Standard 3:
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Attached above is my presentation from my first lesson. I showed students my own artwork to show the different terms of principles of design. I got annadotic formative data from students when showing this slideshow. This slideshow was a formative assessment in a way that helped students understanding their misunderstandings when it comes to principles of design. When I showed it to students I had open questions and open talking and a lot of students were very observant on how sometimes when we make art we unintentionally add multiple principles of design.
Another example was when I did my kahoot with our class (the class of future teachers).It was great watching everyone interact with the kahoot, see their learning/understanding on art, and teaching the class new things about the artist and their work.
Standard 5
Create a fair and safe classroom community:
During my first week of class I observed a student who never worked, Mrs. Miller told me that he was that was in every class and he was never involved in school. I sat down with him and had a whole talk with him about working towards an end goal. I asked him “do you think I want to go to work everyday?” and he laughed and shrugged, I told him “no but I go everyday to make money. Money is my goal when I work, find a goal to work in school and it gets easier.” this talk made him open up to me. He explained to me that he never knows what to make in art and that at one point his dad was an artist until he got caught up in drugs. Because we had that one on one it created a safe and fair classroom for him and I actually saw him work on a couple projects throughout the semester.
Another example (which will be attached below) is when I interviewed two students regarding my goal as a teacher “How to create a positive and creative classroom.”The interviewing questions were very guided towards creating a fair and safe classroom.
Use appropriate intervention strategies:
One class Mrs. Miller and I were observing that one girl in particular was getting a lot of attention from the boys in the class. It wasn't an issue until we started seeing multiple boys touching her and kind of harassing her, upon observation she would giggle and sometimes respond but she would mostly stay busy working. Mrs. Miller tried telling boys to keep to themselves but that wasn't always affective. So after class Mrs. Miller asked me to stay behind with her and we pulled the girl to the office to see what was going on Mrs. Miller asked her if it bugged her when the boys touched her and why they were doing it she said they were just tickling her because she was ticklish and that's when Mrs. Miller informed her and brought up the question what happens if someone tickles you who you don't want tickling you, Mrs. Miller also informed her that she wasn’t in trouble we just care about her and her wellbeing. This intervention strategy was important to me because it was showing that sometimes it's better to ask the person it's happening to (the victim) what is going on versus asking the people who are doing the action.
Provide evidence students are learning:
After teaching students about principles of design students were instructed to make arm castings and them make a design in which had principles of design on it, they were required to have at least to present on their casts. One of the boys in class had only painted his cast blue so I sat down with him and started brainstorming what he might like. The student was too focused on the vocabulary of the principles of design they were worried if they painted something it might not show they know the principles of design, I assured them that was not the case. After discussing what the student liked he started painting multiple basketballs on his cast and through just that he had done multiple principles of design. I talked to him and pointed out that just by painting the blue and orange was contrast, he made pattern by painting multiple basketballs, and their was balance and unity in his piece. He painted a design he liked and though this process he demonstrated his understanding of principle of design.
Demonstrate a variety of strategies to ensure everyone learns:
I never had the chance in the classroom demonstrate a variety of strategies to ensure everyone learns however I have learned skills throughout the semester. One of the really cool ones I took note of was when we had the para come in and talk and he was talking about the different ways he taught math (using the measuring cups as a way to show math) I thought this was a really cool way to teach. I know from other experiences in the art room as well as the one here, students can sometimes have a hard time generating ideas so sometimes a strategie i go to is a personalized learning where I sit with the student, learn what they like then let them take it from there. Also RAFT is awesome! Sometimes writing a creative letter of lets say primary to secondary colors then reading it to the class can make them remember that without primary colors secondary colors would not be here.
Communication with families:
My first was of communicating with families outside of school was sending letters home (attached below), these were really fun because I got to tell the families how great their kids are! Another one was something I actually learned from the teacher I was working with, called Infinite Campus. Infinite Campus was important for me to note because it was a way for both parents and students to know what and why they earned the grade they did that day. Students who weren’t doing anything in class would get a 1 with an explanation of what they chose to do instead, however it wasn't always bad. Sometimes students would get 4’s with comments about how great they are doing!
Standard 6
Applied many teaching techniques:
I tried to generate creative ideas will all the students I never wanted to make something just to please me. It’s hard giving kids ideas without telling them exactly what to do when it comes to making art. I would try not to ever tell the students things like “I like the sun you painted”, because then it would make them want to make more things similar because they knew I liked it so instead I would practice saying “I liked the way you experimented with new material it really is working well”. Another way I tried working with teaching new techniques was by asking questions. When working on the seat lesson I had a student approach me and ask me what did I do wrong, so I would ask her what do you not like about it and she would tell me and I would give her suggestions on how to fix her problem, but I always tried to practice not just doing it for the student. Its better when they can solve their own problems.
