the lesson and be identical. template. may need all 4 categories, assessment. or you may choose to limit.

You created cactus You created cactus You attempted to create spikes by knotting spikes by knotting two cactus spikes using yarn. two pieces of yarn. pieces of yarn. The Knots You may not have been The knots are tied so knots may not be tight able to knot the pieces Feedback: Use this space that they do not come or they may come together. apart. apart when tugged. TECHNIQUE later to provide specific feedback for each student. Share what you see in You used a whip You attempted to stitch You used a whip stitch stitch around the two fabric shapes their artwork that directly around the edges edges of the two together. You may not of the two shapes. Stitching shapes. Your have used a whip stitch connects to the skills Your stitches may be stitches are even and your stitches may Skill: For each overarching uneven but hold the and hold the two be uneven, but the fabric defined by the standard two shapes together. concept, determine specific shapes together. holds together. descriptors. and targeted skills to assess.

These are found by reviewing You may have looked You looked at You may not have at different cacti and different cacti and looked at different cacti the lesson and finding shared some qualities shared qualities you to discover different you noticed. You may Plan noticed. You thought qualities. You drew a specific techniques, design have thought about about those qualities basic cactus shape based Standards Descriptors those qualities as you as you drew your own on what you already aspects, areas of critical drew your own cactus cactus shape. know about cacti. (Meets, Developing, thinking, and refinement shape. CRITICAL THINKING CRITICAL Emerging): For each strategies that are critical for You looked at your You looked at your specific and targeted skill, finished work and finished work and students to demonstrate. You made sure your cactus made sure your cactus You may not have looked describe the criteria for stood upright in the stood upright in the at your finished work to may have more than one skill Assessing jar. You checked to jar. You may have check for a cactus shape, meeting the standard, make sure it had a checked to make sure Artwork spikes, or held together per concept. cactus shape, had it had a cactus shape, with stitches. developing towards, and knotted spikes, and had spikes, and was REFINEMENT was held together held together with emerging. You could with whip stitches. stitches. also use images to show instead of words. Copyright © The Art of Education University, LLC theartofeducation.edu

Example: Advanced Changes and Memories lesson

Create an artwork inspired by a personal story or memory. ADVANCED: IN THIS Generate ideas and plan out an artwork by creating several thumbnail ARTWORK, sketches. CHANGES & I WAS Mix acrylic or tempera paint to create tints, tones, and shades. ABLE TO… Assemble a collage from cut shapes creating a background, middle ground, MEMORIES and foreground.

DESCRIPTION: DESCRIPTION: DESCRIPTION: CONCEPT SKILL FEEDBACK MEETS DEVELOPING EMERGING

When painting various When painting various When painting various tones for your collage, PAINT: tones for your collage, tones for your collage, you created some Tints, tones, you created distinct you attempted to create TECHNIQUE distinct and indistinct tints, tones, and varying tints, tones, and shades tints, tones, and Technique refers to the specific, targeted technical skill that was explored, practiced, and applied during the lesson. shades of the colors. shades of the colors. shades of the colors. SKILL DESCRIPTION

You used cut or You used cut or You used some cut or torn pieces of paper torn pieces of torn pieces of paper to to assemble your TECHNIQUE paper to assemble assemble your narrative. CRITICAL THINKING narrative. You may COLLAGE: your narrative. It does not appear that Critical thinking refers to specific evidence of learning in which the student demonstrates visual or reflective responses within their have considered You considered you have considered process by conceptualizing, applying, analyzing, synthesizing, and/or evaluating their or others’ artwork. Assembly contrasting elements contrasting elements contrasting elements as as you worked to SKILL DESCRIPTION as you worked to you worked to create the create the imagery create the imagery. imagery. but it is not clear. VISUAL STORYTELLING, The student considers how aesthetic and technical components work together to MEANING MAKING tell a visual story in their artwork. When assembling When assembling your your collage, When assembling your The student considers various options to resolve challenges or obstacles. The collage, you started CREATIVE PROBLEM-SOLVING student might try something new, consider different outcomes, and pursue you attempted collage, you attempted on the background creative ways to address the problem. Element of Art: to demonstrate to demonstrate ground first and progressed appropriate ground planes, but these layers The student pushes beyond their comfort zone technically and/or conceptually SPACE to create a meaningful artwork. The student takes time to explore ideas that are up to the foreground RISK-TAKING, EXPLORATION

