De La Torre/ Ceron / Ceron

Welcome to your class portfolio!! The purpose of this site is to show CAPE the development of your arts integration partnership, as guided by your big idea and inquiry question. 

Make sure you have the following:

1. Planning Form: You must fill out the planning form by February 15th

2. Evaluation: Upload your pre/post/mid assessment findings

3. Reflection Questions: Make sure you have your reflection questions filled out for each semester

4. Class Documentation: Include your best documentation with captions. Note about videos: upload videos to your designated folder (click on link here), and then embed the video on this page by clicking "Drive" (under "Insert") on the right-hand side menu, then selecting your video from that folder under "Shared with me." 

IMPORTANT: 

• Please do not edit any other pages other than this, your class' page!

• Please make sure that all media that you upload only displays students whose parents have given consent to their documentation through the signed Media Release Form. Should you upload images of a student who has not given their consent to be documented, please make sure to blur their face.

What is the context of your students, families, school, school neighborhood, or classroom that informed your class focus? Please include a specific example of how you brought that context to a project/ activity!

At Telpochcalli, a dual-language school in the heart of a culturally rich neighborhood, our students in grades 1–4 come from families with strong community ties and deep cultural roots. Many students are bilingual and express themselves through both language and art. Recognizing the importance of joy and expression in their lives, we developed a class focus around the theme of happiness—specifically exploring the question: “What makes you happy? How can you express happiness?”

We tailored our Visual Arts and Music class to tap into this context by integrating culturally affirming art forms such as drawing, painting, and printmaking, alongside musical instruction. One specific example is how Mr. Ceron teaches musical techniques that allow students to express joyful moments in their lives through sound, rhythm, and movement. Meanwhile, Mr. De La Torre provides space and guidance for students to develop their visual expression skills, allowing them to depict happy memories or dreams through visual mediums. These projects not only support students' artistic growth but also validate their lived experiences and cultural identities, building a sense of pride and belonging in the classroom

Describe your class focus: which art and non-art (academic, SEL, cultural, etc) content did you integrate into your project(s)?

Our class focus in the Visual Arts and Music program at Telpochcalli is rooted in the theme of happiness and creative expression, guided by the essential question: “What makes you happy? How can you express happiness?” This theme drives an integrated curriculum that blends artistic development with academic, social-emotional, and cultural learning.

Art content includes visual disciplines such as drawing, painting, and printmaking. Students gain technical skills like hand-eye coordination and color theory while using these tools to illustrate joyful memories and imaginative expressions of happiness. In the music component, students receive instruction in musical technique, learning how rhythm, melody, and dynamics can convey emotions—especially joy.

We also integrate a range of non-art content:

• Social-Emotional Learning (SEL): Students engage in reflective practices to explore their emotions and develop tools for self-regulation and mindfulness. Activities include yoga, meditation, and brain breaks, which help students connect to their bodies, focus their minds, and reduce stress—enhancing their readiness to learn and create. These practices also reinforce the importance of well-being as a foundation for authentic self-expression.

• Academic skills such as critical thinking are developed as students make artistic choices and reflect on the meaning behind their work.

• Language development is supported in our bilingual setting by encouraging students to discuss their projects and emotions in both English and Spanish, strengthening communication and cultural expression.

• Cultural relevance is at the core of our approach. We honor students’ identities and backgrounds by designing projects that allow them to incorporate their own cultural stories, traditions, and perspectives—building a stronger connection between home, school, and self-expression.

By weaving together these strands, our projects empower students to explore who they are, celebrate what brings them joy, and express themselves in multiple, meaningful ways.

What did you learn about how you teach?

Through the development and implementation of our Visual Arts and Music class at Telpochcalli, we’ve gained deeper insight into our teaching approach and how it adapts to the needs of young learners. We’ve learned that creating joyful, emotionally safe, and culturally affirming spaces is just as essential as teaching technique or content.

One of the key takeaways has been recognizing the power of student-centered learning. By anchoring our curriculum in the question “What makes you happy?”, We learned to guide rather than dictate—allowing students’ own stories, emotions, and identities to shape the direction of our artistic and musical exploration. This has helped us move away from rigid lesson plans toward a more responsive, intuitive teaching style.

We’ve also discovered the importance of integrating mindfulness practices—like yoga, meditation, and brain breaks—into the flow of class. These tools not only improve focus and classroom behavior, but also help students tap into their creativity from a calm, grounded place. In turn, We’ve had to model these practices ourselves, reinforcing the idea that teaching is also about self-regulation and presence.

Finally, collaborating with my co-teachers has taught me the value of shared leadership. Each of us brings a unique strength to the classroom—visual art, music, or emotional development—and our partnership thrives when we communicate openly and support one another’s roles. This experience reminded me that teaching is a collective, evolving practice, and that I am at my best when I’m learning alongside my students and colleagues.

Look back at your planning form and the skills you listed out that students would learn– provide an example of a project you did with students and how it developed some of those skills

One powerful project that brought together many of the skills from our planning form was our "Musical Alebrijes" activity. Students began by learning about the cultural significance and imaginative nature of alebrijes, fantastical creatures rooted in Mexican folk art. They then applied this knowledge by designing and constructing their own musical instruments using recycled materials. This phase nurtured technical skills such as construction, design thinking, and fine motor coordination.

The project deepened as students creatively transformed their instruments into musical alebrijes—fusing visual storytelling with sound. This process supported a range of our intended learning outcomes:

• Drawing and design skills were exercised in the planning and decoration phases.

• Hand-eye coordination and artistic technique came into play during the physical crafting.

• Musical technique was reinforced as students explored how their instruments produced sound and used them in musical activities.

• Critical thinking and cultural learning emerged through discussions about symbolism, imagination, and the folk traditions inspiring their creations.

Another significant project was our printmaking unit, which guided students through the multi-step process of designing an image, transferring it to a linocut block, carefully carving it out, and finally inking and printing it onto paper. This project built discipline, precision, and sequencing skills. Students practiced:

• Drawing skills during their original design sketches.

• Technical and fine motor skills through the carving process.

• Color theory and visual planning while choosing ink and paper combinations.

• Patience and perseverance, as the process required multiple steps and thoughtful execution.

Both projects also emphasized self-expression and SEL, giving students opportunities to express happiness, creativity, and identity through their work—aligned with our class theme: “What makes you happy? How can you express happiness?” These hands-on, interdisciplinary experiences helped students grow as both artists and emotionally aware individuals.