How Do Year 7 Students Improve Their Art with Feedback and Reflection?

In Year 7 Art & Design, students use a method called the iterative design process. This method helps them turn their ideas into better artwork while learning new skills. But there's more to it! When students ask for feedback and think about their own work, it makes this process even better. Let’s take a closer look at how these parts work together.

What is the Iterative Design Process?

The iterative design process is like a cycle where students create, test, check, and improve their projects. Here’s how it works in simple steps:

1. Brainstorming: Students come up with ideas for their art project.
2. Creating: They start making their first designs.
3. Evaluating: Once they finish, students look at their work and often get opinions from friends or teachers.
4. Changing: Based on the feedback, they adjust and improve their designs.
5. Finalizing: Finally, they complete their designs, adding everything they learned from feedback and their own thoughts.

This cycle can happen multiple times to help students make their projects even better.

Why Feedback Matters

Feedback is really important in this design process. It gives students new viewpoints that can help them grow. Here’s why feedback is so helpful:

• Fresh Ideas: When students get feedback from their classmates or teachers, they learn about different ideas and art techniques. For example, during a painting project, a classmate might suggest using different colors to make the painting pop!
• Spotting Mistakes: Students might get too focused on their projects and overlook some details. Feedback can shine a light on things they might need to fix. For instance, if a student’s sculpture looks wobbly, a teacher might point it out, helping the student adjust it.
• Gaining Confidence: Getting positive feedback can make students feel more confident. This encourages them to try new and more challenging designs.

The Importance of Reflection

Reflection is just as important as feedback, and it goes hand-in-hand with it. When students think about their work, it helps them learn. Here’s how reflecting improves the design process:

• Self-Check: After getting feedback, students can think about their own work. They might ask, “What did I learn from this project?” or “How can I use this feedback next time?” Knowing this information helps them understand what works and what doesn't.
• Writing it Down: It’s helpful for students to keep a journal where they write about their design process. They can note what they liked and what was tough. This journal can help them in future projects.
• Setting Goals: Reflection helps students decide what they want to do next. They might want to explore new materials or techniques based on what they learned before.

A Simple Example

Let’s say students are creating a poster for a made-up event. After showing their first drafts to the class, here’s how the feedback and reflection might unfold:

1. Feedback: A classmate might say that the poster looks too busy and needs a clearer message. A teacher may point out that the colors don't match the event’s theme.

2. Reflection: After hearing this, a student can think about how to make the message clearer and rethink their colors. They might write, “Next time, I should plan my layout before adding anything so it’s easy to understand.”

3. Revising: The student goes back to their poster with these thoughts and makes changes, leading to a more effective and attractive final piece.

Conclusion

In Year 7 Art & Design, the iterative design process becomes even better when students ask for feedback and think about their own work. By doing this, they not only improve their artistic skills but also learn important life skills like critical thinking and self-evaluation. Embracing this way of designing teaches students that improving their work is a never-ending journey filled with lessons at every turn.