DESIGN planes, but some of are not clear and visual to create appropriate unique, combine ideas or resources to expand on their learning, and is willing to the layers are not space is confusing. try something new or novel regardless of success visual space. defined. The student spends time moving through the creative process to ideate, research, PLANNING & PREPARATION experiment, and sketch. DESIGN You used brainstorm You used some You attempted to use techniques to develop brainstorm techniques brainstorm techniques The student intentionally considers how each artistic choice impacts the overall Design refers to the choice and arrangement of visual elements in the artwork to create meaning, prompt visual interest, PLAN: multiple ideas as you to develop a few ideas to develop an idea as meaning and clarity of their artwork. Artistic choices include types of media, and tell a visual story. INTENTIONAL ARTISTIC CHOICES composition and design decisions, ways to present, display, or interact with the Ideation, began planning your as you began planning you began planning artwork, and more. The student may consider many different choices before SKILL DESCRIPTION research, artwork. You then your artwork. You your artwork. You may settling on the best one. explored these ideas then explored a few have explored your idea ELEMENTS OF ART line, shape, form, value, texture, color, space sketches through thumbnail of these ideas through through a thumbnail balance, contrast, emphasis, pattern, unity, movement, rhythm, PRINCIPLES OF DESIGN sketches. thumbnail sketches. sketch. repetition, proportion, variety cropped, off-center, fill the space, rule of thirds, focal point, COMPOSITIONAL TECHNIQUES Your artwork attempts to leading lines, golden spiral visually tell the a story as Your artwork visually POINT OF VIEW OR PERSPECTIVE bird’s-eye, worm’s-eye, eye level, close-up discussed in your artist Your artwork visually tells the intended statement. However, VISUAL tells the intended story as discussed in this may be unclear or CRITICAL THINKING CRITICAL story as discussed in your artist statement. STORYTELLING there may not be enough your artist statement. However, this may be evidence from your artist somewhat unclear statement to explain the REFINEMENT intended meaning. Refinement refers to the process of asking for specific feedback, receiving feedback in a reflective way, asking further questions, and then responding to the feedback by reworking or finessing artwork for a clearer message. Before pasting your Before pasting your Before pasting your collage, you reflected SKILL DESCRIPTION collage, you reflected collage, you may not and assessed possible and assessed the best have thoughtfully The student takes time to reflect on their work throughout their process and arrangements of ASSESSING ARTWORK prior to completion. The student reflects on technical, conceptual, and aesthetic possible arrangement reflected or assessed qualities in connection to visual meaning making. elements to tell ASSESSING of elements to tell possible arrangements your story. You may your story. You of elements to tell your The student requests specific and targeted feedback after reflecting on and ARTWORK not have, however, FEEDBACK REQUEST assessing personal artwork. The student asks questions that relate to technical, considered any story. There are areas conceptual, and/or aesthetic qualities in order to support clearer meaning. considered additional additional details that missing details that REFINEMET details to help might help the clarity would help support the The student reassesses their work for technical, conceptual, and aesthetic qualities the clarity of your of your message. clarity of your message. FEEDBACK RESPONSE after receiving feedback. The student visually or reflectively responds to the message. feedback, making the work stronger and clearer to the audience.

Modifying in the Art Classroom Modifying for Digital Learning

Shorten the lesson for a brief Allow students to independently self- introduction to the concepts or pace from home, structuring their lengthen the lesson for an in-depth success with checklists and due date exploration. calendars. PACING

Modify the required materials based on supplies likely to be Substitute an artmaking medium found at home: collage materials, better suited to the class or the art crayons, pencils, etc. Use free digital program’s budget. drawing and painting apps instead of traditional drawing and painting materials. MATERIALS

Provide multiple options for exit slips Utilize formative feedback resources or formative assessment templates to monitor student progress to allow for student choice. throughout a lesson.

ASSESSMENTS

PAPER BUILDING & FOLDING TECHNIQUES

roll loop fringe

curls

tabs cone Share paper copies of resources in Use digital copies of resources within spiral

folded fold & cut slotted class throughout the lesson. the learning management system.

extrusions

RESOURCES

Introduce the processes, through Screen share the process photos of teacher demonstration, based on the the lesson plan to provide a visual steps in the lesson plan. explanation of each step.

PRESENTATION

In Any Educational Setting

FLEX resources can be used as an individual FLEX resources provide a visual introduction to learning activity. a new medium or technique.

FLEX resources provide additional information FLEX resources can be used as a visual resource and activities intended to support FLEX lesson to support language barriers with ELL students. plans.

FLEX resources can be used to help students plan and reflect.

In the Art Classroom During Digital Learning

Print a poster-size FLEX resource and Post a FLEX resource as an image use it as an anchor chart. in a Bitmoji classroom.

Laminate a FLEX resource to create Hyperlink a FLEX resource onto a instructions for choice-based classroom choice-based student menu. centers.

Provide higher- or lower-leveled Attach a FLEX resource in student FLEX resources as differentiation. sketchbooks as a reference image.

Share a FLEX resource with Hang a FLEX resource on a bulletin parents to encourage a board, showcasing artwork to provide collaborative artmaking experience insight into the process behind the within families. project.

Screen share a FLEX resource Curate a group of FLEX resources to during online classes to provide students with a workbook for a provide dynamic visuals during particular unit. instruction.

