Teachers plan and deliver effective instruction and create an environment that
facilitates learning for their students.
Something I learned during my student teaching experience was that writing a detailed lesson plan did not always mean the plan would be successful. There are so many factors that go into teaching besides lesson planning. How is the classroom set up? Is the class before or after lunch? Are students coming off of a three day weekend? To be a good teacher means factoring in the many variables. What works for one class may not work for another. For example, doing a demo for a class of fifteen looks a lot different than doing a demo for a class of forty. I learned that I should break up larger classes into groups to observe the demo so everyone has a chance to see what I am doing. I rate myself proficient in this area becuase as I gained teaching experience I got to know my students and classes better so I could adjust to their needs.
ELEMENT A: Teachers demonstrate knowledge about the ways in which learning takes place, including the levels of intellectual, physical, social and emotional development of their students.
A choice-based classroom is set up for students to self-direct their learning. However, for this style of learning to work students are still provided with a framework from which to choose from. The semester-long classes at the middle school level were structured in a way in that three projects were due each quarter. At the start of each quarter students were given new goal sheets with the requirements for the projects. By choosing themes students were encouraged to explore self-expression. This was not always an easy task. A few students would copy logos such as Nike or Vans over and over. While copying is a legitimate way to explore a subject I wanted students to branch out and start making their logos their own. This is an example of a student who used his initials to make a logo personal to him. He did not go with his first idea, but rather refined his design until he was happy with it. He did so after I showed the class a fun video on how designer Aaron Draplin makes a logo using tracing paper to explore ideas.
ELEMENT B: Teachers use formal and informal methods to assess student learning, provide feedback and use results to inform planning and instruction.
It is important as art teachers that we do not only assess the final art product. Formal and informal assessments allow the students to celebrate successess and work on areas of growth and they let the teacher know what adjustments are needed in instruction. Informal assessments take place when I walk around the room and check in with the students to see what they are working on and if they need any help. By always being up and moving around the room I can see who is on task and who needs help finding motivation. The students had three projects due each quarter and had to turn in reflection paperwork with each project. This artifact, The Story of My Artwork was one of the options the students could use as their reflection form. Ideally students would fill out this form as they worked through a project, but many students filled out the form at the end, defeating its purpose of helping students with the artistic process. However, this assessment feedback is helpful because it lets me know that I need to tweak this form or find a more successful way to get students to reflect on their art making.
ELEMENT C: Teachers integrate and utilize appropriate available technology to engage students in authentic learning experiences.
Technology can be a great hook to get students more involved in school. It should not be used on its own sake but it can enhance art lessons and students can incorporate traditional media into the projects. Animation has been a complex medium in the past but with apps available on phones and tablets, making a stop motion film now isn't too complicated. Students were able to use a wide variety of mixed media to approach this lesson ranging from clay to cardboard. Students used iphones and iPads to film their animated shorts and they had to problem-solve how they were going to film each frame. Some students taped the phone to a chair to film a piece of paper and other students used lighting and fishing line to create effects in their films. These problem-solving opportunities gave students a way to persevere and make their films.
ELEMENT D: Teachers establish and communicate high expectations and use processes to support the development of critical thinking and problem-solving skills.
A common issue in art classrooms is when students come to the teacher and say they don't have any ideas. The elementary students weren't warming up to my usual ideation activities so I came up with a simple, yet effective game for them to play. I wrote down different animals on slips of paper and put them in a little bucket. Students would draw two slips of paper from the bucket and have to combine those two animals into one. The game was such a success that students in classes that were not mine would also play the drawing game. Framing something as a game takes the pressure off of a student and they can relax and have fun. The benefits of a game like this are that students learn how to look up an animal for reference and use their imaginations to figure out how to combine the animals. This game worked well with first grade and up, but was a little confusing for kindergarten. This artifact is one of the creations by a 1st grade student.
ELEMENT E: Teachers provide students with opportunities to work in teams and develop leadership.
In a full-choice, open studio classroom setting students may work on projects individually or as a group and one of the most rewarding experiences in the classroom was watching students collaborate on their own. One benefit of having 6th, 7th, and 8th grade together in one classroom is how the older students can assist the younger students. I would ask students who were good at a technique, such as sewing, if they would help out another student who was struggling. Empowering students in this way helps them build confidence and leadership skills. A project that can seem overwhelming at first is easier for students to work on in teams and since working togther was their choice, I did not encounter many of the common issues that arise when students work with a partner. In this artifact, two students who had not previously worked together decided it would be fun to explore the stop motion pop up center as a team. They continued to work on their film over the next few class periods.
ELEMENT F: Teachers model and promote effective communication..
Part of effective communication is listening to what students have to say. One way I do this is to show work by a contemporary artist and let students share their observations before I reveal what the work is about. This lets students practice talking about art and it helps sharpen their observation skills. I have noticed that older students do not want to share out in front of the whole class as readily as younger students so I provide them the opportunity to talk with their table groups before sharing. I am amazed at the sophisticated art observations from all ages of students and the different interpreations they glean from one artwork. I attached two artifacts for this element. The first artifact is an example of an artist powerpoint presentation that I showed the class. After viewing the presentation students filled out an artist reflection form to share what they learned from the presentation. The artists presentations were an effective way for students to pracice written and verbal communication skills.