Applied Standards Based Instructions:
Instruction, assessment, and grading is how i look as Standard Based instruction and i mentioned this in standard 5, however learning about infinite campus was very important to me when it came to grading and assessing the students. Schoology is also a huge one, not only for me but also the students. Instructions for projects were always posted on schoology for the students, students were able to upload their projects to schoology and get feedback and be assessed on their work right there, also their grades were uploaded on there. It wasn’t only communicate through technology but also through the class itself. Mrs. Miller would always communicate the instructions and the goals and have students write about their goals based on the instructions they were giving, then she would demonstrate at a table where all the students gathered, finally when it came to assessing her and i would walk around and comment on the student's progression with their projects, grading was also expressed verbally too, sometimes when students weren’t working Mrs. Miller would have to approach them and give them a warning that they were leaning towards getting a one if they did not start their work.
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Individualize Instruction for all:
I saw a lot of individualized instruction just from getting to know the students. By this i mean that honestly this class was one of Mrs .Millers most difficult art classes as she had told me. Their were some students who were dedicated to making art but there were others who just didn't care. However Mrs. Miller did show me that sometimes you just have to approach things differently and sometimes a student who doesn't do anything getting their name on their paper alone is a big accomplishment.Another way i can describe this was what we learned in our class with scaffolding, in my schoology post I wrote: Art: Perspectives
- emerging: Take a sit in an area of a room and look at everything.
- progressing: Take your pencil and use it to measure things in the room (shelves, supplies, desks, etc.)
- meets expectations: Start drawing what you see based on where you are sitting.
- exemplary: With using measuring skills with a pencil draw the perspective of the room, use measuring to make the room look 3 denominational on paper.
I use this example because individualized instruction involves breaking things down so the student can understand what they are doing. We are all different so sometimes we take things at different phases. Some students aren't as developed in others with the arts so sometimes they need a little more guidance and we have to make exceptions and tweak our lesson plans all the time. I remember watching mrs. Miller tell kids we were making food out of clay and some students did not want to make a huge piece of pottery that looked like food so she allowed them to change scale, some students get overwhelmed with the thought of making something perfect and big and they just want to make something they feel like they can. However sometimes such as the paper mache project most students wanted to work in the limits of just making animals that were of a medium size and paint it and there were two students who wanted to make a tree as tall as them. They didnt want to paint it and they werent really sure how so mrs. miller let them get away with using paper bags and skipping on the painting.
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Apply IEP’s:
I mentioned this in standard 5 but I loved the talk from the para about the measuring cups and I do plan on doing something like that in my class. There were however no kids in class who had an IEP as far as I know, but I did attend a class with the para and mrs. millers 8th grade class and i got to learn about how it all works in the classroom. First classmates are so willing to help these students with IEP’s and honestly the students worked on everything on their own and they honestly did not need much help! Their para helped get them the colors they wanted for glazing because glazing names have funny names etc. and that’s about all she helped with otherwise the kids were fully independent. Also I really liked learning that students with IEP’s arent always special need students they can be on the other side of the spectrum as well and we need to know how to work with them all. I also learned a lot about IEP’s just by listening in our classroom. I didn’t really know there was a label for this and when we discussed it I realized I had an IEP in elementary school because I wasn’t a strong reader and I listened to other people discuss how even getting test extension is an IEP. So once again everyone works differently so it is important to learn what students need to acceed.
Standard 7
Use Technology to Manage and Communication Information:
I never really knew how technology would be used in the art classroom until I saw it. As I mentioned in standard 3 AND 5 we used schoology and infinite campus in the art classroom. These grade websites are so important to communicate to the family of the students and the students. In the art classroom students were also required to read for 15 mins on iready and although it didn't communicate information it was important because everytime students worked on the iready it would be sent to the english or math teachers to show that they are learning and practicing their work.
Standard 8
Model democratic ideal to students:
One really important thing I took from the principle talk was when she talked about the school as a community. She mentioned that she thinks it is very important to make connections with students in the first couple of weeks of the semester instead of just learning right away. With this thought in mind it makes me think back on how we learned in this semester that in teaching in a democratic style we show that everyone is unique and learns differently. With supporting the individuality of students it helps them in more than just the classroom, they became engaged with the world around them and positive members of the community. What we give is what we get and we want to make sure students feel safe and like a community before we can really start teaching.
Model and develop positive behavior and respect for all:
My goal this semester was to make a creative and safe work environment in the classroom. One student in particular told me that he would be friends with anyone in the school because everyone needs a friend, he held truthful to that statement because I never saw him be mean to any student regardless of if he knew them well or not. I also think developing positive behavior and respect for all can go back to our talk about sympathy vs. empathy. When we learned about those two topics everytime anyone would approach me about how they felt I would take a step back and put myself in their shoes to try and fully understand what they were feeling. To learn about sympathy and empathy helped me realize that we have to be positive and respectful to get the same results back from our students.
Reflect, modify and adjust using feedback:
When I presented my first lesson mrs. miller filled out a rubric of how it went and this is what I reflected on to make a better lesson plan for the future. I tried connecting key concepts and themes in my newest lesson with the seats. I tried to implement more enriching practices (by using different materials on the seat). I paid attention to the standards as well because that was a note from Kendra and Mrs. Miller. (attached below is the rubric from mrs. miller)
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