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Full Product Details

Author:   Cathy Smilan ,  Richard Siegesmund (at Northern Illinois University, USA.)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Weight:   0.544kg
ISBN:  

9781032493572

ISBN 10:   1032493577
Pages:   272
Publication Date:   11 September 2023
Audience:   College/higher education ,  Professional and scholarly ,  Tertiary & Higher Education ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Introduction: Authentic Secondary Arts Assessment: Snapshots from Art Teacher Practice SECTION I: Overview of Assessment 1. Art Education Assessment and the Industrial Educational Complex 2. Educational Aims, Goals and Objectives: Balancing Instructional Objectives and Expressive Outcomes 3. Contemporary Dilemmas in the Assessment of Art Learning: Promoting Creativity, Assessing Teachers, and “Doing” the Standards SECTION II: Models of Assessment 4. Commentary Section II—Standards and the Assessment of Competencies 5. Can’t You Just Give Them a Quiz? Resistance as a Means to Promote Authentic Assessment 6. The End Justifies the Means: Assessment and Backward Design 7. Advanced Placement in Studio Art: Assessment and Advocacy 8. International Baccalaureate: Art Educators as Leaders in Models of Student Thinking and Assessing What Matters 9. Studio Thinking and Assessment in High School Visual Art 10. Assessment Literacy and edTPA: Seeing the Bigger Picture 11. The Danielson Framework for Teacher Evaluation and Student Assessment 12. Section II Summary Section II Questions and Discussion Points SECTION III: Assessing Visual Narratives and Visual Literacy 13. Commentary Section III—Visual Narrative: Assessing How We Tell Our Stories 14. Beyond the Color Wheel: Assessing for Habits of Mind in the art classroom 15. Authentic Assessment Through a Summative Bookmaking Unit 16. Expressive Portraits: Visual Narratives of Affective and Technical Assessment 17. Drawn Personalities 18. Section III Summary—The Role of “Context” in Assessment Section III: Questions and Discussion Points SECTION IV: Measuring Risk-taking and Ingenuity 19. Commentary Section IV—Nurturing and Assessing Risk-Taking in the Art Room: A Framework for Teachers 20. Assessing the Student Over the Work: Grading with Studio Habits of Mind 21. Holistic Assessment through the Photographic Lens 22. Risk and Chance: Portrait Lessons for Advanced Students from Rural and Suburban Communities 23. Risk-Taking and Empowering Students with Interdependent Artmaking 24. Section IV Summary Section IV Questions and Discussion Points SECTION V: Capturing Empathic Understandings and Social Engagement 25. Commentary Section V—Empathy and Socially Engaged Art 26. Starting a Conversation: Student-Directed Projects Designed to Engage the Community 27. An Evolution of Assessment in the Wake of a Cultural Revolution 28. Building School Community with Artist Trading Cards 29. What Breaks Your Heart? Socially Engaged Artwork in the High School Art Classroom 30. Section V Summary— Assessing Socially Engaged Art Education Section V Questions and Discussion Points SECTION VI: Assessing Collaborative and Integrated Learning Outcomes 31. Commentary Section VI—Integrated and Collaborative Assessments 32. Sculptured Landscapes: Art Lesson and Assessments 33. Ceramic Whistle Sculpture 34. Critique as Assessment 35. The Art Throwdown: Process and Production in Interscholastic Competition 36. Summary Section V—An Assessment: Art Integrated Instruction and Collaborative Learning Section VI Questions and Discussion Points SECTION VII: Closing Thoughts 37. Conclusion 38. Afterword: Addressing Social Issues and Mental Health as Contemporary Culture 39. Afterward: Rethinking Assessment – Post-Pandemic

Reviews

"""The National Art Education Association is proud to support the integrity and diligent efforts of Cathy Smilan and Richard Siegesmund in bringing this book to light. We are also honored to serve and promote the industrious nature of the visual arts educators who shared their knowledge and experiences to make this work possible. The tireless commitment of these art educators not only shaped the context of this volume, but also the learning outcomes of countless students who received guidance—as well as creative and artistic success—under their instruction."" -National Art Education Association (NAEA)"

""The National Art Education Association is proud to support the integrity and diligent efforts of Cathy Smilan and Richard Siegesmund in bringing this book to light. We are also honored to serve and promote the industrious nature of the visual arts educators who shared their knowledge and experiences to make this work possible. The tireless commitment of these art educators not only shaped the context of this volume, but also the learning outcomes of countless students who received guidance—as well as creative and artistic success—under their instruction."" -National Art Education Association (NAEA) ""By illustrating diverse methods and procedures, this book argues for and defines a new language of assessment that enhances instruction and guides student growth while fostering authentic artistic expression. Instead of advocating for a complete shift from epistemological to ontological perspectives, this book emphasizes the importance of integrating ontological philosophies alongside epistemological ones in assessment practices. This balanced approach, in my opinion, is a distinguishing feature of the book."" -Elly Yazdanpanah, PhD, The University of British Columbia, for Teachers College Record, July 2024

"""The National Art Education Association is proud to support the integrity and diligent efforts of Cathy Smilan and Richard Siegesmund in bringing this book to light. We are also honored to serve and promote the industrious nature of the visual arts educators who shared their knowledge and experiences to make this work possible. The tireless commitment of these art educators not only shaped the context of this volume, but also the learning outcomes of countless students who received guidance—as well as creative and artistic success—under their instruction."" -National Art Education Association (NAEA) ""By illustrating diverse methods and procedures, this book argues for and defines a new language of assessment that enhances instruction and guides student growth while fostering authentic artistic expression. Instead of advocating for a complete shift from epistemological to ontological perspectives, this book emphasizes the importance of integrating ontological philosophies alongside epistemological ones in assessment practices. This balanced approach, in my opinion, is a distinguishing feature of the book."" -Elly Yazdanpanah, PhD, The University of British Columbia, for Teachers College Record, July 2024"

Author Information

Cathy Smilan is a Professor of Art Education and the Master of Art Education Graduate Program Director at the University of Massachusetts Dartmouth. She serves a reviewer for the International Journal of Education through Art, and the Journal of Visual Culture and Gender. Dr. Smilan served as a member of the NAEA Professional Materials Committee and as a permanent editor of the IJETA IMAG. Richard Siegesmund is a Professor Emeritus of Art+Design Education at Northern Illinois University. An elected Distinguished Fellow of the National Art Education Association, he is also a recipient of the organization's Manuel Barkan Memorial Award for significance of his published research on the 1997 NAEP Arts assessment.

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