Art in the Multi-Age
Classroom
What to do when “Art 1” is grades
7-12
The Problem(s)
Despite “Art 1” being the first art class students have taken since
Elementary School, students of different ages have different
ability levels and maturity levels. Admin thinks that 12 thru 18
year olds should be taught the same material and be held to the
same standards because they are in the same class. The reality is
that they have inherently different skills and reasons for being
there.
The National Standards are grouped for grades 5-8 and 9-12! I
have to factor this in when writing lesson plans.
The age range affects the material that can be taught. What is
appropriate for an 18 year old may not be appropriate for a 12
year old.
More problems
The kids hate it! The older ones think they are in daycare, and
the younger ones are scared to death of the older ones.
Some older students are taking Art 1 to get the graduation
credit, and have less than ideal motivation in class. The younger
ones watch what the older ones do!
I’m sure you can think of more!
The Challenge(s) and possible
solutions
• Create rubrics or other grading criteria that is the same for all
students in Art 1, yet factors in their individual ages and ability
levels.
• The wording has to be specific enough so that the students
understand how they will be graded, yet general enough to allow for
ability ranges. Don’t “water down” material for younger students,
and don’t totally overwhelm the younger ones by making much too
complicated for them, but give challenging problems for the
students to solve at the level they are at.
• Points should be given for both the understanding of the concepts,
as well as the technical aspects of the artwork. This can be done for
any grade.
• I usually have the class decide with me how some of the points will
be given for recurring, more general rubric items. For example,
“craftsmanship.”
• There is always a written self critique. This is required for Common
Core anyway, but helps to show student understanding.
Project examples
• I have chosen 4 projects and their different rubrics. They all
have similarities (the general parts, craftsmanship, e.g.) and
differences (the project specific parts)
• I have not shown the entire lesson plan here but would be
happy to share them.
Art Nouveau project
The rubric:
Classic Art Nouveau style is incorporated: up to 10 points
• Subject matter
• Details
• Color choices
Unique modern twist: up to 10 points
*Risk taken (did you choose the absolute easiest thing, or did you
choose something more challenging?): up to 5 points
*Craftsmanship: up to 5 points
Self critique: up to 5 points
Total: 35 points
*I do lots of discussion about what good craftsmanship looks like with
my students. Many projects include the students telling me how they
would get 5 points for craftsmanship. We also discuss what would be
an easy project and what would be a more challenging project. I always
say “good art takes time!” don’t rush through it.
Regan, grade 7
Art nouveau style: 9
Unique modern twist: 10
Risk taken: 5
Craftsmanship:5
Self critique: 5
Total: 34
Neida, grade 10
Art Nouveau: 10
Unique modern twist: 5
Risk taken: 5
Craftsmanship: 5
Self critique:1
Total: 26
Forrest, grade 8
Art nouveau: 10
Unique modern twist: 8
Risk taken: 5
Craftsmanship: 4
Self critique: 5
Total: 32
Timo, grade 10
Art Nouveau: 10
Unique modern twist: 8
Risk taken: 4
Craftsmanship: 3
Self critique: 4
Total: 29
Metamorph Project
Rubric:
5 changes occurred: up to 5 points
Detail drawing part: up to 10 points
• Craftsmanship/ control
• Originality
Personal symbol (this is discussed in a written part. We discussed
as a class what this means and how to get the 5 points): up to 5
points
Risk/ challenge of subject: up to 10 points
Self critique: up to 5 points
Total: 35 points
Mac, grade 10
5 changes: 5
Detailed drawing area: 10
Personal symbol: 3
Risk/ challenge: 10
Self critique: 3
Total: 31
Jai, grade 9
5 changes: 5
Detailed drawing area: 7
Personal symbol: 5
Risk/ challenge: 10
Self critique: 5
Total: 32
Sophie, grade 7
5 changes: 5
Detailed drawing area: 10
Personal symbol: 3
Risk/ challenge: 10
Self critique: 5
Total: 33
James, grade 7
5 changes: 5
Detailed drawing area: 10
Personal symbol: 0
Risk/ challenge: 8
Self critique: 5
Total: 28
Brianna, grade 8
5 changes: 5
Detailed drawing area: 7
Personal symbol: 1
Risk/ challenge: 8
Self critique: 5
Total: 26
Two point perspective
observation drawing
Perspective is correct: up to 10 points
Values are correct: up to 10 points
Self critique: up to 5 points
Famous example and worksheet: up to 5 points
Effort/ craftsmanship: up to 5 points
Total: 35 points
Bethany, grade 8
Perspective is correct: 10 points
Values are correct: 10 points
Self critique: 5 points
Famous example and worksheet:
5 points
Effort/ craftsmanship: 5 points
Total: 35 points
Duncan, grade 8
Perspective is correct: 10 points
Values are correct: 10 points
Self critique: 5 points
Famous example and worksheet:
3 points
Effort/ craftsmanship: 5 points
Total: 33 points
Ben, grade 10
Perspective is correct: 10 points
Values are correct: 8 points
Self critique: 3 points
Famous example and worksheet: 2
Effort/ craftsmanship:
5 points
Total: 28 points
Adam, grade 7
Perspective is correct: 10 points
Values are correct: 6 points
Self critique: 5 points
Effort/ craftsmanship: 5 points
Famous example and
worksheet: 5
Total: 31 points
Sketchbook Projects
In addition to the in-class project, there is always a sketchbook project
that is homework. The project is related to the in class version, but
has a twist. If the student can create the assignment correctly, with
the twist, then they have further proven (or disproven!) that they
understand the concepts of the lesson.
Because there is a sketchbook project for every in-class project, the
rubric is general and is the same for each one. The students know
exactly how these are graded every time.
Sketchbook projects tend to make or break a students grade for a
quarter or semester, even though they are worth less than larger, inclass assignments. Students tend to work extra hard, or rush through
them. That is why points for effort are higher.
Correct use of the technique or concept: up to 5 points
Originality: up to 3 points
Effort/ craftsmanship: up to 7 points
Total: 15
In class project
Sketchbook
2 color linoleum block print
A design for a 5 color block
2 point perspective drawing
(inside corner)
2 point perspective drawing
(outside corner)
Assemblage sculpture
Incorporating a found
object into a drawing
Re-create the values of a photo
Use white pencils on black
paper
Ryan, grade 11
(using a found object)
Correct technique or concept: 5 points
Originality: 3 points
Effort/ craftsmanship: 7 points
Total: 15 points
Jared, grade 7
(using a found object)
Correct technique or concept: 5 points
Originality: 2 points
Effort/ craftsmanship: 5 points
Total: 12 points
Charisse, grade 12
(using a found object)
Correct technique or concept: 5 points
Originality: 3 points
Effort/ craftsmanship: 4 points
Total: 12 points
Josue, grade 9
(using a found object)
Correct technique or concept: 5 points
Originality: 2 points
Effort/ craftsmanship: 3 points
Total: 10 points
Finally…
• In all of our schools, there are challenges. It is our job to
figure out how to not just deal with these challenges, but to
successfully work with them. This is how I have figured out
how to work with the challenge I was given at my school.
Thank you for listening!
Contact Info:
Caryn Bopp
cbopp@northlandprep.org
Power point and lessons shown
can be found at:
http://www.northlandprep.org/
teachers/caryn-bopp/