What to do? What to do?

Okay, so my first quarter of CB is under my belt, and while it went pretty well, I still feel like I have so many questions to find answers to and so many methods of "things" that need to be changed.  At the end of the quarter I gave the students in each class a survey to get some honest feedback about what they thought of the CB classroom.  Overall, and hands down, they really liked having the choice to determine their time in the art room each day.  And because they liked it so much, it's not something that I really want to see go away.  I honestly cannot see myself happily returning to traditional methods (everyone does the same project at the same time and moves on to the next at the same time)  As mentioned in a previous post, I noticed that students started to peeter out with what they could think of to do about 2/3 of the way through the quarter, so I want to fix that somehow.  Currently I'm thinking of presenting the option for three or four different projects with any given media and allowing them to choose which one from that shorter list that appeals to them.  I think this might be the way to go as they still get a choice, but they also have the guidance of a list of projects that are worthwhile and developmentally and age appropriate.  A lot of the projects that I was getting toward the end were not at all well developed or thought out and were done only for the sake of earning points.  On that note, I'm pretty sure that the points system is going to be gone this go-round and instead I'm going to have the segmented lists for the media and have students choose one from each list to complete.  Definitely a little different from last time because I want to see what type of response this method evokes in the students and how well this system will hold up for the whole quarter instead. 

But overall, by far, the thing that is pressing on my mind the most is how do I show/explain each of the stations/media/materials to all of the students BEFORE they begin working on things?  I have such a limited time with them (one quarter) that I don't feel that I can take too many days doing the set up and explanation with them.  Nor do I feel right in letting them just jump in and then backtracking by let's say demoing paper mache building when a number of students have started already and they realize that the work they've done already could have been done better or maybe needs to be restarted.  If I had shown them ahead of time, that loss could have been avoided, but how can I possibly show everyone everything before they get too involved in any one thing?  How can they make the choices about what they want to do if they don't know what is available?  How do I show them all of this and not take weeks of the quarter away from their work time and bore them to death as they wait to get started with projects?  This is my big dilemma.  Any suggestions?  Anyone?  Bueller?  Bueller? 

I'm noticing...

I'm starting to notice something that is a disappointment and let's be frank, an annoyance.  The students that have not utilized their time wisely this quarter are definitely starting to feel the crunch.  The quarter ends next week and there are some students that are shocked with how much work they have left to do.  As I mentioned in previous posts, I have implemented a points system in my classroom.  By the end of the quarter a student should have earned 15 category points.  The more complex projects are worth up to 3 points, and range down from there.  Those students that are lacking in the amount of points they should have at this point are scrambling to find "quick and easy" projects to do.  However, a "quick and easy" project isn't going to be worth 3 category points as that value is reserved for projects that take a fair amount of time and work.  Enter the annoying trend now, students are thinking up this "quick and easy" project and coming to me asking "How much is this going to be worth?"  Sigh.  I find this annoying AND disappointing because now they really have no vested interest in the project, but instead see it as a means to an end which definitely causes the quality to suffer and I'm seeing an influx of projects that lack a strong concept.
     Which leads me to my next point.  I am in serious need of changing some of the fundamental ways this classroom is designed and running currently.  The first 2/3 of the quarter was great, all were engaged and working (yes, some at much slower paces than others), but now those that have "finished" their 15 category points early are searching for things to do and those that are in danger of not finishing in time are having a less than optimal experience, in my opinion. 
      I'm thinking I need to get rid of the points system and instead set out 2 or 3 projects for each station and have them choose from this limited menu.  That ensures a worthwhile and properly educational experience while still allowing each student the choice of something that appeals to them more.  So I will be implementing an even more modified version of true choice based.  Unfortunately I'm realizing, (too late maybe?) that the majority of students have not received enough opportunity in their educational experience to MAKE CHOICES ON THEIR OWN and learn the consequences of these choices therefore, they are certainly struggling with this new model presented to them.  It's actually quite sad...

Pros VS. Cons

Okay, so now that nearly a whole quarter has gone by in this modified version of Choice Based, I have a list of good vs. bad, or pros vs. cons that I've compiled.

