Evidence #1: Link to 100 Objects (lesson plan with a link to the rubric and student examples)

Explanation/Reflection: This particular lesson went very well with my students with disabilities. It's can be adapted to fit any skill level. The brainstorming activity can be adjusted or dropped altogether if writing is an issue.

Overall Reflection of Standard: There is a lot of room for improvement here. I'd like to have written adaptations or alternative assignments prepared for each skill we're learning. I think it would be a more efficient use of my time and will keep the interest of every student in my classroom.

For advanced kids, keeping the skill-based assignments interesting and the bigger projects open can fit a variety of needs without much effort.

Evidence #1: Link to Creative Color Wheel (lesson plan with a link to the rubric and student examples)

Explanation/Reflection: This is an assignment I've developed over the years. It has been adapted several times to fit both skill-based and creative needs. Originally I called it the "Geometric Color Wheel" and it was much more restricted. Now I've opened it up quite a bit to allow for more individuality and creative expression. To help address individual learner differences, I've added a step-by-step collection of materials to hang up on the board. I've also realized I get better results when I walk through a practice color wheel/tints and shades scale with them. (student example of practice color wheel)

Now I'm trying to build their ability to think creatively. I've added some brainstorming activities to get their creative brains going!

Overall Reflection of Standard: Building and adjusting smaller scaffolding assignments has been a skill I've enjoyed developing. I feel like a unit is really never complete; there is always ways to improve or get a variety of results. Teaching has been a never ending puzzle for me. I'm always asking myself these questions, "What exactly do I want them to learn?", "how can I teach this better?", and "How are they seeing this?"

Evidence #1: Disclosure Document (art design) / Disclosure Presentation (slideshow presentation)

Evidence#2: Class Rules and Procedures (slideshow presentation)

Evidence #3: Participation Points (document) / Participation Log (they sign in at SKYtime to make up points lost)

Evidence #4: Daily Schedule (painting 1) / Daily Schedule (art design)

Evidence #5: For easy collaboration, I've arranged the tables into 8 groups of 4. I use the groups for various brainstorming or critique activities. This is also how paint supplies are distributed. Everything revolves around these numbers/colors. Paint Pot (organization) / Acrylic Paint Brushes (organization) / Paint Brush Bundles (organization)

Evidence #6: In painting class, each student is assigned their own paint pot and bundle of brushes. They sign up for these items and are responsible for them this semester. They may take these or any supplies home if they sign them out and leave a personal item as collateral (student I.D., earphones, etc.). They will get these items back when they sign the supplies back in.

Overall Reflection of Standard: I'm not structured by nature (Hello! Artist!) but I've definitely learned the value in organization, rules, and procedures in an art room. I'm constantly playing around with how to organize my room in a way that makes sense for our needs. I've had to move rooms every year so I haven't had the opportunity to really settle into a classroom. Despite the constant upheaval of changing rooms, I adapt quickly and try to establish routine as best as I can.

Luckily there are ways to establish order even if I have no control over my physical surroundings. The daily schedule has helped keep me on task which in turn helps stabilize students and parents. This is also a work in progress but at least I have established a hub of information on each class.

Evidence #1: Weekly sketchbook assignments. SB.1 SB.2 SB.3 SB Quiz 1-3

Standard L1.V.R.3: Interpret an artwork or collection or works, supported by relevant and sufficient evidence found in the work and it various contexts.

Standard L1.V.CO.2: Describe how knowledge of culture, traditions, and history may influence personal responses to art.

Explanation/Reflection: Each week I introduce an artist. I have them copy down some facts about the artist in their sketchbooks. I then show them one piece of art that is typical of the highlighted artist. They are to draw this piece of art and write down their first impressions. I then show them 10-15 other pieces of the artist work. I briefly talk about style, content, context in history, etc. They are to rank their top 3 favorites. I then give them a few minutes to write thoughts based on the following prompts:

• How did your first impression of the artist’s work change after seeing more from the artist?
• What do you like about the artist’s work?
• What do you dislike about their work?
• What do you want to see more of?

Overall Reflection of Standard: This has become one of my favorite activities. There are 3 parts to the sketchbook assignments. The first part is the art history. The 2nd and 3rd parts are called "Gathering" and "Exploring." These prompts are meant to stimulate inspiration and exploration and are part of a district collaboration with other drawing and painting teachers in the district. We call it G.E.D. (Gathering, Exploring, Developing). The purpose of G.E.D. is to help scaffold creativity. It's been a delicate balance; we don't want to give them too many restrictions that may inhibit their voice yet they do need some structure. Right now I'm finding the prompts a little too restrictive depending on the student. Some just want to get it done in 5 minutes while others could easily take an hour. It's a step in a new direction for me and I'm excited to see how the solutions present themselves in the next few years.

