Final+Project+-+Resources

 This page contains additions resources that you may find useful in developing your Portfolio Project. This page is meant to provide other teachers with addition resources if they are interested in integrating this lesson into their own curriculum.

 This portfolio project could delve even further into the digital world by having students participate in critiques with other schools in your area, in your state, all over the country, or even in other countries. The possibilities are limitless. It can also easily be used for an online class as much of the interaction is designed to occur over the internet.

 **Here are some online resources that may prove useful:**

 Buck, K. (2011). Preparing your portfolio for college admissions. Retrieved from www. artschools.com/articles/protfolio/.

 This in an article on the website Art Schools, written by a very knowledgeable artist and university employee. It discusses many aspects of working with portfolios and gives invaluable advice to students who wish to someday apply to an art school for higher education. High school art teachers would find this quite useful when encouraging young artists to further their education and build a career in art.

Graff, A. (2010). Critiques in the classroom - Florida Art Educators Association. Retrieved from www. slideshare.net/allisongraff/florida-art-educators-association-critiques-in-the-classroom.  This is a PowerPoint presentation for the FAEA that was created by Allison Graff of the Art in Public Places Cultural Council of Greater Jacksonville. It discusses how to build communication skills during student critiques; as well as through other conversations about art. This could be very valuable to a teacher who wishes to know more about ways to teach students proper critiquing skills; and eliminate the "I like this", and "I don't like that" type statements. This can help teachers and students prepare for a classroom critique and/or a future in higher education courses where critiques are common.

 Goodwin, D. (2007). Guidelines for group critique. Retrieved from www. albany.edu/faculty/dgoodwin/shared_resources/critique.html.

This is an article discussing critique guidelines, written by Daniel Goodwin,a professor in the fine arts department at the University at Albany. This provides very specific, detailed, and easy to understand guidelines for the students who will be participating in a critique. It instructs in the proper use of art terms to describe an artwork and clearly states to students that "criticism of a work does not mean the work is 'bad', or that the artist has failed in some way". The purpose of the critique is to explore different artistic styles and offer insight into the piece from different perspectives.

Daley, K. (2011). Leading critiques in studio art classes. Retrieved from apcentral. collegeboard.com/apc/members/homepage/35112.html.

 This is an article provided by the CollegeBoard website for advanced placement high school classes. It was written by Ken Daley, a Professor of Art at the Old Dominion University in Norfolk, Virginia. This article discusses the importance of recognizing the objective analysis and evaluation of works of art through a participatory critique; in which students actively participate and there is dialogue between students and teachers. This is very useful for AP art teachers, but also any art teacher who wishes to prepare students for further education in the fine arts.

 Sotto, T. (2010). Art critiques made easy. Retrieved from artsedge. kennedy-center.org/educators/how-to/tipsheets/art-crit-made-easy.aspx.

This article by Theresa Sotto discusses critiquing guidelines from the teacher's point of view. This includes suggestions for how to motivate students to be active participants in critiques; and eliminate "one-word responses and shrugs". This information is valuable to an art teacher, but also a wide range of subjects within the fine arts such as theater, dance, music, etc. The ideas are well organized and easy to follow in steps.

Ideas for podcasting in the classroom. Retrieved from fcit. usf.edu/podcasts/art_critiques.html.

 This is an interesting article from the Florida Center for Instructional Technology discussing ways to incorporate podcasts into an art classroom. It sepcifically talks about how podcasts can be used to "model and engage students in art critiques". The students learn from these examples, and can then record their own. There are also links to articles about ways to incorporate podcasts into a variety of other classroom settings and subjects. This could be quite useful to a high school art teacher, or teacher of any subject, who wishes to incorporate more technology into the classroom; or wants to keep up with their digitally savvy students and keep them interested in learning.

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> Saraniero, P. (2010). Do tell: Giving feedback to your students. Retrieved from artsedge. kennedy-center.org/educators/how-to/supporting-individual-needs/do-tell-giving-feedback.aspx.

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">This article by Patti Saraniero discusses the importance of giving appropriate feedback to your students. Saraniero talks about time frames and strategies in which to deliver this feedback and the impact it can have on students' artistic development. She talks about knowing your students in the "ages and stages" and how to give detailed and understandable feedback that students can use. It also discusses how to help students use your feedback and get the most out of it.This can be quite useful to any art teacher; no matter the subject and/or grade level.

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Saraniero, P. (2010) Teaching students about self-assessment in the arts. Retrieved from artsedge. kennedy-center.org/educators/how-to/tipsheets/self-assessment.aspx.

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">This is another article by Patti Saraniero. This one discusses the importance of reflection and revision in the artistic process and how to engage students in these activities. Saraniero outlines the steps in the creative process; and how self-assessment plays a large role in this process. She goes on to discuss how students can participate in goal setting and how proper self-assessment shows them where they are in relation to these goals. This can be quite useful to any art teacher; no matter the subject and/or grade level.