Project-Based Learning & Assessment

Project-based learning is a method of teaching in which students acquire new knowledge and skills in the course of designing, planning, and producing some project or performance. Although often used in afterschool, pre-college settings I think it makes perfect sense in any educational setting wanting to move away from testing. I think the focus on tests is a mistake that has created problems for students pre-college. Personally, I'd like to get away from rote learning.

Project-based learning (PBL) is a model for classroom activity that shifts away from the classroom practices of short, isolated, teacher-centered lessons and instead emphasizes learning activities that are long-term, interdisciplinary, student-centered, and integrated with real world issues and practices.

One immediate benefit of practicing PBL is the unique way that it can motivate students by engaging them in their own learning. PBL provides opportunities for students to pursue their own interests and questions and make decisions about how they will find answers and solve problems.

PBL also provides opportunities for interdisciplinary learning. Students apply and integrate the content of different subject areas at authentic moments in the production process, instead of in isolation or in an artificial setting.

PBL helps make learning relevant and useful to students by establishing connections to life outside the classroom, addressing real world concerns, and developing real world skills. Many of the skills learned through PBL are those desired by today's employer, including the ability to work well with others, make thoughtful decisions, take initiative, and solve complex problems. - from http://pblmm.k12.ca.us/PBLGuide/WhyPBL.html

In the past I've created customizable project checklists for written reports, art & tech projects, oral presentations, etc. The use of these checklists keeps students on track and allows them to take responsibility for their own learning through peer- and self-evaluation.

In keeping with the "passport" concept I think rather than testing checklists (or rubrics) for outcomes can be created per subject area that are assessed mid and end of the semester. I used a rubric to assess students in my visual language 1 course and it was very helpful. We were all on the same page as far as expectations.

comments from Gina K

I'm constantly surprised that there are second semester students who don't seem to have the faintest idea of scale, size, texture... will an assessment test shock them into actually learning this stuff or will they simply be doing some memorization?... I like the idea of having projected images, the whole point of this class is for students to be able to look at / produce visual work and then use the language to bring their understanding of dynamics and elements to focus.

A test could work but we need material that the students can refer to ( more than just a simple list ) . I find that just using the terms during a four hour class is not enough... if we don't use the Stewart text, we need to put together some type of guide with visual examples, we might want to consider a companion web site to the list with examples for each term.

As I mentioned at the meeting, one key to strengthening the culture is to get back to tactile work in class, there is an immediacy in taking a composition and rearranging shapes, turning the composition upside down, cropping with a piece of paper... back to hand and eye...the computer is a poor substitute for this. When class starts, the computers go on, students park themselves in front of the monitor ( often doing e-mail or worse ) , this kills any chances for social interaction and growth by seeing what other's are producing. I'd like to get back to big work areas where students can work together and get back to a culture where ideas are developed and shared as they emerge.

I agree with Sharon that there needs to be more focus on color... I used to spend the last 1/3 of fall semester on a color project... also LOVE the idea of bringing color into drawing and developing curriculum which complements what is going on in drawing class.

As long as were talking about synergy between foundation classes, I would enjoy developing some ideas between VL1 and Form Study... have some ideas regarding structure and conceptual thinking between 2 and 3D , ideas for future projects, I will post this on the blog in the future.

As far as reading, web resources, I'll share my summer reading list soon, presently I'm on a self imposed crash course in Film Editing ( reading every book I can get my hands on ) . Also planning to re -read E H Gombrichs' "Art and Illusion" and "The Hidden Dimension" by Hall .

