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TS2: The teacher uses understanding of learners' commonalities and individual differences within and across diverse communities to design inclusive learning experiences that enable each learner to meet high standards.
2.1: The educator uses an understanding of individual differences to design inclusive learning experiences.
Lesson Plan - Julian is a Mermaid _ Self Portraits.pdfEvidence 1: Lesson plan: Julián is a Mermaid / Self portraits.
Description: This is a lesson plan for first and second graders, adapted from Lisa Bresler, that explores reading the book: Julián is a Mermaid by Jessica Love and creating self portraits that explore individuality, creativity, and uniqueness. One of the many National Core Arts Standards included in this lesson plan is: VA:Cr1.2.2a - Make art or design with various materials and tools to explore personal interests, questions, and curiosity. Students have the opportunity to explore materials as they have access to many choices for this lesson. The idea that everyone is unique and important in their own way is at the forefront of this lesson, therefore, each student can focus on their own interests and curiosities.
Analysis: After completing my thesis work on inclusivity in the classroom, I have become interested in how to make sure each student in my class is considered, represented, and celebrated. Differences are not only OK, but are what make us so interesting and special! Julián is a Mermaid is a great example of a young person who may seem different and the message of this book is that it is OK to be different, everyone is! This lesson plan is focused on encouraging individual differences and exploring them through art making. The message in my art room is that all are welcome, all are celebrated. A complete list of references from my graduate level research can be found on my resources page.
Resource: Love, Jessica. (2018). Julián is a Mermaid. Candlewick.
Evidence 2: Pecha Kucha Presentation: Room For More: Art Teachers and LGBTQ+-Inclusive Spaces.
Description: This is a PDF version of my graduate school final presentation in Pecha Kucha form. It includes 21 slides that illustrate the research I conducted for my thesis on the topic of inclusive learning spaces for LGBTQ+ students in the art classroom.
Pecha Kucha Presentation - Lorien Leyden.pdfAnalysis: During the time I spent in graduate classes, it became clear very quickly that there was a focus on reaching out to students who need the most support. Students who may have some disadvantages which could impede learning were the students that my professors stressed that we must take into account when designing our classroom spaces and our curriculum. I was moved by this constant message and chose to focus my research on inclusive classrooms, particularly for students or allies of students identifying as LGBTQ+. At the conclusion of my research, which focused on art teachers across the country and their level of comfort and preparedness to teach an inclusive curriculum, I compiled my findings in a presentation in Pecha Kucha format. I presented at my college as well as at the Vermont Art Teacher Association annual conference. I was planning to present during two sessions at the National Art Educator Association (NAEA) 2020 annual conference which was sadly canceled.
2.2: The educator uses an understanding of diverse cultures and communities to design inclusive learning experiences.
Evidence 1: Artist display in school hallway.
Description: I created an interactive display in the hallway of the school, outside of the art room for the entire school community to participate in the learning about different artists and their works. The display included a photo of the artist, a piece of their artwork, as well as a video on loop with a slideshow of additional works as well as the artist speaking about their work. The artists I chose were from one or more marginalized groups.
Analysis: Several of the artists chosen for my interactive artist and artwork series came directly from my graduate research. These artists identify as part of the LGBTQ+ community. I also made an effort to showcase artists of color, as well as women artists in order to represent a wide selection of diverse cultures and communities. It is important to provide learning opportunities for students to see themselves reflected in the curriculum. When looking at artists, it is important to be aware of the diversity of those artists selected in order to design inclusive learning experiences.
As I develop this activity, I hope to receive feedback over time in order to better it to engage more of the school community. I like the idea of having a space for people to walk by and stop to make their own art, inspired by the display.
Evidence 2: Webinar certificate for: Constructing Curriculum with the Smithsonian African American Museum: Incorporating the Smithsonian Learning Lab Into Your Classroom.
Description: Lead by three art and museum educators, this webinar introduces participants to the online resource: The Smithsonian Learning Lab and how to foster conversations with students and this content.
Analysis: My biggest take away from this webinar is that there is a multitude of resources available online. Visiting museums in person with a group of students is not always feasible, but Smithsonian museums are keeping up with the current technological advances in order to make their content accessible to all. After participating in this webinar, I registered with the online Smithsonian Learning Lab so that I can access images, collections, videos, and even more webinars to further my understanding of diverse cultures and communities in order to design inclusive learning experiences for my students.
Curriculum Smithsonian Certificate Leyden.pdfGoogle Sites
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