In Any Educational Setting

FLEX videos can inspire artmaking. FLEX videos have been created with trustworthy age-appropriate content, eliminating the need to scrutinize digital content. FLEX videos provide context and background knowledge for a lesson. FLEX videos differentiate conceptual understandings of art (beginner and advanced FLEX videos present academic information in versions of some videos are available). another learner modality.

In the Art Classroom During Digital Learning

Use FLEX videos in a classroom audio visual Post FLEX videos as an asynchronous center for students to access independently. assignment prior to live instruction.

Play FLEX videos to provide a rigorous brain Rely on FLEX videos to provide accurate break or transition between studio activities. and meaningful art history information that non- or emergent-readers can access independently. Utilize FLEX videos as the anticipatory set for a new lesson. Host a digital “watch party” with FLEX videos to spark online class discussion.

In Any Educational Setting

FLEX artist bios assist in learning by engaging FLEX artist bios can be used to introduce an students with relevant biographical information artist that connects with an art unit, lesson, or about each artist. project.

FLEX artist bios are written at an 8th grade FLEX artist bios present a wide range of artists reading level but can be modified for lower from diverse backgrounds. or upper grades based on what is deemed developmentally appropriate. FLEX artist bios offer biographical information about diverse contemporary artists that students FLEX artist bios incorporate may be unfamiliar with. literacy skills into the art curriculum through reading and writing.

In the Art Classroom During Digital Learning

FLEX artist bios can inspire FLEX artist bios provide digital open-ended artmaking based on reading assignments of a brief the life and work of a significant length, which are ideal to pair with artist. an artmaking assignment.

FLEX artist bios can guide a creative art FLEX artist bios can serve as a prompt for a history assignment, such as a wax museum. larger writing or research assignment.

FLEX artist bios provide a preview FLEX artist bios offer extension prior to selecting a longer reading activities by providing related assignment about a particular reading based on student interest. artist.

In-Person Learning Online Learning

Have students demonstrate skills or Use these as an exit ticket technique practice prior to to gauge student learning. independently working on a larger project. Formative

Provide a preview of a final assessment before Use rubrics to assess the project to add clarity completed assignments. and transparency to the assignment. Summative

Simplify complex Offer checklists to help processes, like writing students become self- an artist statement, so sufficient as they review students can successfully their progress toward complete independent completion.

Reflection reflection.

Offer a dynamic template Provide more structure to for sketchnotes to keep a critique activity, like a students engaged during gallery walk. online critiques or virtual

Critique gallery walks.

Use this to model Give students a concrete appropriate and procedure to follow when constructive feedback sharing peer feedback to stems when students make the conversation review each other’s work more purposeful. remotely. Peer Feedback Peer

Copyright © The Art of Education University, LLC theartofeducation.edu HOW TO USE FLEX ASSESSMENTS In FLEX Curriculum, teachers can choose what format and strategies best fit their classroom and students. Using the common assessmentsin FLEX, teachers can evaluate PRIOR LEARNING (PRE-ASSESSMENT), PROCESS LEARNING (FORMATIVE ASSESSMENT), and POST-LEARNING (SUMMATIVE ASSESSMENT) and apply it to a variety of lessons and environments.

BEGINNER

PRE-ASSESSMENT FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT

FIRST, THEN, STOPLIGHT ARTIST STATEMENT NEXT, FINALLY EXIT TICKET CHECKLIST

Name: Class: Name: Class: Name: Class:

MATERIALS USED I DON’T UNDERSTAND... MY STATEMENT HAS FACTS HOW IT WAS MADE ABOUT MY ART: 1 FIRST WHY IT WAS MADE

I NEED TIME WITH... SOMETHING A VIEWER MIGHTS NOT KNOW 2 THEN MY STATEMENT HAS ABOUT THE ART WORK INTERESTING INFORMATION ABOUT MY ART: SOMETHING ABOUT ME AS THE ARTIST 3 NEXT I’M READY TO GO WITH...

4 FINALLY MY STATEMENT USES WORDS ARE SPELLED CORRECTLY MY BEST WRITING SKILLS: CORRECT PUNCTUATION

Name: Class: Name: Class: MATERIALS USED

I DON’T UNDERSTAND... MY STATEMENT HAS FACTS HOW IT WAS MADE ABOUT MY ART: 1 FIRST WHY IT WAS MADE

SOMETHING A VIEWER MIGHTS NOT KNOW 2 THEN I NEED TIME WITH... MY STATEMENT HAS ABOUT THE ART WORK INTERESTING INFORMATION ABOUT MY ART: SOMETHING ABOUT ME AS THE ARTIST 3 NEXT I’M READY TO GO WITH...

