| During my time teaching summer school, I discovered the positive outcomes from creating work along side my students. My example shown to the right is a little piece of a Dale Chihuly inspired 2-D composition that I created as an example. Once my students began working independently, I continued the example. I noted a couple of reactions, outcomes, and responses as I observed my students and reflected on my own work:
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 Trying to encourage content-specific vocabulary during class critiques can be like pulling teeth in a middle school art classroom, however, I have found this interactive "Elements of Art/ Principles of Design" matrix to be a helpful support. Similar to having a word wall in the art room, this chart allows for students to identify content specific vocabulary within a piece of art, simply by checking off the intersecting terms with a dry-erase marker. This simple act can stir a class discussion with vocabulary to support arguments and an interactive guide to convey and support the artistic judgements. Students are able to see a real-time, valid procedure to "grading" art.
Spring in the art classroom is Gnome Season at GMS. Eighth grade students are building ceramic gnomes using the double pinch-pot technique, various visual references, and skills learned from their 7th grade ceramic endeavors. As my students work, I usually build the same project on my own as an example of the steps required to complete the piece. Today, I was building my gnome's body and facial features when I noticed something a bit...off-putting. My gnome looks a little like Marty Feldman, the actor from one of my favorite movies -- Young Frankenstein. Can you see the similarities? Thank goodness it is a work in progress....gnome what I'm saying?
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