This course was a second level course to be taken after Intro to Art or Art 1. The class was small and comprised of sophomores, juniors, and seniors. I was tasked with creating a painting assignment for the students that incorporated observation and realism. I decided to create a still life painting lesson inspired by the artist Janet Fish. This assignment would use water based oil paints and require the students to take their own reference photo and sketch their composition using the underpainting technique.

Art 1 is a full year introductory level course at Deerfield that is required for all students who wish to pursue further art classes. It was a relatively large group that consisted of all grade levels and abilities. I was tasked with creating a choice based lesson that incorporated water color techniques. I decided to create three different water color prompts for students to work from. the first prompt was to create a poster for a made up concert, using hatch print styles and colors as inspiration. The second prompt was to create a figurative piece that built off of our earlier life drawing study where students would use the human body as the subject of their painting. The third prompt was to mask off a thin piece of water color paper with tape and blend colors to create water color book marks. The students were able to experiment with multiple ideas and choose whichever prompt they connected with the most.

This was a one semester introductory level course available to all grades. I began taking over this class on their first day which was two weeks into my placement. As a first project, I tasked the students with creating hand-built, symmetrical vessels using stoneware clay. They started by creating a pinch pot and then used the coil-up technique to build their vessels into the desired form. The other part of the assignment was to create a texture or design element on the vessel before firing. The students would then glaze their vessels using proper waxing and dipping techniques to be fired again and ready for critique.

This course was a full year introductory level course that covered both a fine and applied arts graduation requirement. As such, this class was very large and filled with mostly students who did not have a huge interest in creating art. In this class, I was to come up with a project that would incorporate digital literacy and research into the students digital footprint as internet natives. The students filled out a media literacy tracking sheet as well as a discussion form that logged data about their own use of technology as well as their peers. They were then assigned to use Canva to create a visually pleasing infographic about something they learned during the research project. The infographic was to have a defined color scheme, font style, and composition that would first be planned out in the research document and then implemented in the final project.

This was a one semester introductory level course available to all students that focused on digital photo capture and editing. I was tasked with co-teaching an assignment on perspective photography. Students were asked to go on a scavenger hunt around the school in order to capture one image from each perspective category we talked about in class. They were assigned close-up, bird's eye, worm's eye, and forced perspective shots and were asked to use proper focus and lighting techniques for the DSLR cameras. Then the students uploaded their images to their desktops and began to edit them in photoshop. The goal was to turn in four photos total, one from each category, to the class google drive folder for critique.