WORDS ARE SPELLED CORRECTLY 4 FINALLY MY STATEMENT USES MY BEST WRITING SKILLS: CORRECT PUNCTUATION

Copyright © The Art of Education University, LLC theartofeducation.edu Copyright © The Art of Education University, LLC theartofeducation.edu Copyright © The Art of Education University, LLC theartofeducation.edu

PRE-ASSESSMENT FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT

JUST ONE DID I...? PEER REVIEW FINISHED ARTWORK REVIEW

Artist’s Name: Reviewer’s Name: Name: Class:

ONE QUESTION I ONE SUGGESTION ONE AWESOME PART TO CHANGE OR Before turning in your artwork, please use this review sheet to reflect on your work and HAVE ABOUT THE your artmaking process. OF THE ARTWORK IS: EDIT WITHIN THE NAME: ARTWORK IS: COLOR THEORY ARTWORK IS: CLASS: PRE-TEST YES NO EXPLAIN: What are the three primary colors? What are the three secondary colors. DID I SHOW MY BEST Fill them in here. Fill them in here. CRAFTSMANSHIP?

YES NO EXPLAIN: What are the tertiary/intermediate colors? What are the complementary color combinations? Artist’s Name: Reviewer’s Name: DOES MY ARTWORK Fill them in here. Fill them in here. CONTAIN MY OWN IDEAS? ONE QUESTION I ONE SUGGESTION ONE AWESOME PART TO CHANGE OR OF THE ARTWORK IS: HAVE ABOUT THE YES NO ARTWORK IS: EDIT WITHIN THE ARTWORK IS: EXPLAIN: What are the cool colors? DOES MY ARTWORK Fill them in here. SHOW DETAIL?

YES NO EXPLAIN: What are the warm colors? What are the four neutral colors? DID I ERASE ALL Fill them in here. Fill them in here. UNNECESSARY PENCIL LINES?

Artist’s Name: Reviewer’s Name:

YES NO ONE QUESTION I ONE SUGGESTION ONE AWESOME PART DID I FIX ANY AREAS EXPLAIN: HAVE ABOUT THE TO CHANGE OR Copyright © The Art of Education University, LLC theartofeducation.edu OF THE ARTWORK IS: NEEDING IMPROVEMENT? ARTWORK IS: EDIT WITHIN THE ARTWORK IS:

YES NO DID I MAKE CHANGES TO MY ARTWORK THAT WERE EXPLAIN: SUGGESTED FROM PEER AND/ OR TEACHER FEEDBACK?

PRE-ASSESSMENT FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT

GALLERY WALK & MOST SUCCESSFUL CRITIQUE FEEDBACK ARTWORK REFLECTION

Name: GALLERY WALK FEEDBACK Name: Class:

My idea behind the artwork: NAME: OIL PASTEL TECHNIQUES My most successful artwork I created in this course is: PRE-TEST CLASS:

BLENDING COLOR MIXING Describe your work in one paragraph: I would like feedback on: Peer reviewer name: Peer reviewer name: 1.

SCUMBLING SGRAFFITO

Why is this artwork your most successful artwork?

STIPPLING OIL BLENDING

What is one technique you practiced during the making of this artwork that you’ll use Peer reviewer name: Peer reviewer name: again in future artmaking? How do you see yourself using this technique again?

USING A COLORLESS BLENDER 3.

Copyright © The Art of Education University, LLC theartofeducation.edu COMMON ASSESSMENTS FOR ALL LEVELS In FLEX Curriculum, teachers can take one common assessment format and implement it across all learning levels.

EXIT SLIPS are an extremely effective tool for pre-assessment, formative assessment, and summative assessment. In FLEX Curriculum, the exit slips are ready for teachers to use in a variety of lessons and environments.

BEGINNINGSTOPLIGHT INTERMEDIATE ADVANCED EXIT TICKET

Name: Class: EXIT TICKET EXIT SLIP: 3, 2, 1 Name: I DON’T UNDERSTAND... Name: 3 Name three things you learned in art today: Question

I NEED TIME WITH...

Answer 2 List two things you want to learn more about: I’M READY TO GO WITH...

1 Ask one question about today’s lesson:

Name: Class:

I DON’T UNDERSTAND... EXIT TICKET EXIT SLIP: 3, 2, 1 Name: ARTIST STATEMENTS are essential for reflection and presentation at any level. In FLEX Curriculum, we have Namethe tools things you andlearned inresources art today: to help Name: 3 three I NEED TIME WITH... teachers guide their students into writing the best artist statementsQuestion possible, regardless of their grade level.

I’M READY TO GO WITH... List two things you want to learn more about: BEGINNING Answer INTERMEDIATE 2 ADVANCED

REFLECTION ARTWORK REFLECTION www.theartofed.com www.theartofed.com

ARTIST STATEMENT Name: Class: Name: Class:

______’s Artist Statement My best (or favorite) work I created in this art class is: My most successful artwork I created in this course is:

The title of my artwork is ______. Describe your work in one paragraph:

Describe your work in two complete sentences: I made it by ______.

