4. How did you plan and implement the components of Studio Habits of Mind and/or Teaching for Artistic Behavior in your instructional planning and teaching of these two (2) lessons? 

• To begin this lesson, students revisited their sketches from the previous class and were asked to expand their ideas. Specifically, students were asked to list three things that made them feel their chosen emotion. Then, they had to select one of those three things and decide how to incorporate it into their design. The goal of this exercise was for students to continue envisioning and planning their final sculpture, and to encourage them to begin using deeper symbolism, rather than relying strictly on emojis.

• The next section of the class was devoted to the studio habit of mind of stretch and explore. Titled “The Clay-lympics,” students were separated into teams of five to six members. Students had to work together to solve different challenges that reinforced hand-building techniques. These techniques included slip and score, coiling, and creating pinch pots. During these challenges, students were able to work with clay and experience the different ways you can make with this medium. Students were able to develop different kinds of coils, learn a new stage of clay known as slip, and experiment with building stable structures.

• The last part of the class was devoted to developing craft, specifically through studio care. Students were assigned jobs at their tables to pick up from class. Students collected scrap clay pieces, returned the balls of clay to their trays, handed in papers, picked up and organized their clay tools, and took turns washing their hands. This process allowed students to review the expectations and procedures for cleaning up at the end of class and reminded them that it is important to care for our shared studio space so others can use it as well.

5.  How did you plan and implement Social Emotional Learning (SEL) benchmarks into your two (2) lessons? 

• This lesson implemented the Social-emotional Learning benchmark of 2C.1a. (Identify ways to interact with others that protect personal and collective safety and wellbeing, including establishing, maintaining, and respecting boundaries). Students at this age understand that it is important to interact with others in a respectful and caring manner. By working in small groups to problem-solve hand-building challenges, students were able to practice interacting with their peers, making safe choices while collaborating and using new materials, holding each other accountable, and respecting boundaries while in a group setting.

6. A. Did your students meet the learning objective(s) of the lessons? 

• My students were able to meet all their learning objectives for this lesson. Following the guided practice, students were able to further envision their ideas and incorporate them into their sketches. The clay-lympic group work allowed students time to collaborate with their peers and stretch and explore the medium of clay, reviewing and practicing the techniques of coiling, pinch pots, and slip and score. Finally, after our studio care at eh end of class, students were able to develop craft by practicing how to clean up the studio and supplies with used respectfully.

6. B. List the assessments you used to come to that conclusion.  

• I assessed my students; abilities to envision by observing them as they re-developed their sketches and discussed ideas with their peers. I was able to look at their new sketch pages and compare them to the ones from the previous class to identify what changes were made and how new ideas were developed. I assessed their abilities to stretch and explore through formative observation during their group work game. I was able to listen to students problem solve, remind each other of clay building techniques, and photograph some of their work during the game to reflect on. I was able to assess them as they developed their craft through observation as they cleaned up the studio once their group work was complete. I was able to observe as students cleaned their spaces, and supplies, and turned in their papers before returning to their seats for dismissal.

6. C. Analyze and discuss how students met or did not meet the learning objectives by citing evidence from your assessment of student learning.

• During their sketching time, students discussed with their friends how they could incorporate their new ideas into their sketches. One girl chose the emotion “happy” and listed her dog, her family, and her friends as three things that made her feel happy. Students volunteered suggestions on ways for her to incorporate her dog into her sketch, including a ball to play catch with, a dog bone, or a dog collar with a smiley face on it. At the end of class, her sketch had changed to an emoji with dog ears throwing a tennis ball.

• In our small group work, I was able to observe and photograph students as they brainstormed ideas to solve their artistic challenges. When seeing who could build the tallest tower, one group utilized a dowel rod to act as a central support for their clay. When rolling the longest coil, students discovered that it was easier to roll multiple small, thin coils and then attach them at the end to make a long one. In creating the widest pinch pot, students took two different approaches. Some groups worked together to form one large pinch pot, while other groups had each member make a pinch pot and they submitted the one they felt was the widest to be measured.

