Welcome to Art Room 104! Well, I no longer teach in room 104...it's now room 309, but the heart is still there! I have now transitioned into teaching 7th-12th grades, and my focus is now moving towards Choice Based Learning in the art room. Join me on my journey as I enter new territory, experiment, and share how I fit it all into the realm of Common Core!

Here is the Elementary Art Curriculum Map that all K-4 art teachers in Chelmsford follow. You can click on the picture for an enlarged view National Visual Art Standards BY grade 4 1.1 Use a variety of materials and media, for example, crayons, chalk, paint, clay, various kinds of papers, textiles, and yarns, and understand how to use them to produce different visual effects 1.2 Create artwork in a variety of two-dimensional (2D) and three-dimensional (3D) media, for example: 2D – drawing, painting, collage, printmaking, weaving; 3D – plastic (malleable) materials such as clay and paper, wood, or found objects for assemblage and construction 1.3 Learn and use appropriate vocabulary related to methods, materials, and techniques 1.4 Learn to take care of materials and tools and to use them safely 2.1 For color, explore and experiment with the use of color in dry and wet media Identify primary and secondary colors and gradations of black, white and gray in the environment and artwork Explore how color can convey mood and emotion For example, students mix light and dark values of colors or predict the results of overlapping and blending primary colors. 2.2 For line, explore the use of line in 2D and 3D works Identify a wide variety of types of lines in the environment and in artwork For example, students take a walk around the school and note jagged, straight, curved, thick, and thin lines. 2.3 For texture, explore the use of textures in 2D and 3D works Identify a wide variety of types of textures, for example, smooth, rough, and bumpy, in the environment and in artwork Create representations of textures in drawings, paintings, rubbings, or relief 2.4 For shape and form, explore the use of shapes and forms in 2D and 3D works Identify simple shapes of different sizes, for example, circles, squares, triangles, and forms, for example, spheres, cones, cubes, in the environment and in artwork 2.5 For pattern and symmetry, explore the use of patterns and symmetrical shapes in 2D and 3D works Identify patterns and symmetrical forms and shapes in the environment and artwork. Explain and demonstrate ways in which patterns and symmetrical shapes 3.1 Create 2D and 3D artwork from direct observation For example, students draw a still life of flowers or fruit, action studies of their classmates in sports poses, or sketches of the class pet having a snack or a nap. 3.2 Create 2D and 3D expressive artwork that explores abstraction For example, a student simplifies an image by making decisions about essential colors, lines, or textures. 3.3 Create 2D and 3D artwork from memory or imagination to tell a story or embody an idea or fantasy For example, students draw members of a family from memory; illustrate a character in a folktale or play; build a clay model of an ideal place to play; or make images that convey ideas such as friendship. 4.1 Select a work or works created during the year and discuss them with a parent, classmate, or teacher, explaining how the work was made, and why it was chosen for discussion For example, a first grader chooses a painting and tells how she mixed the colors, and talks about the decisions she made. 4.2 Select works for exhibition and work as a group to create a display 4.3 As a class, develop and use criteria for informal classroom discussions about art 5.1 In the course of making and viewing art, learn ways of discussing it, such as by making a list of all of the images seen in an artwork (visual inventory); and identifying kinds of color, line, texture, shapes, and forms in the work 5.2 Classify artworks into general categories, such as painting, printmaking, collage, sculpture, pottery, textiles, architecture, photography, and film 5.3 Describe similarities and differences in works, and present personal responses to the subject matter, materials, techniques, and use of design elements in artworks 5.4 (Grades 3 and 4) Explain strengths and weaknesses in their own work, and share comments constructively and supportively within the group 6.1 When viewing or listening to examples of visual arts, architecture, music, dance, storytelling, and theatre, ask and answer questions such as, “What is the artist trying to say?” “Who made this, and why?” “How does this work make me feel?” 6.2 Investigate uses and meanings of examples of the arts in children’s daily lives, homes, and communities For example, children learn and teach other children songs in languages other than English; interview parents and community members about dances, songs, images, and stories that are part of their family and cultural heritage. 7.1 Investigate how artists create their work; read about, view films about, or interview artists such as choreographers, dancers, composers, singers, instrumentalists, actors, storytellers, playwrights, illustrators, painters, sculptors, craftspeople, or architects For example, teachers invite an illustrator of children’s books to school to show how she creates her illustrations. 8.1 Identify characteristic features of the performing and visual arts of native populations and immigrant groups to America, such as • styles of North American native cultures of the East Coast, Plains, Southwest, and Northwest; • styles of folk and fine arts of immigrant groups from European, African, Latin American, Asian, and Middle Eastern countries For example, students look at examples of Native American clay containers from the Southwest, and wooden containers from the Northwest and compare the similarities and differences in form and decoration. 8.2 Identify characteristic features of the visual arts of world civilizations such as styles of ancient Egypt and Africa, China, Mesopotamia, Greece, Rome, and the Medieval period in Europe 8.3 Perform or create works inspired by historical or cultural styles 9.1 When using art materials or handling and viewing artifacts or musical instruments, ask and answer questions such as • “What is this made of?” • “How does this instrument produce sound?” • “Would I design this differently?” • “Who first thought of making something like this?” For example, students examine a variety of percussion instruments, experiment with the different sounds they make, and learn about the cultures in which they were made. 10.1 Integrate knowledge of dance, music, theatre, and visual arts and apply the arts to learning other disciplines Examples of this include: • using visual arts skills to illustrate understanding of a story read in English language arts or foreign languages; • memorizing and singing American folk songs to enhance understanding of history and geography; • using short dance sequences to clarify concepts in mathematics.

