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!

Our Big Idea was Self Love and Friendship. In Art Club, we had done a few projects this spring. Giving students an opportunity to se.e what they gravitated towards. We made collage portraits in the outlines of student heads. They filled them with pictures and drawings. The last and longest project they completed was making their own dream house. The class went from thinking about the self to building more of a internal world and building confidence that they could construct something! 

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

In Art Club, our focus was on exploring visual storytelling and self-expression through mixed media. We integrated cultural content by giving students the opportunity to connect personally and culturally with their creations. Social-emotional learning (SEL) was woven into our sessions through collaborative projects, reflective discussions, and opportunities for students to express emotions visually. Academically, we incorporated literacy skills by having students write short artist statements about their work.

What did you learn about how you teach?

I learned that I can change the plan if students are really wanting to do something. I saw that they kept making their own little constructions out of paper and tape. I decided to make a bigger project that they could be free to make within their own liking and style. 

I learned that I teach best when I create a space that feels safe, joyful, and open to student voice. I found that giving students choice and creative freedom leads to deeper engagement and more meaningful work. I also realized the importance of balancing structure with flexibility—offering clear guidance while leaving room for experimentation and self-expression. Most importantly, I learned to listen more closely to what students are expressing through their art, both visually and verbally, and to use that as a guide for how to support and inspire them.

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

Students made individual projects, developing their creative and artistic skills. In the Dream House project, they relied on hand/eye coordination, working with paper, scissors, painting, and sculpting. 

By carrying out a design plan from the first inspiration design to the final construction allowed them to have initiative and commit to their vision, but also change it if needed. Having something that they designed on their own also built their confidence to stick with a project.