I used the following materials ______Why is this artwork your most successful artwork? Why is this artwork your most successful/favorite artwork? ______and ______.

I am proudest of ______. What is one technique you practiced during the making of this artwork that you’ll use again in future artmaking? How do you see yourself using this technique again? While creating my artwork, I learned ______. What is one technique you practiced during the making of this artwork that you’ll use again in future artmaking? How do you see yourself using this technique again? Next time, I will ______

______. If you had an unlimited budget or time for this artwork, what would you have done differently?

If you had to change one thing about this project, what would it be? Why?

Copyright © The Art of Education University, LLC theartofeducation.edu HOW FLEX SUPPORTS CROSS-CURRICULAR CONNECTIONS FLEX Curriculum is responsive to the needs of the modern student. The curriculum materials in FLEX connect to topics essential for teaching and learning in today’s educational climate.

21st-Century Skills Cross-Curricular

The skills of creativity, critical thinking, The most effective kind of learning is when different communication, collaboration, understanding of content areas are connected. Cross-curricular character and citizenship, and problem solving are learning experiences provide an opportunity for essential components of learning. students to make real world connections. FLEX fosters the practice of all of these skills FLEX seamlessly aligns to a variety of other through learning experiences focused on content areas, such as: understanding oneself, the environment, and • Social Studies • Education the outside world. Collection examples include: • Science • Technology • Understanding oneself: Emotion and Identity • Literacy • STEAM • Understanding the environment: Exploring • Math • Engineering My Community • Understanding the outside world: Current and World Events

The Artistic Process STEAM, Design Thinking, & Project-Based Learning Find curriculum materials to put directly into the hands of your students that supports the artistic Creativity, problem solving, and inquiry are critical process and reflection. skills for learning experiences in all content areas and for career development. FLEX offers over 500 student-facing resources ready to scaffold and deepen student learning, FLEX Curriculum focuses on innovative thinking including, but not limited to, and artmaking, including specific resources related to cross-curricular connections. For • Fill-in brainstorming and concept map example: planning documents • Anchor charts and step-by-step process • 3-D Engineering: Constructing an Axle checklists • Advanced Math: The Golden Ratio: • Common assessments and Rule of Thirds Teacher Guide reflection guides • Connecting Science and Art: How to Create a Cyanotype

Choice-Based Art Education

Allow your students to choose and explore their own creative interests, mediums, and artwork.

FLEX can be filtered by theme, subject, media, FLEX provides options and support for all elements and principles, art movement, and artmaking approaches by offering curriculum cross-curricular connections. Resources can be materials through... pulled and used directly within learning centers. • Instructional videos of all the elements and principles. FLEX Curriculum is aligned to visual arts standards • Media anchor charts to show and can be filtered, which allows teachers to students artmaking processes. search for a select standard and provide students with a variety of lesson plan options. • Inspirational artist bios with facts and reference images.

Copyright © The Art of Education University, LLC theartofeducation.edu HOW FLEX SUPPORTS CULTURAL AND EMOTIONAL COMPETENCY FLEX Curriculum is responsive to the needs of the modern student. The curriculum materials in FLEX connect to topics essential for teaching and learning in today’s educational climate.

Social and Emotional Learning Cultural Competency

Foster healthy and productive ways to help Give your students a curriculum and learning your students express their emotions through experience that cultivates an awareness of one’s artmaking and personal reflection. own cultural views, cultural attitudes, and fosters the knowledge of different global perspectives through FLEX contains a growing number of lessons the application of cross-cultural skills and the and resources directed toward expressing creation of art. emotion and reflection, including: FLEX contains a variety of content that • Beginner lesson: Simple Face Expression exposes students to other cultures. • Intermediate lesson: Layered Identity • Beginner, intermediate, and advanced lessons • Advanced lesson: Weaving Emotions on identity use a variety of media and civil discourse guides to discuss what is in the artwork and why.

FLEX contains learning opportunities to create artifacts and art from different cultures. Personalized Learning Pathways • FLEX Lesson example: World Flag Mosaics

Every student’s educational journey is unique, and FLEX contains a growing collection of diverse they should be able to guide their own futures. artist bios, exposing students to artists from around the world, including: FLEX empowers and engages students to • 52% female artists determine their own growth and learning • 43% contemporary/living artists path by... • Over 75% of artist bios go beyond the “traditional artists” historically taught in • Offering options, not prescriptions. Lessons schools and resources are filterable by level: beginner, intermediate and advanced. • Providing planning documents and matrices that encourage students to personalize Acceleration and Intervention their work. Differentiated learning is paramount in today’s • Connecting to emotion, identity, and classrooms. Students deserve to have the support community that’s individualized and not they need, regardless of their abilities and “one size fits all.” learning level. FLEX allows educators to determine the pace, scaffolding, and skills that are necessary for students to be successful by providing... • Content that can be filtered by beginner, intermediate, and advanced levels. • Customizable classes and common assessments for beginner, intermediate, and advanced levels. • Curriculum resources and videos to guide understanding for all learners. • Visible and connectable visual arts standards.

