Superhero Powers Within Us Come To Life!!

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 We furiously constructed the finished product with controlled chaos. We went over primary colors and secondary colors but had no time for tertiary colors but it was ok I came equipped with extra paint so no colors were left behind. This ultimate lesson plan harmoniously brings together all the studio habits of mind, culminating in a magnificent symphony of artistic expression. We observed  superhero artists such as Stan Lee and Adrian Tranquilli and reflected how those superhero powers lived within us to overcome obstacles in our daily lives through sketches and personal narratives, and designs. Next, we expressed that reflection through color choices and symbolism used as a metaphor we created through sculpting our positive attributes. Then we combined these forces of reflecting and expressing to stretch and explore the possibilities of crafting designs. After envisioning on paper we developed craft that included mediums such as fabric, clay, cardboard, and construction paper. As a result of developing craft the students progressed through some experimentation and failure but ultimately succeeded in engaging and persisting. Similarly through the development of the finished product emerged a natural discovery of discovering art worlds. Through active participation of our multiple gallery walks during lesson plan cycles, exhibition day, and sharing notices and wonders with friends, the students succeeded in understanding art worlds and bringing their vision to life.

NSTAR QUESTIONS 

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

This project is a great example of showcasing elements of their identity, encompassing strengths, talents, convictions, attributes, perspectives, and passions, inclusive of those indicative of affiliation with diverse identity communities.

• Describe aspects of their identity, such as strengths, skills, beliefs, qualities, opinions, and interests, including those reflective of membership in multiple identity groups.

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

Mostly, I really wanted to put more of an emphasis on artist’s statements and the parts that compose an artists’ statement but unfortunately there was not enough time to accurately cover an artist statement. I did the best I could in five minutes. However, The students amazed me every step of the way with their creativeness, strategizing, and completion of their designs.

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

One student’s project did not come out as grand as we had hoped. Nevertheless, I helped him finish his project on a smaller scale and without accessories. In hindsight to make more time for the artist statement I could have limited the amount of designs made. Most students had multiple sculptures and props for their designs and that time could have been spent reflecting on what an artist statement composes. Another challenge that arose in the previous class was the absence of names on the watercolor papers, where students revealed their hidden superpowers. Rectifying this issue required additional time, which unfortunately, we were lacking

• 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.)?

I realized that time was a challenge for me, and moving forward, I aim to adopt a more realistic perspective on time management, particularly considering the age of the students, of course.

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

The central focus of lesson plan 6 revolved around the challenge of managing multiple students seeking assistance simultaneously, all needing my attention. Swiftly, I adapted to this dynamic environment by efficiently prioritizing student inquiries, distinguishing between tasks they could handle independently and those requiring my intervention. Moreover, delegating tasks effectively to Corrine presented a valuable learning opportunity

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

Everyone finished their designs and their designs were durable so I knew immediately it was a successful day.

• How did you address the following principles of culturally responsive and sustaining education in your planning and instruction? 

Certainly by restructuring some of my lesson plans to evolve with the class. Secondly, high rigorous expectations through the short term goals of sketches, narratives and symbols to create the long term goal which was the final superhero design. Last, inclusive curriculum and assessment through creating a project that embraces diverse qualities of students. I assessed not only the craftsmanship but also the depth of meaning conveyed through design, as well as the individual steps taken to reach the final outcome.