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TS4: 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 to assure mastery of the content.
4.1: The educator accurately communicates central concepts of the discipline.
Evidence 1: Video of student teaching - Paper Sculpture.
Description: In this video of me introducing 3rd graders to a lesson on paper sculpture, we go over what tools will be needed and what sorts of creations can be made with paper. I show them pop-up books to get them thinking about paper sculpture.
Analysis: This video is an example of how I introduce simple concepts to students. I ask the them throughout the video what might be used to create the artwork that I am sharing with them, rather than listing off for the students the tools and materials they will need. I like to ask questions, even simple ones, to get students to think for themselves. I want students in my classroom to see themselves as experts and that I am there to facilitate their learning but am eager to learn alongside them as well. Empowering students to feel confident in their abilities is crucial to creating a learning space where everyone feels valued.
student teaching paper intro.movLesson Plan - Pencil Drawing Techniques (1).pdfEvidence 2: Lesson Plan: Draw Draw Draw.
Description: This lesson plan that I created for drawing techniques at the high school level is an eight class lesson plan which includes handout, rubric, and assessment activity. As stated in the National Core Arts Standards for the high school accomplished level, students will strive for VA:Cr2.1.IIa: Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form. Requiring much patience and practice, this lesson is designed to learn new skills in drawing.
Analysis: A thorough study of drawing skills, this lesson plan explores several techniques for advanced (high school) level students to practice. My method for teaching these skills in this lesson includes introducing students to key concepts by demonstration and discussion. The handout I created with examples is an additional method of communication that I included so that students would be able to refer back to skills discussed in class.
A central concept of the discipline: drawing, is an incredibly useful skill in many art and design classes. My goal in this lesson plan is to accurately communicate the skills to be acquired through practice. Over the course of eight classes, students will be introduced to and practice several techniques that will help them observe their subject matter to render accurate depictions with pencil.
This lesson was moved to an online format once schools closed but much of the lesson was conserved, videos of instruction were made, and students turned in assignments through Google Classroom.
Drawing Techniques Lesson - Handout.pdfRubric for Draw Draw Draw Lesson.pdf4.2: The educator accurately addresses common misconceptions of the discipline.
Evidence 1: Art game in middle school hallway.
Description: With a focus on showcasing art with a message, and using much of Shepard Fairey's work, I created an interactive hallway display to encourage the school community to guess the meaning of the artwork displayed.
Analysis: Art can be fun, and learning can happen through games. Students in middle school level art classes were introduced to the artwork displayed in the school hallway and were given possible interpretations of the meanings of the images. The meanings were on cards that could be removed from a pocket and then clipped under each image. For the rest of the school community, instructions on how to play are included in the display. The purpose of this activity is not only to introduce an artist and their work, but to show students how art can relay a message to its viewers. Some art can be made to look beautiful, some art can provoke thoughtful reflection. A goal of mine is to encourage students to make art that has a meaning to them, beyond drawing pictures of their favorite things. This, in turn, will support students' abilities to view artwork, critique it, and look for meaning behind the images.
Lesson Plan - Blind Contour Self Portraits (1).pdfEvidence 2: Lesson plan: Blind Contour Self Portraits.
Description: This is a lesson plan I created for one of my favorite activities with students. It teaches students the wonderful world of blind contour drawing, self portrait making, and watercolor painting techniques.
Analysis: Around the age seven, people begin to categorize themselves into two groups: good at art, not good at art. A goal for art teachers is to break apart the beliefs of students that they are not good at art. One way to do this is to take away the high-risk projects, such as making art that is realistic. Not all "good" art has to represent realistic objects or people, some art is expressive, colorful, and meaningful. This lesson plan on blind contour drawing encourages students to create something that is not realistic, to loosen their grip on their pencil, and to just focus on looking at objects, or in this case, themselves. Most students are disappointed with how it looks at first, but after a few tries, and then adding colors, they begin to let go of the idea that they must create an image in their likeness. A common misconception of good art is that it looks like the person you are drawing. I love breaking this idea with students, and allowing for them to be successful artists under alternative expectations.
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