The concentration lesson I wrote is one that will beneﬁt my online Advanced Placement(AP) Studio Art students. In the past these students chose their concentration topics in isolationand wrote the commentary that accompanies their e-portfolios after the artwork was complete.They were not provided with opportunities to work with their peers to test their concentrationideas but were left on their own to reﬂect on past work and discover a focus independently.Students were required to share their topics in a discussion forum but often resisted thisrequirement. I can now see how this expectation was threatening and meaningless, as studentshad no opportunity to share ideas in stages and receive feedback prior to identifying their ﬁnaltopic. By asking students to work with a partner before presenting ideas to the class they haveopportunity to gain conﬁdence that their chosen topic is one that is suitable for a concentration.
Some of the resources I included in the online lesson are included in a Moodle course Iwrote including:•lists of concentration ideas, best practices, and problematic starts,•slide shows featuring each of the portfolios, and•some information about writing the commentary.However the scaffolding to use these resources was not in place. Students were left on their ownto sort through the content and ﬁgure out how best to use the information provided.
Working through the lesson tasks allows students to explore content in a purposefulmanner. Collaborating with peers to identify strengths and passions allows students to test theirideas prior to investing time creating portfolio content. Drafting a statement and then beginningtheir concentrations helps ensure a clear focus and contributes to the ability to sustain the focusrequired for success in completing a collection of twelve works centred on a theme or issue.Online Lesson Reﬂection