Assessment of Artistic Skills of Students (Essay Sample)

Assessment of artistic skills of students as described by ACARA (2012)
Assessing exhibited learning quality of student in arts as specified by ACARA
The introduction of Australian Curriculum Assessment and Report Authority (ACARA (2012)) brought about a new face in the Australian curriculum. This new model of curriculum was mainly based on ‘how’ while the old curriculum mainly focused on ‘what’. The new curriculum model was to ensure that young Australian generations get to learn arts and practically develop their understanding in art. Art is highly valued since the teachers are obliged to ensure that thorough knowledge of art is passed down to the young Australian generation. To ensure proper assessment of students’ learning quality in art work, a heavy duty was rested upon Australian teachers to ensure academic excellence among the younger Australian generation.
Documented report by NEAL (2013) clearly indicates that Austrian young generation should have adequate resources for stimulating learning. Dinham (2013) illuminates that there is the need to provide children with materials that enhance learning in classrooms. These materials will enhance their creativity besides giving them the chance to experiment. It is inclusive of the understanding of the essence of practical art. The materials can include portraits, clay and music materials (such as key board), and pictures among others.
The time for meeting students should be stipulated immediately when the terms commence. Moreover, teachers are expected to get ample time to learn their pupils. They can achieve this by meeting them prior to commencement of the term. This will provide them with ample time to learn the habits, interests and abilities of their students. In turn, the students also get to know their teachers better, hence creating a friendly and conducive learning environment. Interestingly, planning can also be made during this time since the teacher is able to acquire some knowledge through the observation of the student/pupils. Teachers are advised to use the first meeting to create rules and regulations and to inform the students on their expectations. A constructive conversation between teachers and pupils is also considered to be a good performance assessment measure and should be encouraged. Costa & Kallick (2008) explains that teachers are expected to engage in open ended class discussions with their students so as to enable them reflect, share ideas and ask relevant questions during the lessons. Such activities will prompt the students’ recall thereby awakening their minds and reactivate their knowledge, as well. A good example is brainstorming on various artistic ideas and questions.
Constructive feedback can also be used as an assessment tool for students’ skills and performance. Constructive feedback helps improve students’ commitment and boost their confidence, as well. Criticism of students’ artistic work is highly discouraged by the new Australian curriculum. In fact, it is recommended that it should be completely avoided by teachers. This can be attributed to the fact that learning art needs self confidence and high esteem. Criticism lowers the morale of the pupils. Moreover, inclusive and exclusive languages should be employed. Teachers are expected to be keen in their statements. Statement that puts others at a disadvantage or deny others the opportunity to take part in the activities should be avoided. When such statements are avoided, teachers are capable of incorporating everybody in the classroom thus promoting openness between the teacher and the pupils. Children are also taught exploring and communicative ideas which enable them to know how to express ideas throw drawing, singing, dancing among others. Their literature can also be extended in their practical activities. It not only opens their mind but also makes them develop deep understanding of their tasks.
Fostering children’s artistic growth should be allowed by their teachers. Pupils are made to develop sensitivity in their present environment. Through this, they are allowed to learn how to relate the substances in the environment and nature with art. It is an aspect that allows their minds tend to widen up in the field of art. Furthermore, the students can, in turn, have deeper meaning of every aspect in their environment.
Teachers are also encouraged to challenging their students to learn. Children are expected to be challenged not pleased. Attainable goals should be set. Rewards are discouraged because they make the teacher’s good intentions to lose meaning to their students. Students are expected to concentrate on tasks that directly or indirectly add value to their present activity. The cycle of practice to achieve good quality outcomes and improvements is essential. Teachers are expected to continuously put children at task. Art requires constant practice, correction and persistence for it to result into improved performance. Therefore teachers have no choice but to give their pupils constant tasks and exercises as it automatically improves results and the quality of art education.
Developing children’s listening and observation skills is critical at this point. Constant world observation makes children to be more observant and develop interpretation skills. This also enhances their interpretation skills. They have also become not only sensitive but also attentive to the sounds and drawings.
Assessing the acquisition of students’ skills and understanding in the art
Confidence should be installed though it is based on how they take command of the stage. This can only be acquired through constant rehearsal which enables them to correct their mistakes and deliver accurate message to their targeted audience. Creativity among children is important. The creativity can be tested through the use of their monologue interpretation skills or music and painting skills. Their ability to think outside the box will make them to stand tall among others (Stokes (2011). For an instant, a creative student is the one who can interpret even the slightest signs that are used.
Perseverance among pupils is another way of assessing a student’s skills. It manifests in a student’s urge and effort put to acquire new and unique skills. In art this skill is highly considered because there are constant corrections and adjustment that a student is required to make before their work is accepted. Accountability should be inculcated among...