The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners.
SLIDE SHOW Warm & Cool color theory and styleTeaching a technique close to my heart and practice. In the slide show I back it with art history. (4A,J)
I highlighted these two habits of mind because I feel they flush out this Content Knowledge standard. One is perhaps the most obvious part of art is craft; technique, tools use and care, materials, and artistic conventions. While the other learns about the art history. From the contemporary to the earliest known range of human art.
While teaching Advance Drawing and Painting, students are encouraged to seek out other artists' styles and incorporate it into their work. As Mark Twain said, there are no original ideas. Take an idea have it refiltered by the students' hand. This will help students link new concepts with old concepts, and can give a new perspective to the learner.
In elementary clay class, we review tool safety and care. And in Art 2 I warn my students of pitfalls.
Es & Ps.pdfAlways have available the E's & P's for to help students understand and reference (4H,I)
Kristen Kaiser Crit BlockStudents gather their own content for making their art (4B)
IMG_5284 2.MOVGiving a wide overview of the lesson's techniques and care of tools (4D,J)
"When sketching out the portrait in the monochromatic shapes. DRAW THE SHAPES, do not draw what you know- what eye, nose, mouth look like. Trust the shapes" (4E,J,K)
At 6:45 in the video.2.1.4. Performance – Indicators:
A teacher…
4A. Effectively uses multiple representations and explanations that capture key ideas in the discipline, guide learners through learning progressions, and promote each learner’s achievement of content standards.
4B. Engages students in learning experiences in the discipline(s) that encourage learners to understand, question, and analyze ideas from diverse perspectives so that they master the content.
4C. Engages students in applying methods of inquiry and standards of evidence used in the discipline.
4D. Stimulates student reflection on prior content knowledge, links new concepts to familiar concepts, and makes connections to learners’ experiences.
4E. Recognizes learner misconceptions in a discipline that interfere with learning and, creates experiences to build accurate conceptual understanding.
4F. Evaluates and modifies instructional resources and curriculum materials for their comprehensiveness, accuracy for representing particular concepts in the discipline, and appropriateness for his/her learners.
4G. Uses supplementary resources and technologies effectively to ensure accessibility and relevance to all learners.
4H. Creates opportunities for students to learn, practice, and master academic language in their content.
4I. Accesses school and/or district-based resources to evaluate the learner’s content knowledge in their primary language.
2.1.4. Essential Knowledge – Indicators:
A teacher…
4J. Understands major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) s/he teaches.
4K. Understands common misconceptions in learning the discipline and how to guide learners to
accurate conceptual understanding.
4L. Knows and uses the academic language of the discipline and knows how to make it accessible
to learners.
4M. Knows how to integrate culturally relevant content to build on learners’ background knowledge.
4N. Has a deep knowledge of student content standards and learning progressions in the discipline(s) s/he teaches.
2.1.4. Critical Dispositions – Indicators:
A teacher…
4O. Realizes that content knowledge is not a fixed body of facts but is complex, culturally situated, and ever evolving. S/he keeps abreast of new ideas and understandings in the field.
4P. Appreciates multiple perspectives within the discipline and facilitates learners’ critical analysis of these perspectives.
4Q. Recognizes the potential bias in his/her representation of the discipline and seeks to appropriately address problems of bias
4R. Is committed to work toward each learner’s mastery of disciplinary content and skills.