Awarded full marks: Exhibition Work, Comparative Study and Process Portfolio by Enrico Giori, St. Louis School of Milan (completed as part of the IB Visual Arts syllabus 2016).

Since reading Mind in the Making , I've been fascinated with Carol Dweck's research into fixed vs growth mindsets and how we as art...

This year, I have focused our first two weeks on really enforcing Visual Journal procedures. Yep, I said Visual Journals. I'm really trying to go away form using "sketchbook" as the term for them. From my three year experience teaching high school, I've noticed that my students really didn't seem to take the sketchbook seriously. Homework assignments were not done by most students, even the ones who were serious about art. They didn't feel an urgency to keep their sketchbooks in one piece, or even bring them to class daily (even when I allowed them to keep their sketchbooks in the room!). So, this year, in my attempt to become more choice-based (a.k.a. T.A.B), I'm calling our sketchbooks "visual journals" and I'm trying to create more open ended, thought provoking assignments. So far, I really do think they are enjoying them, too! Our first order of business was to create a bell ringer calendar of some sort in our visual journals. I have three classes I am using this bell ringer method with: Studio Art, Art 7 and Drawing & Painting. Since Studio Art meets every day, I had the students create a monthly calendar that spreads across two pages. Just about everything we are doing in our Visual Journals must be a two-page spread. Why? To save paper and conserve space, but also because they will have to find creative solutions when marker bleeds through the paper to the other side!! Each month, our bell ringer calendars will have a theme. I saw a post about this over the summer on the Art Teacher Facebook page and it's really what got this idea going in my head. When I attempted bell ringers in the past, it was always an art question...what are the 7 elements of art? Why do artists draw portraits? That kind of thing. With all of the interim testing and assessment we have to do, I've decided that I want to get as far away from "traditional" bell ringers and do something that is more fun and art based (thus moving towards choice based). So, this month for Studio Art, our bell ringers are all going to be daily drawings of texture or patterns. This coincides with our first unit, which is about doodling and zentangling. My visual journal is the one on the right. I used blue masking tape to create a border around the edges of mine. I'm hoping as we progress through the year, my students will get a little more creative each month when we draw out our calendars! The visual journal on the left is one of my students. When we started this, it was the first full week of school. I told the students at the end of each month, I would be grading their entire calendar as a whole, looking at creativity and problem solving they had to do to make sure each square was filled in with a completely different pattern. I told them that they are welcome to fill in the weekend blocks and the blocks during the week from before we began bell ringers, and she came in on Wednesday that week with all of these amazing little pattern/texture drawings! Here is the bell ringers looked like for the first week: Monday: Create a pattern or texture that fills the entire square. Tuesday: Create a different pattern or texture than the one you drew yesterday. Wednesday: Create a fuzzy pattern or texture. Thursday: Choose a zentangle card from my "Yoga for the Brain" card decks and draw it. Friday: Draw a string to break up the box and then fill it with tangles. On Tuesday and Wednesday, we looked at the artist Kerby Rosanes and his style of doodling, and then they learned about the zentangle process. So, the Thursday bell ringer coincided with our zentangle practice on Thursday, and then Friday's was a review as to how to complete a zentangle tile. These are my own bell ringer pages from the other two classes. For Drawing & Painting, which is on the left, the students created a condensed calendar on one page of their visual journals. I only see these students every other day. Again, they were told that they can fill in the other squares on their own time. Many students left the weekend off of their calendar so that they had bigger squares to draw in. For Drawing & Painting, their monthly theme for September is "Fall". On the first day, I told them to draw something that reminded them of fall. On the second day (which should have been Thursday...I already messed up my days... ;), I told them to draw something that reminds them of fall using food. I will do a post at the end of September with everyone's calendar pages when they are complete. This group is doing amazing things...some or working in just pencil, some in Sharpie, and some are experimenting with other drawing media, like colored pencils and oil pastels! The bell ringer page on the right, is my page from Art 