Visual Language 1 Mtg 4/27/06

Hi Everyone......
First of all.....thanks Nettrice for your extra efforts in expanding the conversation. Your ability to facilitate and create inter-connecting communication is amazing and hugely appreciated!
I'm posting the minutes [really a summary, as I was also leading the meeting so there are many gaps] of the VL1 meeting of April 27, 2006....I may have missed some things so please let me know].
I will also email all of this.
The items I have asked you all respond to this week are included at the end of the minutes. Please find some time to reflect and write your thoughts and suggestions before our next meeting May 4.
One exciting new piece of news since our meeting: I met with George Creamer, Dir. of the Graduate Program regarding the Graduate Mentor [he does want us to refer to the grads as 'Mentors' for reasons related to how they are being paid]. I explained our vision for an evening lab collective experience. He is very supportive and excited about including that experience as one that interested Grad Mentors might elect to be involved in, rather than day-class Mentoring. He also said we will have more grad students than ever to work with this year. Yea!!
Also: I have another idea for assessment I'd like to share: At about week 10 or 11 in the fall semester, when all 2D formal content has been taught, we give our students a 'Visual Analysis' written test. In each individual class, the teacher would project selected Images and the students would analyze the piece, in writing, using the formal language. We could decide the specifics of the actual form, delivery etc. together as a group. This would give the teacher critical information to include, along with the results of the final crit, when deciding whether or not the student is ready for the second semester. Thoughts???
Thanks again to all of you for your tremendous vision and committment to this program.
Nance
VL 1 Meeting Minutes April 27, 2006
Attending: Juan Ormaza, Gina Kaminsky, Marc Holland, Abe McNally, Sharon Dunn,
Sarah Bapst, Leila Mitchell, Nance Davies
Announcements:
A Studio Foundation Collective Blog has been created for our entire department [Thank you Nettrice!]. Visual Language has it’s own Blog here, as a part of the larger Blog. Many helpful comments have been posted regarding digital aspects of our curriculum. All Visual Language Faculty are invited and encouraged to use the Blog to comment, offer suggestions and raise questions about all aspects of our Visual Language teaching experience. Minutes from VL Faculty Meetings will be posted on the Blog. This week's request is being made to VL Faculty to respond [via the Blog] to a number of issues raised during this meeting in preparation for the next meeting
Thursday May 4, 2006 [12:30 – 2pm; Room 305 South]
Agenda
1. VL [Studio Foundations] Culture
There is still not a clear consensus as to what constitutes VL content. [general discussion]
The Studio Collective [pilot for next fall is writing a Manifesto for students & faculty to address specifics of SF culture [relationship / responsibility to course: class attendance, participation, homework, required collective lab work outside class etc. etc.] We will share details when complete but welcome ideas during this development process.
2. Curriculum [Content and Implementation]
Critical items need our immediate attention:
Content
2D Design Theory [faculty not using a text must provide their own resource materials] 2D Design Vocabulary [we must decide on ‘common’ list of words
Color The Studio Collective [pilot] is sharing the teaching of color:
VL1: Color Theory and 2D Additive Assignments [both Digital and Tactile]
FS: Subtractive Color Assignments in 3D environments
DR1: Color Mixing and 2D Subtractive Assignments

Classes too large? [Linked to poor outcomes?]
Foundation culture ‘fizzles’ [too dispersed, no momentum building, consistency, bar too low]
Other:
Gina
Concern about digital tools pulling the process and the product in a certain direction;
Need to change the configuration of VL labs [computer stations are too dominant, not enough space to do other tactile work].
Juan
Is incorporating ‘Musique Concret’ resources for the sound design component of the video assignment [VL2]
Sarah
Is planning a ‘Text’ assignment for next fall [VL1]
3. Assessment!!
Mid- and End- of Semester Faculty Group Reviews? Quizzes? Etc.??
Faculty Homework [Email or ‘Comment’ on Blog]
Contribute your thoughts regarding:
1. SF Culture What is it? Specific ideas and definitions. Manifestos: Faculty & Student
2. Curriculum Content
What: 2D Design Theory, Color???, Vocabulary, Assignment Development, Research, Critique
How: Consistency across sections / Textbook, Reader? Lists???
3. Assessment
End- and mid-semester Group Reviews? Quizzes? Written Visual Analysis of 2D Image? Etc.
4. Suggestion for: VL Faculty Reading List [begin in the summer and continue?]
Formal Theory / Critical Theory / Cultural Studies /
Other Resources: Poetry, Fiction. Film, Events, Shows etc. etc.


By Nance, at 10:16 AM  

Welcome to Studio Foundation Collectives

Click the image on the left to visit the Studio Foundation Web Page.


This is the hub for Studio Foundation faculty who are working together to achieve a common objective. Current collectives or work groups include:

• Pods, Labs and Satellites
• Color Curriculum Development
• Team Teaching
• Theory & Practice
• Visual Language
  

Some of the groups in the list already have blogs and you can click on their names above on in the sidebar. A lot of work has already been documented on the other blogs but now is the time for more sharing and collaboration, across areas.

Please contribute your ideas, post questions or materials that would be helpful to Studio Foundation.