9 Years OldGrowth PatternsPhysical: Pushes self to physical limits, can't sit still Social: Self-aware, anxious, individualistic, likes to negotiate, second chances are important Language: Descriptive, age of negative ("I hate it," "I can't," "boring," "yeah right") Cognitive: Industrious and self-critical, intellectual curiosity, trouble with abstractions, takes pride in finished work In the Art ClassroomAt 9 years old, students have increased coordination; they enjoy practicing fine motor skills (weaving, knitting, carving, drawing). Students at this age struggle with concepts of abstraction, and need assignments that are relevant and reasonable. 10 Years OldGrowth PatternsPhysical: Large muscle development, need for outdoor activities and physical challenges, handwriting becomes sloppier Social: Fairness, work well in groups, quick to anger - quick to forgive Language: Great listeners, cooperative and competitive, friendly Cognitive: Increased ability to abstract, likes rules and logic, proud of academic products In the Art ClassroomCross-curricular assignments work well for 10 year old students. They are highly productive with school work and pay close attention to form, structure, directions, and organization. Assignments that encourage the use of fine motor skills and tools are effective at this age. 11 Years OldGrowth PatternsPhysical: Constant motion; restless, need for more sleep, more illness: colds, flu, ear infections Social: Moody, often does best away from home, loves to argue, difficulty with decisions, extreme emotions Language: Talks before thinking, can be cruel, appreciates humor, imitates adult language Cognitive: Prefers new tasks and experiences to reflection or revision of previous work, able to abstract, increased ability to de-center and see world from various perspectives In the Art ClassroomStudents at this age benefit from "quiet time." 11 year old students need help with time-management skills. New media are encouraged for this age; 11 year old students show interest in many new areas (ex: languages, music, mechanics). 12 Years OldGrowth PatternsPhysical: High energy, growth spurts, food is important (especially mid-morning), physical education and sports valued Social: More reasonable and tolerant, empathetic, self-aware and insightful, peers are more important than teachers Language: Sarcasm emerges Cognitive: Can and will see both sides to an argument, high interest in current events, research and study skills advance with increas of organizational discipline In the Art Classroom12 year old students have increased fine motor skills and take interest STEM. They are patient and hold interest in more complicated visual-motor tasks. Projects focusing on current events and social issues work well for this age group. 13 Years OldGrowth PatternsPhysical: High physical energy, girls are at mature height while boys experience voice changes Social: Neatness with personal appearance not personal environment is important, the mirror is their best friend and worst enemy, mean=scared, spend large amount of time with electronic diversions Language: One-word answers, peer language is important, rudeness Cognitive: Withdrawn and sensitive; protective of developing self-concept and intellectual ideas that remain not fully formed, interest in man's inhumanity to man; issues of fairness and justice; have a desire to serve others In the Art Classroom13 year old students often write better than they speak and do not respond well in class discussions. Self-evaluation is helpful to balance teacher evaluation and grading of work at this self-critical age. Art can be a great benefit for self-reflection/self-discovery. 14 Years OldGrowth PatternsPhysical: Loud, high energy, stretch breaks are needed, difficulty in sitting "properly" in school furniture and prefer to lounge, a rest period often improves performance and behavior in the afternoon Social: Often say work is easy when the work is actually challenging, can be extremely funny and creative, complain of homework yet secretly enjoy challenge and their ability to meet teacher demands Language: Will engage more in group discussion, loud, interest in meaning of words Cognitive: More abstract reasoning evident, Very aware of problems, interest in technology and how things work, like to do as much as possible and enjoy to "cram" as much into their day as they can In the Art Classroom14 year old students are interested in exploring identity. Assignments that encourage questions about identity are ideal for this age group; they are interested in study of psychology. STEAM projects are also beneficial at this age since they are interested in technology and how things work. Reference:
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Title: Middle School Organization: Practices Reflecting Values
Author(s): Paul S. George, et al Source/Date: George, P. S., C., Thomason, J., & Beane, C. (1992). The Middle school--and beyond. Alexandria, VA: Association for Supervision and Curriculum Development. Main Idea/Purpose (2-3 sentences): Group and community work is an effective measure for Middle School aged youth. Through multiple examples provided from various community projects and coursework, George makes a convincing argument on the benefits of inclusive group work. Short Overview (including any important quotes): Paul George begins this chapter with an overview of the seven practices that reflect basic values: setting the context and climate for learning, establishing guidance and advisory groups, promoting team identity and belonging, teaching through interdisciplinary exploration, effectively organizing time and space, advocating multicultural awareness, and integrating the school and community (p.49). These values are each presented in this chapter and largely focus on the importance of groups and involvement in the community. Setting the Context and Climate for Learning: George explains early in this section a study by Garvin who surveyed thousands of parents to ask them “what would you like the middle school level school to provide for your child?” (p.50). Parents wanted to ensure the safety of their children, wanted their child to “know at least one adult” they could reach out to for support, sought “the curriculum to include opportunities for children to get involves in activities,” and wanted their children to have good experiences (p.50). Garvin realized that parents, as George explained, were concerned about safety and security and wanted an overall healthy school environment for their children (p.50). Establishing Guidance Advisory Groups: For personal development and building self-esteem, “students need to seek information about themselves in a positive, nonthreatening, and non-graded environment” (p.56). Effective schools are able to provide groups, typically programs or extra-curricular activities, that “best match young adolescents’ needs” (p.57). Teacher availability before school begins is another important element for advising to adolescents. Promoting Team Identity and Belonging: Teams must be carefully constructed and “should reflect a natural mix of students: girls and boys, gifted and learning disabled, all in the same grade or multigrade” (p.59). Students with similar intellectual attributes should not be paired together; this separates students instead of creating even groups. “All team” meetings, one of George’s examples provided in this text, were weekly meetings students attended that allowed students opportunities “to lead as well as follow” while they were able to learn to resolve differences in viewpoints democratically (p.60). Teaching Through Interdisciplinary Exploration: A balance of experiences is important for middle graders due to a strong interest in multiple areas. George explains that middle school aged children typically go through multiple interests quickly, thus, “schools can capitalize…by offering courses or units composed of short investigations into a variety of topics” (p.65). A diversity of experiences is key. Effectively Organizing Time and Space: Cooperative learning is a positive way for students to build trust and ensure that all group participants succeed. Social skills can be built in these groups. Advocating Multicultural Awareness: Students are always questioning during their early adolescent years. They make comparisons, create questions, and explore. “Curiosity about other human beings and their lives never ends” (p.76). Integrating the School and Community: Contributing to society is an important step and educators can aid in getting students more involved in their communities. The HUGS program, for examples, helped foster awareness of the environment through relating to personal, social, career, and academic development for young adolescents (p.78). Response/Critical Reflection (Include applications to future teaching): Community is incredibly important for young adolescents, and this reading emphasized this importance. Group work, according to George, is important for middle school aged students. But how do I include group work in the art classroom? The first thought that came to mind was mural works, where students come together to create something for the community. I recall a community/group project that my middle school art teacher held as an afterschool activity. We each had a cabinet door to paint and we were to recreate a famous painting on them. These were to “beautify” the room for future students to enjoy. Although I was unable to take that work home, that was the most satisfying and most memorable project from my entire middle school experience. I am also reminded that diversity is important for successful group work. Reading this chapter has made me realize that community-focused activities should be a primary focus not only in my classroom, but throughout the school as well. References George, P., Stevenson, C., Thomason, J., & Beane, C. (1992). Middle School and beyond. Alexandria, VA: Banta Company. |