7. Again, I see these guys every other day. So, I counted how many days we would see each other for the rest of the month, and then had them split their page up into that many spaces. It just so happened that 7 was our lucky number, which is perfect because our first unit is the Elements of Art! They haven't caught on yet, but each day, I am asking them to fill a space with as many lines....shapes...textures...forms...etc. as they can. For my Art 7 page, I sprayed it with Liquitex Spray Paint. I learned about this stuff at the NYSATA conference and it is absolutely AMAZING! You can use it indoors and you don't have to be well ventilated. It doesn't have the aerosol chemicals and smells like traditional spray paint. It's also an acrylic paint, so it dries very quickly. I ordered two cans of each color this year for my graffiti unit for Art 7. This was my way of trying to cover up the bleed through from the previous page. You can see a little bit of bleed through from my Studio Art bell ringer calendar, but if I would have sprayed another layer, it would have been covered up completely. Now, onto the Visual Journal assignments that are homework. Yes, I am giving homework this year, and so far, they seem pretty excited about the assignments! I have already mapped out the entire school year for all three classes. They will have three assignments due every five weeks. These assignments can be handed in early for a grade (so they have time to re-do, fix, adjust for a better grade), or handed in by the due date, but not late. I did them every five weeks with a hard due date because (A) I get exhausted from hunting students down to hand in late assignments and (B), the students already have the document with the entire year mapped out on the Google Classroom, which means at anytime, they can do the next assignment if they wish. In class, I plan on allowing students to work on these visual journal assignments on Fridays only. I know that most students don't have the materials at home to do this. They can come down to my room during Study Hall or after school, but for those who are in sports, this can be difficult, so I'm doing my best to give a little. The first assignment, which we spent the first three days of class beginning was the cover design. Over summer, my daughter helped me design my cover. I collaged newspaper and white tissue paper over my cover. Then, I dropped colored India Ink on it and we used straws to blow the ink. I use black washi tape to "frame" the cover, and then pink washi tape to write "visual journal" on the front. I also took a thin sharpie and added some value lines to the visual journal tape. The second visual journal assignment is a name design. This has to be on the inside of the front cover and on the front of the first page (two-page spread). Here is mine so far...it's not quite finished, but I've used Sharpie and colored pencil. I'll add ebony pencil shading to my name once I'm done zentangling it. The third visual journal assignment that is due on the first five weeks is a Brain Illustration. I am asking students to take a right brain / left brain quiz (there is also an app for this website that you can download to iPads) to determine how they think. I really like doing this as a beginning assignment because I'm hoping it will help students see that if they struggle with creativity, it might be because they are more left brained, and that they need to think about completing art projects using what they know. If they are really good at math, then maybe they need to take a more mathematical approach to the assignments, and as we progress through the school year, maybe they'll become more comfortable with art and a bit more creative as we go along. Mine is not finished, but I created my brain using a Gelli Plate (acrylic paint and a round sponge) and Sharpie. I had this awesome cork board scrapbook paper that I glued down (to cover up the bleed through), and then I framed the border with red masking tape and wrote the characteristics of each side of the brain on the corresponding border. From here, I was thinking about making little sketches of the things I do to fill up each side according to my percentages (my quiz said I am 67% right brained and 33% left brained) and make them look like they are pinned to the cork board. So, that's a lot, right? It is, but I'm confident that if I give them their Friday's, they'll have plenty of time to succeed at this. Quite a few of the students are already done with their cover, and a few have even told me that they asked their parents if they could go buy some art supplies for at home to do their assignments. Score! Here is what the visual journal document looks like to my students in their Google Classroom. I created a rubric based on the Studio Habits of Mind and in my effort to move towards choice based art, I will be assessing all of their projects using these criteria. All of their visual journal assignments must be two-page spreads and they must use mixed media.