• When it was time to clean up, students volunteered to take different jobs to make the process easier and smoother. Several students worked together to pick up clay scraps and return them and the clay balls to the correct trays. Other students worked to collect each team’s flag design or slip containers and turn them into the correct locations. Students also worked together to pick up all the clay tools at their table and return them to the correct spots in their table bin. Finally, students waited to be called on to wash their hands before returning to their seats respectfully.

 6. D. Based upon this analysis and discussion of student learning, what will you do next with your students (i.e., reteaching needs, next steps, how to move forward, etc.)?

• After reviewing their sketches at the end of class, I feel more confident that the students have a better understanding of symbolism. Students began to incorporate images besides emojis in their sketches, including a leaf blower for silly because the student likes to play with her brothers in the basement and they blow each other with the leaf blower. These symbols have become deeper and more meaningful to the artists. When we were working in small groups, many students asked if they always needed to slip and score to attach pieces. Because of this, I feel it will be important to remind students how and why they need to slip and score at the beginning of the next class before they move on to their final sculptures. During the small group activity, I also noticed some unsafe practices from a handful of students. While I addressed these issues at the moment, I also plan on readdressing safe choices in the art room next class so that these behaviors and choices do not persist.

7. A. In what ways did you provide feedback, both planned and in-the-moment, that supported students’ learning and encouraged active participation? Provide specific examples. 

• When observing students during their sketching, I commented on what I saw them creating. Some made great use of color to help convey emotions. I also provided feedback on their collaborative efforts when designing their flags because each group wanted to make sure all member’s ideas were represented. Some groups had very interesting approaches, like taking turns to draw lines so everyone made the same amount. One group incorporated heart-shaped disco balls in their design, which I commented that I had never seen before. I also provided feedback during the small group work, complimenting students on using their whole hands in large motions when rolling coils or creating walls with even thicknesses when making their pinch pots.

7. B. How did you ensure that this feedback was helpful, constructive, and meaningful to students?

• To ensure feedback was meaningful to students, I made sure to elaborate on why I was giving that feedback. This allowed students a deeper understanding of what they were doing and served as a reminder to their neighbors on how they could be working. For example, when building their coils I complimented one student on how he was rolling his coils. I told him I liked his technique because he was rolling back and forth with the full length of his hands while also moving along the coil. This allowed his coil to spread out quickly but also evenly. His peers took notice and began trying to roll their coils similarly, too. I also took note of students who were slipping and scoring, telling them they were making a good textured surface that would allow their pieces to stick together well and create a sturdy foundation.

8. How did you address the following principles of culturally responsive and sustaining education in your planning and instruction [see also: your lesson plans in Section 2: Designing Two (2) Consecutive Lessons]:

1. Welcoming and Affirming Environment

   • To create a welcoming and affirming environment, I focused on having students “create opportunities for others to join the conversation by asking questions, listening to and acknowledging the opinions of others, and being open-minded to peers.” This was done through small group work in the clay-lympics. Students had to work together to share their ideas and solutions to the presented challenges, while also being respectful of the opinions and ideas of their teammates.

2. Inclusive Curriculum and Assessment

   • Inclusive curriculum and assessment were represented in this lesson through “multiple ways of assessing in-classroom learning that allow all students to demonstrate their knowledge and growth over time and align to the varied learning styles and interests of those in the class community.” This was done by incorporating a small group activity, turn and talks to share ideas and lessons learned during class, and oral and written/draw responses to prompts. Students were able to share their ideas and knowledge with their teacher and peers both orally and visually.

3. High Expectations and Rigorous Instruction

   • High expectations and rigorous instruction were shown as students “promote[d] the group’s success and support[ed] the participation of everyone in the learning task.” During their small group skill builder, students held their peers accountable for contributing to their problem-solving efforts. Everyone wanted their peers to participate in the activity and have their ideas heard. When students felt they weren’t being heard, they were not afraid to speak up to their group and ask if they could contribute more to the project.