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Introduction to Differentiation in the Art Room
Finding Authentic Ways to Differentiate
An Overview of Content Differentiation 1:23
How to Differentiate Product 2:25
How to Plan and Organize for Differentiation
The Structure of Differentiation 1:46
Organizing Choices and Spaces 1:08
Organizing Students and Centers 3:07
An Opening Routine for Organization 2:26
Skills Verses Product
Teaching Skills vs. Product 2:59
Structuring Differentiation at the Secondary Level 1:42
Streamlining Pre-Assessment Options
Pre-Assessment for Younger Students 4:20
Pre-Assessment for Older Students 3:14
Collecting Data 1:17
Promoting Idea Development
Differentiation through Idea Development 3:42
Simplifying Assessments and Data Collection
Assessing Differentiated Work 2:31
Checklists and Grading 1:30
Additional Ideas on Assessment 1:50
Unlock Certificate: 5 Questions
2 PD Hours
1 Learn how to get started with differentiating content, product, and process
2 Apply differentiating options and techniques for any age/grade level
3 Discover how to plan for, organize, and implement these strategies into your classroom
Finding the right balance of differentiation in any art room can be difficult, particularly when you have students whose interests, abilities, and skill levels are vastly different. In this Learning Pack, discover strategies to help plan, organize, and maintain authentic and student-driven differentiation in your art room. From pre-test examples to creative ways to manage centers to simplified grading options, it’s all here! We’ve gathered the best ideas to help students find their niche and be successful artists in your classroom.
Connected National Visual Arts Standards:
Anchor Standard #4. Generate and conceptualize artistic ideas and work.
Anchor Standard #5. Organize and develop artistic ideas and work.
Anchor Standard #10. Synthesize and relate knowledge and personal experiences to make art.
PRO Facilitator and Middle Level Art Teacher
Johanna Russell has been teaching since 2003 and is always seeking to improve her craft through non-traditional avenues of research, thought, and teaching practice. She believes the mental capacity for creativity and divergent thought will be essential for the futures of our students and that the best place for students to learn to think differently is in the art room.