What is Advanced Placement?

AP art has three courses that relate to artmaking. These courses are 2D Art and Design, 3D Art and Design, and Drawing. In these courses, students will: • Investigate materials, processes, and ideas. • Experiment with and revise their artwork. • Communicate their ideas through creative processes.

In each course, students will create a portfolio of college-level artwork. Each portfolio requires students to select a sustained investigation topic. The topic should guide their work throughout the course. For specific portfolio requirement information, see the College Board website.

The top 3 ways that FLEX can help with AP:

ARTIST BIOGRAPHIES: As students research topics and processes, having accessible artist bios is a valuable resource. Use these to help students get started in the research process and discover new artists to inform their work.

VIDEOS: Initially, the elements and principles seem simple, but when students are challenged to use them as a method of communication, they get more complicated. The advanced videos are a great tool to review the elements and principles of art and show students how to apply them in their work.

SEARCH FILTERS: Every student in your AP class will likely be working on something different, and FLEX can help you find materials to support each of them. Use the filtering options in FLEX to find inspiring lessons for your students.

You can search by theme, subject, media, elements and principles, and art movement. For example, suppose a student is interested in something related to community. In that case, you could filter for “community” in FLEX and then use those lessons and resources to help them get started. Students can use the lessons and resources as inspiration as you introduce new artists, techniques, and processes.

Reference: College Board. (n.d.). AP Art and Design Program. https://apstudents.collegeboard.org/art-design-program

MAKE IT VISUAL

THE 6 STAGES OF CLAY

SLIP PLASTIC Watered down clay that can Clay that you can easily be used as a pottery glue. mold and model. Help students practice

LEATHER-HARD BONE-DRY Clay that is somewhat dry. Clay that is dry and ready Use videos to preview or Good for carving. to be fired. Very fragile. Also called greenware. vocabulary and build reteach art concepts. hands-on art skills using the

BISQUEWARE GLAZEWARE Clay that has been fired Clay that has been fired once in the kiln. Can never again with glaze. turn back into wet clay. resources in FLEX.

HOW TO MAKE A Download the lessons PINCH POT

and share the steps and STEP 1: Roll clay into sphere. accompanying images Post anchor charts to

STEP 2: Push your thumb into the STEP 3: Pinch the clay with your center of the clay sphere. thumb and forefiinger starting at the with students. Check out bottom and turning as you go. encourage autonomy. this guide to learn how to

STEP 4: Stop pinching when the pot is STEP 5: Smooth with fingertips and a download a lesson. wide enough. damp sponge.

EMPOWER LEARNERS TO TALK AND WRITE ABOUT ART

REFLECTIVE ARTIST STATEMENT GUIDE Name: ______Class: ______

INSTRUCTIONS: Use the following steps and answer the questions to write your artist statement in the box below. BASIC

How did you use the What is the meaning Were you successful? What did you make? CERAMICS VOCABULARY elements and principles of your art? JUDGE the quality and DESCRIBE your of art and design? INTERPRET the your ability to meet process and project. ANALYZE your art. meaning. goals. Ceramics objects made of clay hardened by heat.

a person who makes pots and dishes from clay, by hand or on a potter’s Equip students with Potter wheel.

Use the vocabulary lists Name of Artist: ______Title of Art: ______Pottery pots, plates, and vessels made from clay and fired in a kiln.

rocks that have been broken down by weather and turned into Clay particles; water in between these tiny particles allows clay to be formed and shaped. ARTIST STATEMENT writing guides. Model

TYPES OF CLAY BODIES as word banks to help ______’s Artist Statement

the most commonly found clay in nature; it can be molded and fired in Earthenware a kiln to become durable, or it can be painted or glazed. The title of my artwork is ______. named this because when fired it has the characteristics of stone, which is a hard and dense surface; potters most often use this clay body in writing tasks for Stoneware creating ceramic pieces. students write and speak I made it by ______. the whitest of all the natural clays; it can be fired to a translucent Porcelain quality. I used the following materials ______soft and moldable, it air dries to a hard state; it requires no baking or Air Dry Clay firing and can be painted. students. Consider ______and ______. clay with oil in it, which prevents the clay from drying out; it is reusable Plasticine and will not fully harden. about art. Try posting I am proudest of ______. Play Doughs soft and pliable clay made from various ingredients; fun to play with.

fired clay that has been ground up; it is mixed with regular clay to add Grog strength. While creating my artwork, I learned ______. varying assessments them or making a word Next time, I will ______Copyright © The Art of Education University, LLC theartofeducation.edu

EXIT SLIP: 3, 2, 1 Name: 3 Name three things you learned in art today:

2 List two things you want to learn more about: Provide language supports, build to larger 1 Ask one question about today’s lesson: language tasks, and check for understanding EXIT SLIP: 3, 2, 1 Name: 3 Name three things you learned in art today:

2 List two things you want to learn more about: using the exit slips. Create speaking

1 Ask one question about today’s lesson:

EXIT SLIP: 3, 2, 1 Name: opportunities by having students read their 3 Name three things you learned in art today:

2 List two things you want to learn more about: responses to a partner. Consider partnering

1 Ask one question about today’s lesson:

FLEX provides you with ready-to-use resources to differentiate for your English language learners.

