Students should not wear loose-fitting clothing or dangling jewelry they should keep their hair tied back if they are working on a potter's wheel or operating a power tool.

Teachers should make an inventory of all art materials and keep it updated as they are used.

Teachers must watch for any exposed sores or cuts on a student's hands.

Electric tools must be in good working order and be well maintained.

Rooms must be properly ventilated to insure adequate fresh air.

The sink area must be kept clean and any water spills cleaned up immediately to avoid slipping on the wet floor.

Teachers allowing eating and drinking while working with art materials.

Students not washing their hands properly after working with materials.

Exposure to toxic and carcinogenic materials that can be ingested, inhaled or absorbed through the skin.

I would really love to use SeeSaw, but because my students are not already set up with SeeSaw, I’d have to send home individual emails to every single parent and have them sign in with a code in order for students to use it, so I’ve decided to use a combination of Schoology, Peardeck, and Google Slides-all platforms that my students already have access to.The following are examples of the many health and safety concerns of art classrooms: As I’m giving ideas, I’ll outline where guidelines, or a rubric, would work well.Īnd one more note: I’ve detailed several different activities and platforms in each of these blog posts, but use what works for you. At times, I’ve just assessed whether or not students completed a project or activity, so it’s like a pass/ fail grade, and in some instances, I’ve had more detailed guidelines, or rubrics, to assess. Now about creating…even in a “typical” situation, I’ve struggled with how exactly to assess creativity, because it’s such a subjective thing. If you look at these as formative assessment ideas, then you could simply use the activities I’ve outlined to gauge student understanding, instead of to give a grade. I have heard from some of you that you are not allowed to assess or give grades during this time, but I still feel like this information could be helpful. First, it was my hope with this blog series to help out those of you who have to assess and give grades in this distance learning situation. In today’s blog post, I’m writing about assessing creating with distance learning.Ī few notes about assessment and creating. This entire week, I’ve been writing about assessing with distance learning, from assessing musical literacy to assessing musical response.

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