Student Teaching
Standards 1, 2, 3, and 5
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Standard 1: Learner Development
Standard 1: Learner Development
"The teacher understands how students learn and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, and emotional and physical areas, and designs and implements developmentally appropriate and challenging learning experiences,"
In my time at Deering High School, I drew on my knowledge of child development to create lessons that engaged and challenged my students. Most notably, in my first lesson, where students created lamps. High schoolers are typically at a place of mastery, honing their artistic skills and often focus on realism. But, for this unit, I encouraged and pushed my students to think outside their box, giving them full creative freedom as long as their creation had a light. One of my students, A, is a wonderful example of how this challenge positively affected student making, and gave them the opportunity to learn so much about their own processes, and themselves. The lamps unit was also successful because many of my Ceramics 2 students were seniors, moving on to college in the Fall, and were elated to make themselves something that could live and have use in their dorm rooms.
Above: One of my students, A, chose to create a lamp shaped like a calf. Originally, she was worried about the execution, but I continually encouraged her to try new things. As such, she made this incredible lamp, and honed her skills in sculpture.
Above: Photo of A's cow lamp after bisque-firing.
Below: This is an excerpt from A's feedback on my lesson!
Standard 2: Learning Differences
Standard 2: Learning Differences
"The teaches uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that allow each learner to reach their full potential,"
In my student teaching experience at Gorham Middle School, I had the pleasure of working very closely with one of the multilingual students, V, who had recently moved to the US from Angola. Initially, I did not realize that V was multilingual, I had not been notified, I had just thought she was quiet. She spent a fair amount of time looking at her papers, and what I had initially thought was just a creative block was far more. It turned out that she was translating everything that I said via voice to text translation services, and did not understand much of what I was asking.
Standard 3: Learning Environments
Standard 3: Learning Environments
"The teacher works with learners to create environments that support individual and collaborative learning, encouraging positive social interaction, active engagement in learning, and self-motivation,"
It has always been my explicit goal to create a classroom environment where every student feels truly valued, accepted, and able to find joy in making. I was lucky enough to foster that environment in both of my student teaching placements, but particularly at Deering High School, where I am still an active member of the community.
"My classroom is a place where any child, family, or community member is welcomed with open arms, and encouraged to share their unique perspectives and stories. I root my practice of education in Universal Design for Learning, creating a classroom space that is not only accepting, but suited for every student. Accessibility is key to a successful classroom, and it is integral that the space itself is set up for students with diverse needs and abilities to create."
(Educational Philosophy Statement)
Following my discovery of V using translation services, I began translating every document in class and creating written, translated instructions for her so that she was able to spend her time in class learning ART.
As V and I continued to foster a lovely relationship, she began bringing her multilingual friends to the classroom during their free block so they would be able to explore. I later received the note below from one of her friends who was initially, incredibly nervous about meeting a new teacher and being in a new environment as an English-language-learner.
Left: An excerpt from a letter of recommendation written for me by a student outlining how I create a positive learning environment.
Above: Students participating in Tuesday Crafternoons during Learning Center.
Below: The comments section from my final summative evaluation in the program, where Rachel observed me during my Ceramics 2 class. I was lucky to work with Emily Serway, a phenomenal art educator whose primary goal is knowing and supporting her students in all of their endeavors. From her, I learned how to better connect with and support high schoolers.
Below: Two of my Ceramics 2 students working together on one of their sculptures.
Standard 5: Innovative Applications of Content
Standard 5: Innovative Applications of Content
"The teacher understands how to connect concepts and use differing perspectives to engage learners in critical/creative thinking and collaborative problem- solving related to authentic local and global issues,"
Above: My powerpoint for the unit Century Vases: The Power of Perspective. In this unit, students were asked to consider the perspective of the artist, and how that impacts their work. We compared and contrasted the work of Karl Muller and Roberto Lugo, and how the later references the formers work in his own. Students were then tasked with creating their own century vase, exploring how their perspectives can be extrapolated and contextualized through art.
Left: Image of Roberto Lugo, our contemporary artist reference.
Because of my background in art history and social sciences, I am always looking to integrate history and culture in my teaching. It is essential to me that my students are able to understand the history of, as then they are better able to see themselves in the future of, art. My final project at Deering High School was having my students create century vases, where they were asked to express their thoughts on the world around them. This assignment was rooted in their observation of their world, injustices they see and feel, and how to then communicate those through art.
It is equally important to me that my students of all cultural and political backgrounds are able to express their thoughts. These works are not about the political leanings, but are about my students placing themselves in the important history of using art to make statements; articulating and expressing their thoughts through art as they become young adults.
Left: One of my students, M, immediately connected with this assignment, and was particularly moved by the work of Roberto Lugo, our contemporary artist example (examples of his work replicating the century vase are in the powerpoint above). M took her anger, sadness, and frustration, and made this piece. Her form and handles reference the Century Vase by Muller, which was originally created as a celebration of the first century of the US, but for her, this piece is representative of her critique, rather than her admiration.
Below: M's initial ideas for her vase.
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