HOW ARE YOU BUILDING COMMUNITY & ENSEMBLE?
- Are you making space to check in on students’ emotional well-being?
- Are you being present, flexible & adaptable to your students’ needs?
- Are you using Opening Rituals and Check Ins to meet the students’ social and emotional needs?
- Are you creating and using agreements regularly for collectively caring for community & space as a community?
- Are you building goals together with the students?
- Were there opportunities for collaboration? Were there opportunities for students to work in unison?
- What were your rituals for opening, closing and transitions? How is the class responding to these rituals? Would additional or different rituals serve this community?
- What community agreements/ rituals etc. are supporting young artists feeling heard/comfortable exploring and making choices. What more could you do in this area?
- Were there opportunities for reflection, peer feedback, or conversations around artmaking? Were young artists involved in setting the criteria for reflection? Were they able to give and receive feedback that was specific and useful? Were young artists able to make decisions about what feedback to use?
- Were there moments in today’s class where young artists’ emotions or interest, or current events diverged from your plan? Were you able to make space for tangents? How? How could you?
- What is the impact that the adults in the room are having on the class culture or students? What was the classroom teacher doing during your session? Was the classroom teacher curious about the young artist’s work? Do you need to shift how you are engaging them in the future?
HOW ARE YOU GROWING STUDENT AGENCY?
- Did young artists create the learning goals/ content/ focus for today’s session and if not how could they be brought into this process in the future?
- What choices did young artists make today about content, process and form of art making? What choices can they make moving forward? How will you support their choice making?
- Are you offering opportunities for students to share their own knowledge?
- Are you showing that you genuinely respect students’ ideas?
- Are you showing that you care about getting to know your students?
- Are you creating opportunities to hand leadership to your students?
- What was the ratio of young artists / adult voice today? Were there places where that ratio could have been shifted toward the young artists? What could you do to increase this ratio going forward?
- Are you checking in with your students to see what they are excited to learn about?
- Are you offering multiple entry points, and allowing each student to participate in the way they do best?
- Are you open to surprises and to changing your agenda?
ARE YOU APPROACHING THE WORK WITH CULTURAL HUMILITY, AND BEING CULTURALLY RESPONSIVE?
- Whose voices, perspectives, history and culture within and around this art form are being shared?
- Are individuals outside of Western, European, non-disabled, white males included?
- Are you including yourself (your own perspective, history and culture) as an educator/artist?
- Does what you’re sharing expand the canon that students are traditionally exposed to?
- Are you showing that you are curious and excited about the diversity of cultures in the room?
- Are you providing opportunities for students to share about their own cultures?
- What are the dominant cultures in the classroom? What are the non-dominant cultures? How did each of them show up in today’s class? How could we/ can we make space for each going forward?
- What did you learn about young artists’ interests/ culture today? How did you learn it? How did you respond to/ incorporate what you learned? How could you in future sessions?
- What did you learn about the broader school/ neighborhood community today? What did your young artists learn about where you come from? What created space for that? How can you create space going forward?
ARE YOU ENGAGING IN RESPONSIVE PLANNING?
Process over product
- Did you focus on the student’s artistic process, rather than the pressure of a final product?
- How did you create moments for students to have time to work as artists or in artistic flow?
Flexibility & Responsiveness
- Was there time built into your class to allow you space to be responsive to the students?
Inclusive Curriculum
- Are you sharing voices, perspectives, history and culture within and around this art form? Are you including individuals outside of Western, European, Non-disabled, white males?
- Are you expanding the canon the students are traditionally exposed to?
Was it Gender Expansive?
- Did you move beyond the gender binary?
- Did embrace all forms of gender expression?
- Did you use gender neutral & inclusive language?
Accessibility
- Are you presenting the material in multiple formats?
- Are you utilizing language focused on student assets as opposed to limitations?
- What entry points (beyond verbal) were provided in your lesson? How could you have provided additional entry points? How will you in future lessons?
- What supports did you provide and why?
- Did you provide supports based on assumptions about student ability or evidence of need?
- Did the supports serve all of the students? Who needed something different? How can you differentiate/ accommodate going forward to make sure that everyone can reach the goals/ engage in the content of the residency
- Did you utilize asset-based language while speaking to and about your students?