Jason’s eye for detail

Key competencies

These stories show Jason thinking critically to follow a process and reason why his work was at an acceptable level of completion (to him). He was able to use the other children’s ideas to develop his own art skills and then share the motivation and ideas used in his work. He showed that he could manage his own time and materials (managing self) and complete tasks with and at the same time as others (participating and contributing).

How might these stories strengthen Jason’s identity as a learner?

Jason is taking ownership of an initiative in his art. He negotiates with the teacher, showing a willingness to question the instructions and defend his position. He gets ideas from others in his class. He shows perseverance with the task and is open to trying a new process, allowing others to help him and contribute their ideas (agency). Jason’s art ability develops over time through a number of opportunities to practise his skills (continuity). Jason applied these skills in both art and literacy activities (breadth). He used a range of materials and skills to complete his art exhibition piece with a variety of people – class teacher, classmates, and office staff (depth).

For more information on the four dimensions of agency, breadth, continuity, and depth (ABCDs), refer to Narrative assessment: a guide for teachers.

Learning areas

Level 1 the arts

This learning is situated in the visual arts strand. Jason’s love of rich visual detail motivates him to create a detailed picture to communicate the character and features of his pirate. He used his practical knowledge and love of drawing in new contexts over a number of sessions. Jason’s sense of ownership and acceptance of the level of completion of his work shows how the outcome of the art process can be diverse for students.

Jason was able to develop his visual ideas in art by looking at the work of others and using their ideas in his work (developing ideas). He was able to share the ideas and motivation behind his work and to show how much he valued his own work (communicating and interpreting, and understanding the arts in context).

Effective pedagogy

What does this tell us about teaching and learning in this setting?

Jason’s teacher provided Jason with sufficient opportunities to learn by allowing him to re‑visit the art task. This enabled him to develop the skills gained in a previous session. She allowed him to take the lead in his learning and to come back to an art process that he had attempted before but had not been confident to see through. This acceptance of his comfort level and his artwork, even though it was not completed to the same degree as the others, shows a supportive learning environment that allowed Jason to take risks the next time he returned to an activity. Allowing Jason to pursue his art when he was motivated meant that he experienced success. This was made possible by the willingness of others to follow his lead and help manage his learning. This also allowed Jason to make connections to his prior learning and experience, to build on what he already knew, and to extend his skills.

Reflective questions for the reader

“Jason participated in this learning so readily because it was personally motivating to him. How well do I know the special interests of my students?”

“How can I follow the lead of my student, possibly at another time or place, when they are ready to learn? What practical management steps would be necessary to allow this to happen?”

“How can I give students opportunities to learn from each other?”

Useful resources

Arts online. Weblink http://arts.unitec.ac.nz. Accessed on 1 June 2009.

Ministry of Education. (2002). Design – Exploring the visual arts in years 1–6. Wellington: Learning Media.

Ministry of Education. (2002). Fabric and fibre – Exploring the visual arts in years 1–6. Wellington: Learning Media.

Ministry of Education. (2002). Printmaking – Exploring the visual arts in years 1–6. Wellington: Learning Media.

Ministry of Education. (2002). Sculpture – Exporting the visual arts in years 1–6. Wellington: Learning Media.

Ministry of Education. (2007). He papahuia toi Maori: Maori visual culture in visual arts education, years 1–6: Unit 1: Ngā āhua o Tāne. Wellington: Learning Media.

Ministry of Education. (2002). Painting – Exploring the visual arts in years 1–6. Wellington: Learning Media.

Janney, R., & Snell, M. E. (c2006). Social relationships and peer support [Part of the set Teachers' guides to inclusive practices] (2nd ed.). Baltimore, Md.: Paul H. Brookes Pub. Co.