The Editing Process: Revision & Proofreading
Learning to review and improve one's own work through proofreading and revision.
Key Questions
- Justify why the initial draft of a story represents merely the commencement of the writing process.
- Explain how collaborative peer review can reveal errors overlooked in individual proofreading.
- Differentiate between correcting a spelling error and substantively improving a sentence's clarity.
NCCA Curriculum Specifications
About This Topic
Talking About My Work focuses on the vital skill of self-reflection and peer feedback. This topic, part of the NCCA Looking and Responding strand, helps 2nd Class students develop the vocabulary to describe their own artistic process and choices. They move beyond simple 'I like it' statements to more specific observations about their use of color, line, and texture. This topic is essential for building confidence and a 'growth mindset' in art.
Students learn how to give and receive constructive feedback in a supportive environment. They practice identifying the 'successes' in their work and the 'challenges' they faced during the making process. This topic links closely with the English curriculum by developing oral language and the ability to justify opinions. This topic is highly social and benefits from structured peer-to-peer discussion. This topic comes alive when students can physically model the 'Two Stars and a Wish' feedback method with their classmates.
Active Learning Ideas
Think-Pair-Share: The Artist's Statement
Students spend two minutes thinking about one choice they made in their art (e.g., 'I used blue for the sky because...'). They share this with a partner, who then tells the class what their friend's 'big choice' was.
Gallery Walk: Two Stars and a Wish
Artworks are displayed on desks. Students walk around with sticky notes and leave 'Two Stars' (two things they like) and 'One Wish' (one suggestion for next time) for three of their peers, using a provided list of art vocabulary.
Role Play: The Art Critic
In small groups, one student plays the 'Artist' and the others play 'Critics.' The critics must ask the artist polite, interesting questions about their work (e.g., 'What was the hardest part to draw?'), and the artist must explain their process.
Watch Out for These Misconceptions
Common MisconceptionFeedback is only about saying what is 'wrong.'
What to Teach Instead
Explain that feedback is a tool to help artists grow. Use the 'Two Stars and a Wish' method to ensure that positive reinforcement is always the starting point. Peer modeling of 'kind and helpful' feedback helps set the right tone.
Common MisconceptionI don't have anything to say about my art.
What to Teach Instead
Students often think their choices were 'accidental.' Use 'Sentence Starters' (e.g., 'I chose this color because...') to help them realize that every mark they made was a decision that can be talked about.
Suggested Methodologies
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Frequently Asked Questions
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