Teacher Quality Standard III

Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.

Element E: Teachers provide students with opportunities to work in teams and develop leadership.

Evidence Outcome: plans opportunities for student collaboration that have a clear purpose

Reclaimed Mistakes Collaboration

Objective:

Part 1 - To create a multi-step, mixed media piece of art using the previously crumpled and discarded drawings/paintings that were salvaged from the art room trash. The new piece is a passive collaboration between the original student’s artwork and the adaptation/alteration that the next student creates.

Part 2 - In teams of 3-4 students, create a new multi-step, mixed media collaborative piece of art (12”x12”) using the altered Reclaimed Mistakes from the first part of the unit. The new piece is an active collaboration between groups of students to determine how to combine, alter, change, and /or add on to the pieces of art in part 1, to create a new cohesive composition that represents the vision of the group.

Part 3 - To create a “quilt” of the combined efforts of all the student groups’ artwork from part 2, and display permanently at the school to showcase the art students’ collaboration skills, and creative minds.

Process Photos

Student Work - Part 1

Student Work - Part 2

Reflection:

Finished pieces from Part 1, in piles for Part 2.

Students like to team up on in class projects…..with their friends! When students engage in collaborative art projects, they encounter a dynamic experience that simultaneously presents challenges and opportunities for growth. Giving students an opportunity to struggle and/or thrive with working collectively offers valuable experience in communication, understanding, and compromise as they wrestle with creative ownership. My Reclaimed Mistakes project incorporates the CDE Visual Art Stardards: Envision to Critique and Reflect in order to Invent and Discover to Create. I believe students’ reactions and responses to collaborative team work is more authentic evidence of a student’s learning and growth mindset, more so than the end product.

Students going through artwork that was thrown away.

Finished pieces from Part 2, ready to be attached for “quilt”.