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The most important studio habit of mind that was exercised today was developing craft. The students dug through varying materials to see how they could be utilized to transform their vision into a reality. Students refined their use of saws by practicing safety procedures as well as the craft of carving through cardboard effectively. Drawings were drawn out onto the cardboard before cutting to ensure a smooth transition into forming their design and help their envisioning process. Another pertinent studio habit of mind that was utilized was reflect the students had to continuously reflect on how their design looked at different stages. Then they used reflection to evaluate the durability of their design through the techniques they used to connect the materials. Stretch and explore practices to discover diverse ways to incorporate their unique symbol related to their superpower in their design. This mustard versatility within the students by allowing the students to dig a little deeper and explore different methods of incorporating his or her symbols into the design.

NSTAR QUESTIONS

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

Throughout the class, a priority of mine was to ensure the students were aware of the essential question and how that related to their costume design. Throughout the class I asked students frequently, “What is the essential question?” “What is your superpower?” “How does your superpower help you through the day?” Last, “How does your superpower show the essential question?” I practiced high expectations and rigorous instruction. I will summatively grade this in my analytic rubric and formatively assess this through guiding, written questions in an artist’s statement questionnaire in lesson plan 6.

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

Yes, students envisioned successfully through their sketches and pre-drawing on cardboard to cut their designs out. The students evaluated their artwork by addressing problems that arose during construction. The students also stretched and explored through their use of materials and incorporating their unique symbols into their designs. Last, their success in developing craft shined through as pieces started to evolve into the final stages of their design.

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

Through call and response of asking guided questions as mentioned in question 5 throughout the period of the classroom. In addition, problems that arose within students' designs were addressed along the way to help them further their goals in developing their craft. I will further address these goals of incorporating the essential question in an artists’ statement handout in lesson plan 6 which will reiterate the core values of this lesson plan.

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

Cora’s headpiece was brittle and falling apart by even a gust of wind hitting it. I had to reassure her it was going to be ok to engage and persist. I could tell she was very distraught over this. Then I repeated the instruction I gave last class about, “How to use clay and make it durable.” This conversation encompassed the cross-over method with clay and slip and scoring to add length if needed. The second time around making her headpiece, it was much more durable and will be fully functional when it dries. Another issue that was addressed among multiple students was wanting to build/sculpt whatever came to mind. This is why I started to ask guiding questions periodically through the 90-minute class to keep the students on track and to be mindful of the essential question.

• 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.)?

My handout on the artists’ statement that will be assessed next class will help the students put these concepts of the essential question in concrete form. The questions are devised in a way to help the students comprehend at a basic level how their designs relate to themselves and also the essential questions. This handout will include questions such as: How would you describe your artwork? (line, shape, texture, color). How did you create your artwork? What is the big idea behind your artwork? What were your goals for your artwork? Any other thoughts about your artwork?

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

My in-the-moment feedback was realizing that students did not remember the essential question and were aimlessly starting to create designs that were not in sync with the original lesson plan. I verbally communicated throughout the entire lesson questions for the students that would help them stay on track as mentioned in question six. My questions were, “What is the essential question? How does the essential question relate to your superhero outfit? What is your superpower? And how does that help you during the day?”

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

By listening to their answers, for example, one student changed her superpower to being a princess dragon. If she wanted to keep that position as a superhero, I made her dig deeper by asking her, “What do dragons due?” “When you think of a dragon what comes to mind?” “Also, how can this help you in struggles throughout the day?” She produced ideas such as protection and bravery, which are admiral qualities to help anyone get through their struggles during the day and life. If students changed their vision in the process of creating, I made sure they still had good reasoning behind their decision that fit in line with one of the goals of this project, which was, “How do your superpowers help you through the day?”

• 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.