A key to fully appreciate art is understanding the creative journey and the underlying creative critical thinking which leads to the “message and meaning” of the piece.
Honors students are given the option of completing an individual or small group creative project to fulfill their honors enrichment plan.
Students select a specific movement/genre/medium/artist for their exploration (short film, drawing, painting, sculpture, photography, musical composition, musical performance, creative writing, dance, drama performance, culinary, etc.). After their proposal is accepted and modified if needed the student journals their creative process (including photos and video clips).
The student presents their ‘finished’ piece to the class in digital or physical format providing an overview of their creative journey. The culmination of the project is the submission in Canvas of the complete journals, final product, and detailed reflective statement on how the project specifically relates to the course content and outcomes.
| Attachment | Size |
|---|---|
| vangoghpaintinga1.ppt | 22.29 MB |
| createhonorstimeline.pdf | 79.71 KB |
Comments
This powerpoint is the only student example I have that is even close to uploading here due to file size limits--even so I had to cut it to about a third of the presentation (took a number of iterations to get it under).
R
Rod, I enjoyed looking at the student's project that was attached. Journaling is a great way to learn. Based on students' work, do you think the project needs to be changed in any way? Olga
I too believe that journaling is a great way to get students to reflect and improve. Also, the way you have it set up entails some metacognition on their part. Finally, leaving the choice to them is very brain friendly. Do you have any data to confirm the efficacy of this type of project?
I was wondering if you had a rubric or scoresheet you used? I think this is an excellent exercise to have students stop and describe their actions. Yes, it is a form of metacognition as Pete indicated.