BLOG

In every well-structured art lesson plan, various studio habits of mind are invariably incorporated. However, in lesson plan 4, my primary emphasis was engaging and persisting, developing craft, and envisioning. The act of engaging refers to the ability of an artist to fully involve themselves in their work, to become absorbed in the creative process, and to sustain their interest and curiosity. Artists who are skilled in engaging are deeply connected to their work, often losing track of time as they immerse themselves in the act of creation. This is why I incorporated a narrative in lesson plan three to make their interest in their project more personal and create depth in meaning to their design. The students who did not finish their narrative, in the last class, were able to persist by finishing it at the beginning of lesson plan four. Part of the studio habit of persisting is revising and refining their work as artists who wanted to do that could as well. This narrative in addition to their sketches helped the young artists envision.  Envisioning in art involves more than just imagining an end result; it also entails considering various aspects such as composition, color palette, materials, and techniques. Artists who are skilled in envisioning are able to articulate their ideas effectively and translate them into tangible forms through their artwork. By adding a narrative to their sketches this resulted in cultivating a strong foundation for envisioning the end product and created paths to successfully get results. Another imperative studio habit of mind for lesson plan four was developing craft. Now, the students would be bringing their ideas to life in a concrete, functional form. Developing Craft involves acquiring proficiency in the use of various tools, materials, and methods relevant to a particular medium or discipline. Developing craft encompasses learning how to manipulate materials effectively, understanding principles of composition and design, experimenting with different techniques, and gaining a deep understanding of the capabilities and limitations of the chosen medium. Up until lesson plan four as a class we practiced with different mediums. In lesson plan two we experimented with clay to make symbols and in lesson plan three we practiced as a class using techniques with construction paper and cardboard. In lesson plan four we demonstrated the wrap technique with cardboard because the wrap technique with cardboard offers endless possibilities for creative expression and can be adapted to suit a wide range of combining materials. It also allows students to experiment with different shapes, sizes, and techniques to discover what works best for their designs.

NSTAR QUESTIONS

• How did you plan and implement Social Emotional Learning (SEL) benchmarks into lesson plan four?

Through engaging and persisting we met the SEL benchmark standard of 1C.2b. Identify steps in working toward a goal. I implemented this by incorporating a narrative in lesson plan three to make their interest in their project more personal and create depth in meaning to their design. The students who did not finish their narrative, in the last class, were able to persist by finishing it at the beginning of lesson plan four. Part of the studio habit of persisting is revising and refining their work as artists who wanted to do that could as well. This also established goals to frame their strategies for developing craft. This further benefited the students in being self-aware and encouraged the students to reflect on their own interests, strengths, and challenges in art.

• Did your students meet the learning objective(s) of the lessons?

They most certainly did, everyone respectfully and carefully gathered materials for their mixed media designs to incorporate into their superhero project.  Some students decided to draw their narratives as opposed to writing them and the narratives were beautifully done and well thought out. Everyone feverishly jumped into developing craft. They could not wait to begin!

• List the assessments you used to come to that conclusion.

We reviewed previous techniques used in lesson plan 3. I answered questions about sketches. For a formative assessment, the students were given a worksheet for an area to sketch and fill out the materials needed, and techniques used for the sketch.

Following the provision of resources, guidance, options, and acknowledging advancements. My summative assessment was checking a durable design made by each student that encompasses a visual representation of their unique superpower.

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

In the beginning stages of this project, everything went well. My only concern was that with a few of the clay pieces they were not sturdy enough and a spiral technique will need to be used on a few pieces, so they do not break.

• 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.)?

The students that have a weak foundation for their design, we will go over some techniques that will make them more durable. We may also look at their sketch again to see if we should think through some areas differently.

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

A few students had great ideas but had made their designs too small, so I suggested that they elaborate on their designs by making them bigger and adding some of the detail they drew in their sketches. Another in-the-moment suggestion was a student who wanted to make a massive shield. The tables in my art room were not sufficient for that scale of a project so she moved to the floor and went to work. I helped another student who was in a rut by helping her visualize other possibilities for her design. I drew an arm on a piece of paper and asked her questions about how she wanted the fabric to lay. Then she drew her suggestions in various ways on the arm to help her expand on her original idea.

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

Follow-Up and Implementation, I followed up with students after providing feedback to check their understanding and progress. I also encouraged them to implement the feedback into their artwork and provide additional support or guidance as needed.

• 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]:

Welcoming and Affirming Environment: I will be creating a welcoming and affirming environment by opening the class with icebreaker questions so that everyone can get to know each other. Throughout the entire class, I will prompt everyone to share their opinions.

Inclusive Curriculum and Assessment:   I will expect students to raise their hands and be respectful when other students are talking and wait until their turn.

High Expectations and Rigorous Instruction:   I will foster high standards and rigorous instruction by communicating clear objectives for each lesson plan. This sets the standard for what students should achieve and helps them understand expectations. I will have challenging projects that challenge student’s creativity, technical skill, and critical thinking abilities and challenge them to push their boundaries. I will also create a positive learning environment by fostering a positive and supportive classroom atmosphere where students feel safe to take risks, express themselves creatively, and learn from mistakes without fear of judgment.