MTTC Visual Arts Education (095) cheat sheet

Visual Arts Education

• Ohio/MTTC-style arts standards organize learning into four processes: Creating, Presenting/Performing/Producing, Responding, and Connecting; each process must appear in a lesson rationale, not only production.

• National Core Arts Standards anchor standards for visual arts number 11 total: 3 under Creating, 2 under Presenting, 4 under Responding, and 2 under Connecting.

• DBAE (Discipline-Based Art Education, Getty, 1980s) comprises four disciplines: art production, art history, art criticism, and aesthetics; a balanced unit addresses all four rather than production alone.

• Studio habit-of-mind frameworks (e.g., 8 Studio Habits of Mind: develop craft, engage and persist, envision, express, observe, reflect, stretch and explore, understand art worlds) supply assessable dispositions distinct from product quality.

• Choice-based/TAB (Teaching for Artistic Behavior) classrooms structure instruction around three modes: demonstration, work time, and reflection/cleanup; students select media and subject, teacher functions as coach.

• Backward design sequence: identify enduring understandings and essential questions, then acceptable evidence (performance task plus criteria), then learning activities; assessment is designed before instruction.

• Formative assessment in art uses critique protocols (e.g., descriptive critique: describe, analyze, interpret, judge) and exit slips; summative assessment uses rubric-scored portfolios or performance tasks.

• Differentiation in the art room commonly uses tiered studio prompts, flexible grouping, visual/word walls, and modified tools (adaptive scissors, grips, larger paper) while keeping the same artistic objective.

• Safe-use rules: bisque-fired clay dust is a silica hazard (wet-clean only, no dry sweeping); lead glazes are prohibited on food-contact ware; ventilation is required for aerosol fixatives and solvent-based media.