How sweet it is. After two wonderful years in a Kinder-Grade 2 art room, I took a new position in the school next door, which is Grades 3-5. I absolutely love it. Here are some signs and posters I

Welcome to the spring semester at PS 150!!!! Parents of students who are new to the class should have received a welcome letter by now. The letter outlines important items for you and your child such as the class rules and general rubrics. For your reference, a copy of the rubric is linked below. Please feel free to stop in and meet me at the next parent teacher conference date. I look forward to working with your student this spring!!!!!

Visually Scaffold Your Curriculum With Ease % %

A Printable Elementary Art Rubric is a valuable tool for both teachers and students to assess and evaluate art projects in a structured and objective manner. This rubric helps to provide a clear set of criteria and expectations for the different elements of an artwork, such as creativity, craftsmanship, and effort. Designed specifically for elementary school students, this printable rubric enhances their understanding of the subject and empowers them to take ownership of their artistic achievements.

What can we make with 10 Black Dots? QUIZLET GRADE 1 QUIZLET BASIC ART VOCAB QUIZLET ELEMENTARY ART FLASHCARDS COLOR SONGS!!! We will be discovering the Art El…

Blog de Educación Plástica y Visual para las clases bilingües (en inglés).

Use this art discussion lesson for children, featuring work by Henri Matisse, to get children thinking and talking about art. If you haven’t tried art discussion activities before it’s easy to get started, and you’ll soon discover how they open up conversations and ideas, boosting children’s language, reasoning and confidence. Art discussion lesson for children […]

A Visual Literacy SMART goal for the high school art classroom

Are ya'll familiar with the Japanese holiday called Children's Day? I think sometimes my students are convinced that everyday is Children's Day which is why nearly every night is Grape-Flavored Grown-Up Drink Day for this art teacher. But I digress. The real Children's Day is celebrated in Japan on the 5th day of May which, in case you didn't know, is the 5th month. It's a day set aside to respect children's personalities and to celebrate their happiness. Which, seriously, that part should be everyday in an art room, don't you think? On this day, all children fly a carp kite called a koinobori on a flag pole, along with the koinobori of those in their family. The father's koinobori is usually at the top, followed by the mother with the children's kites, from oldest to youngest, flown below. I had big visions of flying the kids' koinobori outside of our school for the occasion and for our upcoming art show (which is in 10 days, people! Not that I'm freaking out at all). However, we had some pretty Big, Bad and Ugly weather at the start of last week that lead me to believe that keeping these lovelies inside would be a better bet. The last time I hung something in these windows, it was a pretty big hit so I thought I'd do it again with our koinobori. Along with a sign, of course. Otherwise everyone just thought they were super cool fish kites. Which they are but there's also a super cool story behind them as well. So just how did my friends in First Grade Land create these awesome koinobori? Dude, it was so super easy and, like, the World's Fastest Art Project (which for me is a total rarity). Here's a list of the supplies we used: Roylco's Japanese Carp Wind Sock Kit For about $8, you can get your kitten mittens on a set of 24 die-cut fish with tag board strips that get glued into the mouths (if you look at the orange fish above, you'll see the tag board propping open the mouth.) Sharpies. This is optional. I had the kids use these to add details that they wanted to remain permanent. Watercolor Paint. Boy, talk about an End-of-the-School-Year-We-Are-Almost-Outta-Supplies Limited Palette, ya'll. But, we're artists, kids! We can make do! Or something like that. A Spray Bottle Full of Water. Yarn. Hole Punch. How the lesson went down: My kids have been learning about Asia, with an emphasis on Japan, all year. In fact, we'd just finished off this sushi lesson not long ago and had just completed making a ceramic koi fish. I needed a short and quick tie-in lesson while our clay projects dried and fired. These koinobori were just the perfect thing. After chatting about Children's Day, the kids were given a tray of warm and cold colored Sharpie markers. We chatted about the parts of a fish (fins, gills, scales, tail, etc.) and how we might emphasize those with either warm or cool colored Sharpies. That took up our first 30 minute session. For the next 30 minute session, we reviewed correct use of water color paint (which obviously doesn't include cleaning the tray, ew!). I also told the kids that they were again to use warm or cool colors but that they didn't have to stick with the same color family as they used last art class. Once the kids had collected their supplies (a paint brush and two ziplock bags -- the two things I forgot to mention in that above supply list, doh!), they were to raise their hand and I came over and squirted their fish with water. Because the paper is made from the same stuff as coffee filters, a wee spritz of water really helps the water color paint to spread out. The kids thought that was pretty rad. Once the kids had painted their entire fish, they were given the option of splatter painting. I don't think a single kid opted out of that one. To dry, the kids gingerly carried their zip locked fish to the floor. The reason I kept the bags on the bottom was that I found that the color will often run off the paper and on to the surface that it is sitting on. However, if the paper is allowed to "sit in it's own juices" so to speak, it dries much more vibrant. Now, normally, I woulda had the kids add the tag board and attempt to tie the string. But I was in a bit of a time crunch. So I set aside about 15 minutes every afternoon to hot glue the tag board at the top, hot glue it into a tube, hole punch the top and add the yarn. By the end of the week, I had all of my classes finished. To hang, I bent a paper clip so that it looked like some sort of scary prison shank and stuck it into the foamy ceiling tie. I added the top fish to that paper clip. Then I hole punched the bottom of that fish and added a bent paper clip to that hole where I attached the second fish. If I'm not making any sense it's because I'm deep into that aforementioned Grape-Flavored Grown-Up Drink Day and I simply cannot be held accountable for my incoherentness. I managed to get 'em all up and ready for Monday, May 5th on Friday. I can't wait for the kids (and the grown kids) to see them and celebrate all things children -- especially during our standardized testing week! Until next time, enjoy Children's Day! Or Grape-Flavored Grown-Up Drink Day. Your choice.