Evidence #1: Rubrics. My rubric acknowledges criteria but doesn't weigh heavily on it. The criteria is merely the scaffold to creating original and interesting art and changes with each project. If they meet criteria, great. If not, that's okay, they can still get a very high score. The bulk of the rubric is the same for every project. It is equally divided into four categories: Craftsmanship, Content, Composition, and Effort/Risk-Taking. They grade themselves on how well they did in each of the categories.

Rubric Examples: 100 Objects / Creative Color Wheel

Evidence #2: Gateway Practice Assignments: These small assignments are skill-based and provide scaffolding for larger projects. They are simple but they need to be well done. I'm looking for accuracy and craftsmanship. They cannot continue on with the project until they pass these off with me. If they need to make changes they do so before I enter the grade.

Gateway Assignment Examples: Color wheel practice sheet / Value Scales

Evidence #3: Formative Assessment: Checking for understanding during demos and/or check off ideas with me before beginning a project.

Overall Reflection of Standard: Assessment has been an ongoing struggle for me. It's been challenging to formulate how I personally assess someone's ability to create art. If I focus too much on skills then I forego creative opportunities, yet they need to develop their skills to control how they want to communicate to the viewer. The Core Standards have changed quite a bit over the years. The categories are Create, Present, Respond, and Connect. Focusing too much on skill based assignments won't cover what is now expected of us as art educators. Nowadays, they can learn simple skills on YouTube! I desire to be more of a facilitator for their creative experience. I want them to find and use their voice but how do you assess that? To be honest, I'm constantly second guessing how to assess those higher learning concepts.

Evidence #1: Mark Marking Assignment. Student Examples

Standard L1.V.CR.3: Engage in making a work of art or design without having a preconceived plan.

Explanation/Reflection: In this assignment, students get familiar with acrylic paint by using traditional and non-traditional objects to paint at least 3 layers onto 3 different 12"x 18" papers. I have them do 3 so they can rotate and give them a chance to dry before adding the 2nd and 3rd layers. It also gives them a lot of opportunity to explore different marks. This takes the whole period.

Day 2: Students use their viewfinder to analyze and respond to a composition that feels balanced to them. When they like what they see, they trace the inner box and cut out the art. They do this at least 3 times. Once they are finished they line up their artwork and choose the strongest composition to mount onto card stock. They then title and sign their finished piece.

Optional Options: Students may cut out other materials or combine their papers to create a collage look. This provides an opportunity for advanced students to be challenged.

Overall Reflection of Standard: I usually have to do a lesson at least once to figure out what adjustments I need to make to meet the needs of all my students. Most of my projects have been tweaked and adjusted over time.

Evidence #1: Referring to the previous lesson on Mark Making. I had an original plan of simply having time to explore acrylic paint by making marks. What started as an exploration exercise grew into a more complex assignment that met a specific standard of our core curriculum. I extended the lesson and adapted expectations, goals, and materials. I created 36 viewfinders from poster board over a weekend to ensure the students would have a tool that allows them choose a composition that felt balanced.

It also gave them an opportunity to prepare their artwork for presenting. They had to mount the work, sign it, and title it thus giving it the final touches before hanging them in the hall.

Evidence #1: Daily Schedule

Explanation/Reflection: As the days finish I color the background. This allows me to reflect on and adjust pacing or if I need to adjust something I just type in any corrections for the next time I teach the course. It's also helpful for updating parents or absent students.

Evidence #2: Collaboration groups

Explanation/Reflection: Collaboration give me an opportunity to verbally reflect on an assignment and get feedback from my co-workers. I have a wonderful group that I feel comfortable bouncing ideas off of.

Evidence #1: Live Collaboration Document

Explanation/Reflection: This is a ongoing live document that we use on our Monday meetings. After our PLC conference this past fall, we decided to collaborate together with our mutual classes (drawing 1, art design, and painting 1). We also take time to decide what our essentials for each class and as a department.

I've decided to take on more administrative duties for our group.

Evidence #1: Meetings and Training Certificates

Explanation/Reflection: Any mention or meetings about legal, moral, and ethical conduct is highest priority to me. I have kept up to date on my required training meetings as evidenced in my copies of certificates in my E.Y.E. portfolio.