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 October 15th

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

3. 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.

Reflection Questions

How do you understand the concept of sensemaking in relation to your teachig practice?

Sensemaking, within my teaching practice, is the process through which students build understanding by actively exploring, questioning, and connecting new ideas to what they already know. In our weaving class, sensemaking happens when students use their hands, eyes, and personal experiences to make meaning of patterns, textures, and artistic choices. As they learn techniques like over–under weaving, choosing colors, or creating repeating patterns, they are not just following steps—they’re constructing understanding based on experimentation, reflection, and self-expression.

What is something that you’ve learned about your students (and their funds of knowledge) that has influenced your class projects or class structures?

I’ve learned that my students bring a rich set of funds of knowledge related to textile traditions, family crafting practices, and cultural stories. Many students referenced blankets, clothing, or woven items from their home cultures—such as crocheted pieces made by grandparents. This helped me incorporate more culturally responsive examples into the class and to design projects where students could choose colors, symbols, and patterns that reflect their backgrounds. It also encouraged me to build more student-led decision points into the class, allowing them to weave meaning—not just yarn—into their work.

How have you investigated your teacher inquiry questions thus far? 

So far, I have investigated my inquiry questions by closely observing how students make decisions during the weaving process and by documenting the moments when they connect their identity or cultural knowledge to the art. I’ve listened to their explanations of color or pattern choices, and paid attention to which scaffolds or demonstrations best support their learning. I also engaged students in brief discussions about the origins of weaving in different cultures and noted how these conversations influenced their engagement, confidence, and sense of belonging. 

Class documentation: 

**IMPORTANT: Make sure to describe all photos in detail-- What are students doing?  What are they learning? How are they engaging in sensemaking? How are they exploring their inquiries?**

Reflection Questions

Class documentation