Try DOODLING!!!!! Get inspiration from Mr. Doodle; Sometimes, the solution to your problem just won’t come into your head, yet your thoughts are spinning at a 100 kilometres an …

So the other day, I was looking at bathing suits for my kids at Target online. I put a few in my virtual cart, but then decided on buying from Lands End instead. Well, since

I am NOT a traveling art teacher this year (for the first time EVER! Can I get a "hallelujah"?!) and my newly opened scheduled allowed for some great opportunities. The 5th grade teachers in my building were the first ones to jump on board with my crazy idea, so they became my guinea pigs. Because of their RtI groups, they had some students that didn't need reading interventions. So...what do you do with THOSE kids, while you're trying to work in small groups with the kids who DO need the interventions?? You send them to the Art Room! I get between 12 and 18 kids, twice a week for 30 minutes, for 6 weeks. Then, another batch of kids comes in for the next 6 weeks, and so on, for the entire year. Each student works through the artistic process at their own pace and they are given much freedom when it comes to subject matter and media. The directions I gave in the beginning were simple: 1. Be inspired. 2. Choose a media. 3. Go through the artistic process. 4. Reflect afterwards. Subject matter was up to each student. Different media stations were opened up a regular intervals (drawing, painting, collage, printmaking, sculpture). I checked in with each student each day so we could check on their progress, answer questions, and problem solve together. After a project was finished, they completed a writing assignment that asked them to reflect on the entire process. I've put together a video of what they've done so far this year - please enjoy! So, call it "TAB" or "Centers" or "Stations" - but whatever you decide to call it - just try it! Because if you've been considering offering more choice in your art program, I say "Go for it!" Being a major control freak, I was really nervous in the beginning, but by giving them more control over the process, they became more invested students and more creative students. Win-Win! ~Amy

Teaching rhetorical analysis is one of my absolute favorite units to complete with my students. I love teaching my students about rhetorical strategies and devices, analyzing what makes an effective and persuasive argument, and reading critical speeches with my students. Here is a quick list of some of my favorite speeches for rhetorical analysis.

