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Differentiation in art lessons

Discussion in 'Art and design' started by Bullsticker, Jun 22, 2007.

  1. I am interested in different ways of differentiating in art lessons at any level - and not just by outcome.

    What do fellow forum users think/do ?
     
  2. I am interested in different ways of differentiating in art lessons at any level - and not just by outcome.

    What do fellow forum users think/do ?
     
  3. This is a really difficult one and I would also be interested in finding new ideas.

    The best I manage at the moment is offering less able pupils lots of visual resources and telling faster workers or more able kids to "work into it more" or to evaluate what they have done and compare with other artist's work.

    I know it's a bit lame, but would love to hear what other art teachers do.
     
  4. Multiple choice outcome works really well. I usually demonstrate the same things and techniques but each can pursue alternate routes within what they have been taught. No one actually thinks then they are rubbish, get less ba behaviour also.

    Worked for me.
     
  5. There are four 4 key ways to differentiate:

    1) by outcome. (seems to predominate in Art!)

    2) by task - eg mainstream children drawing a simple plant, more able draw a plant with complicated flowers/leaf patterns, SEN children 'draw these leaves' (*very* simple example, but you get my gist!)

    3) by resources - eg differentiated worksheets, instructions, guides, extention activities for early finishers etc

    4) by support - not just TA's but also how much/little/kind of support you offer.

    These apply to all subjects but once you know the 4 basic classifications I find it helps you to focus your thinking.

    At one point I was really worried that I didn't differentiate but realised that I was doing 1), 2) and 3) naturally without realising!

    Also very good to think (in a SOW as a whole) about different learning styles (ie visual, kinasthetic etc) and how to reach students that way.

    hope that helps. For me, I found the idea of differentiation in art very difficult so will be keeping an eye on this topic for more suggestions and advice so keep them comign peeps!

     
    amimamim likes this.
  6. The best differentiation relies on knowing your kids, obviously. You can easily plan differentiated tasks for the less able. For more able, it's more difficult, but too woolly to leave it to 'by outcome'. You should be expecting them to work in more meaningful way, whether that is applied to content or process, or both.

    One way I start to think about this is by setting out what *I* (as a mature artist) would do if I was doing that project and then build them into the planning. Whether that's working more layers into a painting or exploring some really deep tonal values and textural surface qualities in a drawing, or experimenting with manipulating materials.

    Often, these extended qualities are taken up by others in the class anyway as they see the better work and you get more kids working at a higher level. That's when I start to call it 'differentiation by outcome'.

     
  7. Shame so little comments on this thread, was hoping for some more ideas and suggestions!
     
  8. You might want to take a look at this site, it claims to differentiate through delivering the structure of projects 'up front' so pupils can progress at their own pace and challenge.

    http://www.artcoursework.com/

    don't know about the theory but we have had some great results and response from our sen and G&T.

    Good luck.
     
  9. I found this article quite useful: https://naea.digication.com/ericagloveredwards/Differentiation_of_Instruction
     
  10. Identify what you want students to achieve in each lesson by posting ALL/SOME/MOST statements on your whiteboard at start of each lesson. eg/

    ALL: Will use two or more mark- making techniques in their drawing.

    MOST: Will use two or more mark-making techniques and add tone.

    Some: .......and show form

    If you can put a level next to each statement then you're in business!

    Good luck.
     
  11. gdoolan84

    gdoolan84 New commenter

  12. Mrs Grumpy

    Mrs Grumpy New commenter

    It's true that a lot is, whatever we call it, differentiation by outcome in this subject area, but MGAA's system may sound a bit pedestrian, but is very helpful to focus what you expect. Lilyllama's outline is very helpful. Joli's advice is always, always reliable, and worthwhile.
    I've often started out by presenting a lot of "information and stimulus" including examples and demonstrations, then trying to get students to react/ respond to this material by further research of their own, development of ideas, etc, recorded on paper design/ planning sheets, then for them to suggest to me a way in which they intend to create their response. I can then suggest further ideas, help, sources, techniques etc, and monitor individual progress and development as the work advances.
    The student's design development record sheet, together with the completed work(s) when discussed and evaluated provides evidence of response, and differentiation in a methodical manner ( I prefer sheets to sketchbook pages, others may prefer formal sketchbooks) and encourages the student to value their own individual way of responding, and may be also a basis for even further development... I've had students who have gone on to college coming back to discuss further work on a theme they first explored with me at age 15, and it's a very rewarding feeling.
     
    Keefao likes this.
  13. misshelenc

    misshelenc New commenter

    Hi Everyone,
    I've just come across this thread as I am starting my final major action research project for my PGCE and I want to do something on Differentiating in Art Based Subjects, but at the minute I have no idea what I am trying to achieve by doing it! If anyone has any ideas for this that would be great because at the minute i'm struggling to find direction!!
     

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