The Strategies for English Language Learners PRO Pack will show you how to design a classroom and instruction that supports your English language learners.

Copyright © The Art of Education University, LLC theartofeducation.edu 3 IDEAS FOR ADAPTING FLEX FOR EARLY CHILDHOOD LEARNERS FLEX lessons can be adapted for early childhood learners (transitional kindergarten, preschool, and prekindergarten).

START WITH STANDARDS Use the My Standards tab in FLEX to search for kindergarten standards. This will show the FLEX lessons that are closest to early childhood education. Compare the standards with your school, district, or state guidelines for early childhood to help you select the best-aligned FLEX lessons.

ADAPT A KINDERGARTEN LESSON A GUIDE FOR WRITING ARTIST STATEMENTS

Use this chart to help you construct an artist statement about your artwork.

Some questions to consider: DESCRIBE What does your artwork look like? What is the YOUR subject matter? What is the title of your work? ARTWORK What elements or principles are most obvious in Adapt the process. If a lesson requires a process that isn’t appropriate for 1 your work?

Some questions to consider: HOW DID YOU What media is your artwork made from? What CREATE YOUR tools, techniques or processes did 2 ARTWORK? you use to create your artwork?

early childhood education, adapt it. For example, have students record artist Some questions to consider: WHAT IS THE Who or what inspired your artwork? Does your BIG IDEA BEHIND work express a personal 3 YOUR ARTWORK? or social issue? What emotions did you try to show in your artwork?

W H A T W E R E Y O U R Some questions to consider: GOALS FOR What are your goals as an artist? Did this piece statements instead of writing them. 4 THIS ARTWORK? help you reach your goals? Why or why not?

WHAT ARE YOUR Some questions to consider: What did you learn in creating this artwork? Is the OVERALL FINAL final piece what you imagined? How so? How will 5 THOUGHTS? this piece influence your future artworks?

Way to go! You just wrote a reflective artist statement. Please edit your statement for spelling and grammatical errors. Ask a friend to read your artist statement and share their thoughts with you.

Copyright © The Art of Education University, LLC theartofeducation.edu Adapt tools and media. Change the materials in the FLEX lessons to meet the needs of early childhood. If a FLEX lesson asks students to cut out shapes, and your students aren’t using scissors yet, pre-cut the shapes. If a FLEX lesson calls for black permanent markers, use a black crayon.

Use stations and choice. Use visual FLEX resources, like anchor charts, in art stations to show processes.

HOW TO MAKE A PINCH POT Change the focus. Instead of focusing on the final product in a FLEX lesson, STEP 1: Roll clay into sphere.

focus on aspects of the artmaking process (e.g., planning, creating, and STEP 2: Push your thumb into the STEP 3: Pinch the clay with your center of the clay sphere. thumb and forefiinger starting at the bottom and turning as you go. reflecting), developing motor skills, or creating sensory experiences.

STEP 4: Stop pinching when the pot is STEP 5: Smooth with fingertips and a wide enough. damp sponge.

ASSESS LEARNING Discussions: Adapt FLEX assessments as discussion prompts.

Portfolios: Document learning over time with digital portfolios in programs like Seesaw or Google Slideshow.

FLEX provides you with ready-to-use resources that you can adapt for your transitional kindergarten learners.

The PRO Pack Organizing the Art Room for Choice helps build instructional strategies and set your classroom up for choice-based art stations.

SELF-DIRECTED COLLABORATIVE GUIDING STRUCTURED CURRICULUM CURRICULUM CURRICULUM CURRICULUM For teachers who are For teachers who For teachers new to For teachers who are self-sufficient and in are working with the profession or those expected to follow charge of their own a common district needing additional a school or district curriculum yet still curriculum that still support. FLEX common curriculum. want to grow in their allows them a degree provides examples and practice and save time. of self-sufficiency. guidance to ensure FLEX allows the art developmentally team to collaborate as appropriate curriculum a department in order delivery. to ensure continuity.

