EDUC 450

Making Thinking Visible

These strategies are effective tools for helping students engage with new material. They can be implemented as either independent or group activities. While I value the collaborative element and often emphasize group work, maintaining an inclusive and safe classroom means recognizing that some students may prefer to work independently. It’s important to challenge students while avoiding unnecessary pressure.

Standard 3: Plans and Delivers Effective Instruction and Creates an Environment that Facilitates Learning

For this standard, I selected the See–Think–Wonder routine as part of Making Thinking Visible. This approach provides an opportunity to introduce students to a broader understanding of art, one that extends beyond traditional, tangible works. Art is fundamentally a form of communication.

This lesson focused on conceptual art, where the visible piece serves as a conduit for the underlying idea. I highlighted one of my favorite conceptual performance artists, Andy Kaufman, who was known for shaping audience emotion through his work. Students watched his “Mighty Mouse” performance from Saturday Night Live.

Students were guided through structured questions: What did you see? What do you think? What do you wonder? These prompts encouraged discussion and reflection. In art education, this type of dialogue is foundational. It exposes students to diverse perspectives, interpretations, and emotional responses—broadening their understanding and deepening their learning.

Syllabus

Standard 2: Establishes a Safe, Inclusive, and Respectful Learning Environment for a Diverse Population of Students

My syllabus is designed to create a classroom environment that promotes and celebrates individuality. I strive to ensure that all students feel empowered to express their ideas, tell their stories, and explore their identities in a space that supports and uplifts them.

To communicate this commitment clearly, I outline both expectations and grading practices from the start. Expectations emphasize respect, accountability, and community. My grading approach prioritizes effort and engagement over subjective judgments of quality. In art, meaning is not determined by complexity; some of the most powerful works are composed of simple lines and color. What matters most is that students take creative risks and actively participate in the process.

Power Point Slide.

Standard 4: Demonstrates Professionalism Through Ethical Conduct, Reflection, and Leadership

Midway Mug Critique
Critiques are a vital component of art education, teaching students how to communicate opinions constructively and respectfully. Offering and receiving feedback can be challenging, especially when students have invested time and effort into their work. This lesson addressed a common issue in the class: a tendency to default to overly negative feedback.

The focus was on modeling how to provide a thoughtful, balanced critique that supports the artist’s original intent. Students were guided to identify strengths, interpret what the piece was communicating, and offer suggestions for growth. This approach emphasized professionalism, respect, and clarity in communication.

Students analyzed works from their peers and participated in open critique, requiring them to both give and receive feedback. Through this process, they practiced essential interpersonal skills, learning how to articulate ideas constructively while remaining mindful of the artist’s perspective.

Grading for Equity
The reading Grading for Equity significantly influenced my approach to classroom assessment. In this unit, student groups were assigned different sections of the text to present and teach to their peers. My group focused on the prologue and introduction.

A key takeaway from the prologue was the inconsistency of grading practices across educators, as well as the impact of socioeconomic status on student performance. Students discussed how external responsibilities, such as supporting family or managing financial stress, can affect a student’s ability to complete homework and meet traditional expectations.

The introduction provided an overview of the book’s central arguments, including a reflection on the historical foundations of the American education system. We examined how early models of schooling were designed to prepare students for industrial labor, reinforcing standardised systems that may not serve all learners equitably today. This discussion encouraged critical thinking about fairness, access, and the purpose of grading.

Standard 3: Plans and Delivers Effective Instruction and Creates an Environment that Facilitates Learning

This lesson was grounded in structured class discussion. Providing students with the opportunity to actively engage with ideas through dialogue is a powerful tool for learning. Students were encouraged to share perspectives, ask questions, and build on one another’s thoughts.

While discussions were guided to remain focused and purposeful, space was intentionally created for diverse viewpoints. Encouraging students to express their ideas not only deepens understanding but also fosters a classroom environment where all voices are valued. This collaborative exchange supports the development of critical thinking and allows new ideas to emerge through shared learning.