Pros:
-Students have a choice in every aspect of their experience in this classroom.  They are the masters of their fate in here and have no one to blame but themselves for not enjoying their experience.
-Students that do not like a particular media (clay, for example) do not have to work with that media at all.
-Attitude has been so much more enthusiastic about the projects and the possibilities available to them. 
-Discipline has been so much easier as typical behavior problems are greatly reduced due to a greater level of interest in what is at hand. 
-Students have at times thought of their own independent projects or brought in work done outside of the classroom that have spurred ideas for myself, thus the student is inspiring the teacher and keeping things fresh for me.
-Requiring the students to write artist statements for each project causes them to really think about why they made something (concept) and how they went about making it (process), a reflective exercise AND also helps to strengthen their writing skills. 

Cons:
-Some students that may be un-inspired tend to see another project being done and decide to copy it/do the same thing.  While imitation is flattery, having the end result of seven projects that look nearly identical can be a bit blah. 
-Because there is no limit to what students can do, materials seem to get used up so much more quickly.  For example I am almost out of glue for the year.  I mean really what art teacher doesn't have glue?  Well, in about two days it will be me!!!
-Ideally, while I would like to see students do the best they can to rotate around the room to the different stations, sculpture seems to be the big draw and everyone seems to want to do multiple projects there.  This quarter I did not set a limit of what could be done (other than with a limit of 1 clay project), I really think I'm going to have to rethink this for next quarter.  Sculpture/3-D is a seriously heavy user of materials and my budget and current reserve of supplies cannot keep up with the pace. 
-In all the hustle and bustle of just getting everyone what they need each day I feel that some of the basics are getting left behind and not getting relayed to the students.  I think next quarter I'm going to have to take a day here and there to have skill and knowledge building days.  Trying to relay this information individually as the student confronts a problem isn't being productive with the time and opportunity that I have available with them.  Sometimes I feel I am constantly repeating myself day after day, hour after hour, and I am because the students are all tackling the same basic ideas at different points throughout the quarter.  I did the basic setups and knowledge building for everyone at the start of the quarter, but realize now that I need to revisit and expand on these ideas multiple times throughout the quarter.  Students are only concerned with the station they are planning on working at at the time and let everything else pass through their ears it seems. 

So....

So where have I been?  Buried, that's where.  Things are going well, but I am still trying to adjust to getting everything taken care of (really just grading) in a timely manner.  Because I am using a broad rubric that will work for each project, I am taking the time to give written comments and feedback for each and every project.  I knew going into it, it would take a fair amount of time to do this, but it is taking more time than I thought it would.  Which is fine, it's just something I need to get a streamlined process for...I've made a list of changes I plan on implementing next quarter that I'm certain will help, but it's just a matter of having to wait until the start of next quarter to do it.  Overall the students still seem to be responding very positively to this new format.  In fact, I just had a student today tell me that they did not like art last year, but  this year they are really excited about it because they get to have a choice and a say in what they do.  Hearing things like this just absolutely reinforce all of the work I'm putting into this and make it totally worthwhile.

Painting...

...is not exactly that popular either.  It has a decent amount of students interested in it, but by far, drawing and the 3-D (sculpture and clay) stations are the most sought after.  I'm not sure what to do about this...I suppose, 1. that I should wait it out until the end of the quarter to see if enough people cycle through each station, or 2.  reconsider the layout of my room.  Currently I've got the 5 stations set up in the room, and am limiting the amount of students at each station, ideally 6, but have been allowing up to 8 at each station.  And when they are done with that station, they get up and move to another.  I like the idea of stations, but am starting to wonder if I should make the stations on the perimeter of the room and then the students can sit where ever they normally would and just bring their materials to where they are sitting?  But I'm hesitant to move the materials away from a central location because I really think that is working VERY well.  Mess is contained, everyone knows where the materials are and cleanup seems to go so much faster.  Hmmm...some stuff to think on I suppose! 

The collage station...