FLEX CAN FLEX CAN FLEX CAN FLEX CAN HELP BY… HELP BY… HELP BY… HELP BY… • Providing standards- • Providing standards- • Providing leaders with • Providing district aligned curriculum aligned curriculum the ability to scale administrators with materials that materials to ensure a the coaching of their the ability to create supplement what spiraled and aligned teachers by creating pre-built classes and they’re already doing, curriculum and classes and units to units to share with saving them time so common assessment share, ensuring teachers teachers. that they can focus plan. are supported in using • Giving teachers and on instruction and • Giving teachers and the platform and are administrators the management. administrators the provided with examples. freedom to download • Giving teachers the ability to create units • Giving emerging any content and ability to create their and classes that can educators FLEX upload it to their own classes and be shared among the collections with district drive or units section. It’s like art department. thematic, curated, district Learning Pinterest vetted by a and standards-aligned Management System university. materials to take directly (LMS). into the classroom.

CONTAINERS AND LABELS: Create clarity for you and your students by labeling materials and storage containers.

• Use words, images, and color-coding as labels to support students at all levels.

• Show students how to store and organize materials by reading and matching labels.

• Teach students to put storage containers back in the same place every time.

• Use labels on storage containers, shelves, and cupboards to make it clear where supplies belong.

• Designate and label where student artwork is stored.

• If common materials like permanent markers and erasers commonly leave your classroom, label them (e.g., spray paint all of your permanent markers one color).

USE THE FOLLOWING RESOURCES IN FLEX TO HELP YOU START LABELING:

REFERENCE REFERENCE REFERENCE SUPPLY WORD WALL LABELS HAND SEWING SUPPLIES CARDBOARD CUTTING TOOLS

Pencil

Safety pin, straight pin, Pincushion Needle threader needle

Colored X-ACTO Knife ZipSnip Pencil Seam ripper Thimble Thread

Crayon

Fabric glue Shears Rotary cutter Scissors Klever Kutter Marker

Tape measure Fabric pencil Trimming scissors Pencil Sharpener Box Cutter Canary Cutter Pinking shears Sewing guide Iron

KEEP SIMILAR ITEMS TOGETHER: Keep your classroom organized by storing similar items together.

• Groups items based on the material (e.g, colored pencils, pencils, and markers).

• Think strategically about how students will use and move throughout the classroom; store materials accordingly. Make sure that students can reach the materials that you want them to get on their own.

PASS OUT MATERIALS IN GROUPS: Place all materials for a group of students in one container or tray and have one student gather the supplies for their table (or for a group of students).

• If you teach art on a cart, consider preparing for class by creating containers ahead of time. Label them by class so you can quickly grab what you need.

• Have commonly used materials at the student’s work area (e.g., pencils, erasers, scrap paper).

Copyright © The Art of Education University, LLC theartofeducation.edu GO DIGITAL: If you’re on a cart, it can help to store your lesson plans and resources digitally so you can access them wherever you are.

• Organize your favorite FLEX materials using the My Classes page. Organize by unit, making it easy to find and share resources.

• Create and label classes by grade, cycle day, and teacher name to easily track progress.

DISPLAYING ART: Plan and designate specific areas for displaying artwork.

• Create student name labels ahead of time, making it easy to have students help.

• Identify and label an area in your room to store artwork that is ready for display.

• Create a schedule for when you will switch out your displays. ART SHOW PREPARATION CHECKLIST AND ARTIST STATEMENT Student name: ______Class: ______

MOUNTED Is your artwork completed? • If you’re going to mount the artwork, think about the size of the Is it labeled? Did you write an artist statement? ARTIST STATEMENT project so that it easily fits on colored paper, railroad, or mounting Is the work matted, mounted, or framed? LABELED

ARTIST STATEMENT board without having to make a lot of cuts. Describe your artwork.

How did you create your artwork?

What’s the big idea behind your artwork?

• Have students use the Art Show Preparation Checklist and Artist What were your goals for the artwork? ARTWORK LABEL

What are your overall thoughts about your artwork? Title: Artist:

Medium: Statement to help you prepare. Date:

MESSY MATERIALS:

• Limit materials: You don’t need to provide students with endless options. For example, give a few paint colors (such as red, yellow, blue, black, and white) and teach students how to mix them.

• Easy cleanup: Use scrap cardboard to create paint palettes or a surface for students to work on. Throw it away when the project is complete.

• Sink maintenance: Check with your janitor or cleaning staff to see how you can make sure that things like paint and clay don’t clog the sink (e.g., explore a clay trap).

• Student cleanup: Teach students to return the container with supplies that have been cleaned at the end of class. If students disrespect the materials, assign each student their materials (e.g., paintbrush, pencil, and eraser).

Christenson, M. (2017). 5 tricks for keeping paint supplies organized. The Art of Education University. https://theartofeducation.edu/2017/07/12/tricks-keeping-paint-organized/

Eggers Kaczmarek, A. (2016). 10 storage hacks for the art room. The Art of Education University. https://theartofeducation.edu/2015/03/10/10-storage-hacks-for-the-art-room/