This interdisciplinary lesson provided an opportunity to collaborate with other students and connect across content areas. One of my goals as an educator is to build an art program that meaningfully integrates with other subjects. When students can connect what they create in art class to concepts they encounter elsewhere, it strengthens understanding and deepens engagement, ultimately supporting more meaningful learning.

Standard 1: Demonstrates Mastery of and Pedagogical Expertise in Content

This lesson explored the connection between historical African art and the Harlem Renaissance. Students examined how artistic traditions from various African cultures influenced the development of this movement, which celebrated identity, heritage, and the voices of a marginalized community.

Understanding the historical context behind an art movement is essential to understanding the work itself. By analyzing key artworks and cultural influences, students were able to see how ideas evolve and how art serves as both a reflection of and a response to lived experiences. The lesson also connected the Harlem Renaissance to the broader Civil Rights Movement, emphasizing how art can amplify voices, unify communities, and inspire social change.

Students explored how creative expression has historically brought people together, strengthened identity, and contributed to movements for equity and justice. This context reinforced the idea that art is not only aesthetic but also deeply connected to culture, history, and advocacy.

Standard 1: Demonstrates Mastery of and Pedagogical Expertise in Content (Conceptual Art Focus)

Conceptual art emphasizes communication as the core purpose of artistic practice. Often, the most impactful works address social issues and elevate underrepresented voices. In this lesson, students were encouraged to use their work to communicate a message they care about, reinforcing the idea that their perspectives have value.

The lesson also explored the role of humor as a tool in conceptual art. Humor can lower barriers, making complex or uncomfortable topics more approachable and allowing messages to resonate more effectively with an audience.

As an example, I introduced my own conceptual performance piece, “Lemonade Stand.” This work examines themes of privilege and economic disparity by altering expectations, charging an extreme price for one audience while offering the same item for free to another. The focus is not the stand itself, but the reactions it generates, highlighting how people respond differently based on perceived value and status.

Students were then asked to work individually or collaboratively to:

• Reflect on their community and identify an issue they want to highlight

• Design an art piece that serves as a conduit for that issue

• Participate in a mid-project critique to receive feedback from peers and the instructor

This process supports both artistic development and critical awareness, helping students refine their ideas while engaging in meaningful dialogue about their work and the world around them.

Standard 2: Establishes a Safe, Inclusive, and Respectful Learning Environment for a Diverse Population of Students

Linocut printmaking offers an accessible way to create and share art with a broad audience. In this lesson, students were encouraged to choose personally meaningful messages. This choice reinforces the idea that their voices, experiences, and perspectives matter.

Creating a classroom environment where students feel safe to express themselves is essential. Every student has a story worth telling, and my goal is to ensure they can share those stories without fear of judgment. By centering student voice and choice, the classroom becomes a space of trust, respect, and inclusion.

I also made a point to highlight strengths within each student’s work. Recognizing what is working well helps guide students when they feel uncertain and builds confidence in their creative decisions. For example, one student initially felt embarrassed about a reversed letter in their design. Through discussion and reflection, they began to see it as a meaningful and intentional element, ultimately embracing it as a strength in their piece.

Outside of School Activity: Students

The photo above is a display of Rocky Mountain High School's 3D artists. Several of these pieces were made in Ms. Johnson 2nd period art class. I had the privilege of not only seeing these art pieces being created but also being able to see them proudly displayed in a public setting.

Standard 4: Demonstrates Professionalism Through Ethical Conduct, Reflection, and Leadership

Supporting students beyond the classroom is an important aspect of professional practice and leadership. I made a conscious effort to attend and engage with student work in a variety of settings, including school productions, art shows, and exhibitions.

By showing up for events such as student performances, design work, and gallery showcases, I demonstrate that I value not only their academic efforts but also their personal and creative pursuits. These moments allow me to build stronger relationships with students and show genuine investment in their growth.

Even when these opportunities required time outside of my regular responsibilities, I chose to participate because they matter. Being present in these spaces reinforces a classroom culture built on respect, encouragement, and authentic support.