...is a barren wasteland.  Hardly any students seem interested in the station.  I have demoed and explained it as much as all of the other ones, so I'm not too sure why they do not seem to be interested in it.  If I can't drum up some more interest in it soon, I think I'm going to have to switch it to a mini-station on the side somewhere and set up the printmaking station like I had originally planned.  I'm pretty sure that will get more willing participants.  Hmmmm...we will see!

Reflections on the first week...

So my version of choice based is underway.  I have 5 stations set up in the room, Drawing, Clay, Collage/Mixed Material, Painting and 3-D/Sculpture.  Throughout the week I have been showing the stations to the students.  Showing the stations to them consists of explaining demoing materials, talking about and explaining any student or teacher examples of the work, and doing quick mini-demos of those example projects and techniques that may be of interest to them.  After seeing all of the stations, the students were asked to give me a "Plan of Action" for the first half of the quarter.   This consists of figuring out three projects they think they would like to do based off of everything they have seen, and if none of those ideas worked for them, or if they thought of their own project or idea along the way, they are required to submit a written proposal to me about their idea.  I strongly encouraged each and every student to at some point in the quarter think of their own independent project, so far a few have, hopefully more will jump on that boat as well. 

Grading...Rubrics....Ah what tangled webs we weave!  Probably the most consistent question I have gotten is "How are you going to teach to the state standards and meet them?"  Well, that is a GREAT question!  I suppose I am fortunate enough that the state standards at the top of the chain are in effect broad enough to allow me to have these massive differences going on in the classroom at the same time.  Let me explain a little bit about how I have the quarter set up for each student if I may...

Each student has the choice to pick their own projects for their quarter in art.  They can look at the massive database that I have of past projects that have been completed, or as I mentioned before, they may choose to design one or more of their own projects.  Writing is important to integrate into the curriculum, so if they choose to develop their own project, I have the students submit to me a written proposal about their idea/concept, why it's a good idea for them and for others viewing the work, and what materials may be necessary to complete their idea.  If I feel they have developed the idea enough, it's approved and on their merry way they can go.  If the idea needs more clarification or development, then I have them give it another shot. 
I have assigned a category"points value" to each project that a student completes.  A simple project may be worth only 1 points whereas a more complex project could be worth 3 or potentially more points.  It is the goal of each student to earn 15 category points by the end of the quarter by completing projects in any combination they wish.  I have encouraged students to try and work their way around the room so they have an opportunity to try a wide variety of materials and techniques by the end of the quarter, but if a student likes a particular media or has a particular theme they would like to work with, they do have that opportunity to have that concentration.  It is my wish that each student will take the time to work at the different stations, but we will see how that goes right?
Okay, so back to grading now...  Because I have so very many different projects and medias going on at one time in my room, I have decided to take an approach that applies the same grading criteria to each project.  The criteria I have chosen are three of the key areas I feel are important to creating a good artwork and therefore I feel that any art project can be held up to these criteria. 
The criteria I am using to grade are 1.  Concept -- The student should have a well-developed idea with depth and purpose, make it meaningful in some way and try to learn a new skill or material they have not yet tried.  2.  Craftsmanship -- Did they execute the finished project well, does it look like they took time to work to the best of their abilities, and are there any areas that are in need of obvious improvement?  3.  Work Ethic -- Did the student come to class everyday prepared and ready to work, did they spend their time in class wisely each day and finally did they clean up respectfully and properly each day?

In addition to the finished project that will be handed in, students are required to do a weekly short written reflective worksheet about their progress on their project and when the project is completed, they must write an artist statement about their work (look, more writing!)  All of this, along with a variety of different spot knowledge worksheets tailored to the grade level should definitely allow me to meet the state standards and then some.  I plan on creating a poster of the simplified standards to display in the classroom and connect them to the projects that the kids are currently working on to hopefully get them to see the connection between what they are doing and the skills they are learning or strengthening. 

In order to put representive grades into the grading system my school uses, I have explained to the students that the category level a project falls in to will translate into a points value for a project grade.  For example, a category one project would be an equivalent of 30 points, a category 2 would be 60 and category 3 would be 90.  The more complex a project is, the more "points" it is worth in not only just category, but also the points for the grading system. 

Well, I'm done rambling for right now, I'll be back later!