I have been working on creating rubric for my 5th grade Van Gogh unit and I wanted to share them, particularly to get your take on the essay portion. As I said in my previous post, I haven't really been doing much Common Core in art, but I'm trying to change that. By no means am I an English teacher, but I did write upwards of 20+ art history papers and a thesis in college, so I hope I have asked good enough thought-provoking questions! This rubric is the rubric for the final, monochromatic project. I'd like students write a short essay about their artwork and Van Gogh. We will mat/frame their essay and display it together with their paintings. I plan on sharing this with their teachers to see if there is any way I should tweak these questions, write my directions, or review how to write an essay with them. I'm not even sure if they have really done short essays (though I'm sure they have). Please let me know if you have any input on this...I would greatly appreciate it! As I'm posting this, I am adding another paragraph...Which elements of art did you use in your artwork? How and where?

PLN,2 Soul Sisters Art Ed,Distance Learning,Choice Board,Choice Board Templates,at-home projects,Art Education,Art Education Blog

Integrating art across the curriculum doesn't have to be hard! Our guest blogger shares a variety of ways that art can be integrated into all content areas.

4 Steps to Opening a TAB Collage Center % %

“The prime value of the arts in education lies, from my point of view, in the unique contributions it makes to the individual’s experience with and understanding of the world. The visual arts deal with an aspect of human consciousness that no other field touches on: the aesthetic contemplation of visual form.” – Elliot Eisner, […]

I LOVE this project! It's definitely a staple in my room now for 5th graders to do this project. Their classroom teachers love it (because they draw the animal they research for class) and the students love it because they tend to be so successful with the oil pastels! I even had one of the teachers ask me if she could have a box or two of oil pastels for the students to draw with in their spare time in their classroom! :) We did this project last year, and it didn't really change at all. I printed off a picture of each student's animal for them to use as a resource to draw from. I demonstrated how to blend oil pastels together and how to create different textures, such as rock, leaf, water, and fur. We also talk about using complementary colors to create value, not just black and white. Here are some of this year's results! LOVE LOVE LOVE! There were so many students who normally turn in rushed, sloppy artwork that did amazing! I have to admit, I'm one of those bloggers who tends to only upload and share the good work...and this time around, there are student's artwork posted that often never get considered!

Voice O Meter Template (Large 13×20″ Printable Poster PDF, Word Doc & Letter size PDF) Help manage the voice levels in your classroom! Includes a fully editable download -Word Voice o Meter Template

Art Units. Free homeschool art curriculum and notebooking pages. Curriculum for a year if you study one artist per month for a school year.

This resource includes a completely unique doodle page for 60 different Greek and Latin roots. Sketch notes present your students with a meaningful and engaging activity that they will love. Doodle notetaking activates verbal and visual modalities to capture concepts.WHY GREEK AND LATIN ROOTS?Almost...

Imagination Workout Printable Click the link above to download Attalie’s Imagination Workout free printable art worksheet.

PLN,2 Soul Sisters Art Ed,Distance Learning,Choice Board,Choice Board Templates,at-home projects,Art Education,Art Education Blog

Scaffolded High School Curriculum Curriculum Design % %

A fabulous printable poster for your art space or room, helping your students to follow your art room rules.

I'm trying to help my students be more aware of the grading process in art. Sometimes I get the feeling they think its just a place to come...

I LOVE saving figurative language until June - it's such a fun language unit ... and perfect for our "dreaming of summer brains". We finished up our EQAO testing mid week, and this onomatopoeia activity was the perfect break from testing. How fun is that??? Students chose two contrasting colours - one for the background and one for the word and border "bursting out of the page". They also needed newspaper (cut just a fraction smaller that the "bursting out of the page border" and glued the newspaper on top. They glued their word on top of that (we had brainstormed a lot of onomatopoeia words, but for some reason most of them chose SPLAT for their word). I also had them do a little shading under their letters for that little extra POP (see, I know some onomatopoeia words, too). ;) I had seen this awesome idea on Pinterest and followed it back to Artisan des Arts. Her examples are FANTASTIC!! We also wrote simile poems this week. I found a little template HERE for the students to use for their rough copies. When students were finished their templates, I had them write out their good copies, and illustrate a few lines with a small image. I hung these up, too ... LOVING our bulletin board switch up ... even this late in the school year!!! (I have two of these "smART class" bulletin boards side by side in the classroom. 15 more school days left ... I think I can ... I think I can ... Happy Friday!!!

Use This Flowchart to Help Your Students Write Authentic Artist Statements Assessment Design % %