Reflections about IDA (Identify, Describe, Analyze)

After wrapping my brain around the Enduring Skill for IDA, I tried a few techniques and strategies in the classroom and then asked for student feedback.

My understanding of the Enduring Skill for IDA (identify, describe, analyze) is to identify the Elements and/or Principles you see.  Which ones are present?  Texture, line, color, value, focal point, balance, proportion, etc.  Then, describe them using adjectives.  I like to use the example "If you are talking to your BFF on the phone and you can see the image, but your BFF cannot, describe the image to them."  Then, after you identify the E/P and you have some descriptors, you must analyze WHY the artist did what they did.  What is the message, idea, mood?  What is the artist communicating to the audience?

I incorporated Starter Questions and images, as well as student planning for artworks with these questions and mini-acivities for IDA.  I think that the starters went well,  by the end of the quarter, students were tutoring each other regarding IDA.  I think if I have an IDA poster to remind students and really use it everyday, it will stick.  Also, planning backwards and using the IDA concept.  For the final independent piece, I want students to use the IDA for writing their artist statement.

A - What is the mood, idea, message you want to communicate?

D - Describe how you feel about this mood, idea, message.

I - Which E/P will you use to communicate this to your audience?


We do IDA on existing artists, artworks and activities up until this point.  Then for the final, we do ADI.  We will then turn the ADI into an artist statement for the artwork and display for a Gallery Hop.


Student Feedback:
Based on Student Feedback, the biggest thing they were still confused about was the Analyze part.  Principles of Design, Describe vs. Analyze and then Describe came in second.

My Reflection:
Bigger and Better Word Wall with E/P, Examples of Descriptors and Adjectives for E/P, really implement IDA for all things up until Final and then use ADI for Final Artwork and Artist Statement/Gallery Hop.

I have a new Art in Focus book that I am going through right now.  Here are 2 images of some examples I would like to incorporate and figure out how to use.  Obviously I need to make it student-friendly, but it seems like it would fit really well and help with the IDA concept.

John James Audobon Watercolor birds

My 8th graders learned about different watercolor techniques as well as famous artist John James Audobon.  In our lesson, we have literacy, we have drawing how-to's, we ave watercolor exploration and then we create an artwork inspired by Audobon.  Students had a fun time with the exploration and learning the basics in the how-to.  In the literacy, we read together and practices reading and study strategies.  Here are some pictures. My Reflection for next time is at the bottom.

Reflection:  I would review the expectations with them more, regarding a light background and what method to use (wet on wet), then the middle ground with value (more wet on dry and color blending, also using the white of the page) and then letting it dry, then adding sharpie detail last.

JC Graffiti Wall

Our school is currently going through some renovation and our Principal had a really cool idea one morning.  Let our students write their names on our walls one last time before it is destroyed.  He pictured Graffiti-style letters with signatures and handprints.  I immediately got excited about the chance for some Graffiti!  I collabed with another "hipster" teacher and got some ideas.  I had my 7th graders design a few ideas and then off to Lowe's I went!

Students helped paint the wall white (a few layers), then I did the letters. Last, students got to place their signature on the wall the Friday before Spring Break.

Nothing like getting street cred with the middle schoolers over Graffiti-ing your school!!  ;)

Drawing: Self Portrait Cubes

8th grade just completed their Self Portrait Cubes.  I wanted to do something other than a regular straight-on Self Portrait.  a) they are hard  b) nobody wants to look at themselves that long!  c) that can be either freeing or detrimental to a middle schooler.  So, I figured placing their facial features on a cube would be less frightening, but still intro drawing, self portrait and value.
We started with a little value practice on a sphere, then moved to practicing an eye, nose and mouth.  I demo'ed the different level of drawing pencils (HB to 4B).  I gave students mirrors to use and a template.  We worked on this (and a weekly sketch) for a solid 4 days.  I graded and passed back cubes with feedback, there were a LOT of outlines and minimal shading.  3-4 were exceptional, only a couple unfinished.  After feedback, students worked on them a bit more, then we cut them out and glued or taped them together.

Next time, I would like to make an Alexander Calder out of them; either a mobile to hang in the classroom or in our display case.  ;)

Instagram in my Classroom and Art Program

One of my assignments for my Grad class this semester has been to create a video about a technology that I use in the classroom.  I wanted to select a technology that presents a teacher-student collaboration and is not necessarily "equipment".  So, I chose our class Instagram account.  I started an Instagram account and have been using it since day 1.  Some shots are random student artworks, some are just things we are working on, etc.  As I moved further into my grad class and reviewed several documents, I realized that many of the evaluation criteria can be achieved by using my instagram account in a different, deeper way.  Instead of just taking a picture of whats going on, simple documentation, I have intentionally gone after specific art vocab words, specific student exemplar models and have also incorporated student use for our photography unit.  Using Instagram in the classroom has taught me how to intentionally apply everything you do so that it supports instruction, participating in teacher-student collaboration and taking pictures as a learning opportunity as well as a great way to share with parents/guardians, staff and the community about what we are learning, doing and how they can contribute!  Below is the video I made for my class. My account on Instagram in "jcmsartstudio"

Islamic Art

7th grade students study Ancient Civilizations in Social Studies and in visiting the Middle East, I wanted to incorporate a printmaking lesson either on Architecture or on Abstract design.  I did some research and felt that the information from the MET and the opportunity to collaborate with math led me to this Lesson.  (I'll do Architecture next time.)

I thought it was interesting to learn about how this particular culture wanted to separate themselves from all the other religious art going on at that time as well as what their art meant to them, the reasoning, why it's abstract and infinite and the beauty of the math in art! 

The information from the MET can be found here and my summarized information with questions can be found here.  Below are images of the tools we used and the end result from the kiddos.  They really enjoyed this lesson and were very responsible and respectful with the tools.  One of these is actually on display in the community!

Art Integration: Idea Development

Arts Integration

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Enduring Skill: Analyze a work of art, music, dance, drama or architecture utilizing its elements and principles.

Criteria 2: Idea Development

The student will consistently identify, describe and explain/analyze the artists’ use of the elements and principles with original or insightful interpretations. 

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First, what are the elements and principles?

Elements: Texture, Line, Color, Space, Shape/Form, Value

Principles: Balance, Contrast, Emphasis, Movement, Pattern/Rhythm, Unity, Proportion.

Here are some questions that can support the idea development criteria.

1.       Identify

a.       What elements and/or principles do you see? 

b.      Example:  I see line, implied texture, color, pattern and balance.

2.       Describe

a.       Can you describe or tell me about the element/principle?  Imagine you had to describe this artwork to your friend on the phone.

b.      Example: The lines are bold and jagged, the texture looks sharp, and the color is warm (red, yellow, orange), there is a pattern in the border, there is symmetrical/asymmetrical/radial balance.

3.       Explain/Analyze

a.       Why would the artist add a bold, jagged line to this artwork?  What is the difference between a jagged line and a smooth curvy line?  Why choose a sharp and rough texture instead of one that is smooth or fluffy?  The warm colors could influence which emotion? Is there cultural symbolism in the pattern? How do you feel when you are imbalanced? Do you think the artist feels this way? Why?