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Standard 1: Demonstrates mastery of and pedagogical expertise in content
Standard 1: Demonstrates mastery of and pedagogical expertise in content
Trans/Interdisciplinary Assessment Project
Trans/Interdisciplinary Assessment Project
*Element B: Teachers develop and implement lessons that connect to a variety of content areas/disciplines and emphasize literacy and mathematics.
This Trans/Interdisciplinary project connects to Standard 1, Element B because it shows how I can meaningfully link visual arts with other subject areas. Our group designed a unit on Aztec Culture: Past to Present, and each content area created learning targets, formative assessments, and success criteria around the same theme. In my role as the art educator, I focused on visual literacy and how Aztec artists used symbols and motifs to communicate stories, beliefs, and cultural values.
Through this project, students learned to read images with the same depth they use when interpreting written text. By analyzing artwork, identifying symbolism, and using visual evidence to support their thinking, they practiced literacy skills within the context of art. This work also connected naturally to history, culture, and language, showing how art can help students build understanding across multiple disciplines. The shared summative assessment allowed students to choose from prompts written by each content area, giving them the chance to demonstrate their learning in the way that best suited them.
This artifact shows my ability to design instruction that blends visual arts with other content areas and uses visual literacy as a tool for deeper cultural understanding.
ELEMENT C: Teachers demonstrate knowledge of the content, central concepts, inquiry, appropriate evidence-based instructional practices, and specialized characteristics of the disciplines being taught.
This lesson shows my understanding of ceramics by teaching students the core ideas of form, contrast, structure, and craftsmanship, which are central to three-dimensional art-making. Students looked at ceramic artists to see how visual choices communicate different qualities, and this helped them think about how contrast can change the personality of a form. Through sketching, planning, and building, students used inquiry to make decisions about how to communicate their chosen opposite. I supported them in using handbuilding techniques such as slab, coil, and pinch, which reflects my knowledge of essential ceramic processes and evidence-based studio practices. As students refined their work, they learned how construction, thickness, attachments, and surface choices affect the final outcome. Throughout the project, I used modeling, clear demonstrations, check-ins, and guided practice to help students troubleshoot and adjust their forms. These approaches reflect the way ceramic artists work in the studio and show my ability to teach both the content and the habits of thinking that are specific to the discipline.
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