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TS5: The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
5.1: The educator engages learners in applying perspectives from varied disciplines in authentic contexts such as local and global issues.
Evidence 1: Lesson Plan: Say Something.
Description: This lesson plan, adapted from Liz Swindell, is designed for students in grades 8 through 12 . Students are presented with artwork from well-known artists that carry a message for the viewer to interpret. These artworks are presented, discussed, and contemplated as a group and then students are asked to brainstorm messages and images that they could combine to make their own artwork that "says something". The class discusses current issues that they can draw upon to express themselves through their art. Some students will choose to focus on global issues, others will look at local issues to explore.
Analysis: This lesson encourages students to think about issues that matter to them, authentically. Using block printing techniques, students design and create a linoleum cut that they will then print and display in the school. Students are encouraged to think big and consider issues that are affecting the world today. Some students were eager to focus on local issues, others were drawn to global ones. Providing space for young artists to explore concepts of making a change in the world is an important part of an art education. The message is that art can communicate and therefore, change the world for the better. Students want to be heard, they want their voices to count. This lesson allows for just that - a platform for artists to dive into what matters and create authentic art with the support of their art educator.
Lesson Plan - Say Something.pdf
Lorien's Letter of Recommendation - Bresler.pdfEvidence 2: Letter of Recommendation from mentor teacher: Lisa Bresler.
Description: In this letter, Lisa recounts my work in Charlotte Central School in the art atrium. Her words illustrate my passion and ability to create a learning environment that addresses local and global issues.
Analysis: In the third paragraph, Lisa states, "Lorien created interactive art experiences where art was hung and then students or adults could respond to what they saw. The art that was chosen encouraged everyone to think about the world from different perspectives. It truly was inspiring." The interactive art that she writes about was chosen specifically to not only introduce the school community to artists from around the world, but also to encourage people to consider the artwork and its meaning. The last group of artwork posted was by Shepard Fairey, an artist who creates works specifically to get his viewers to think about their world and those who live in it. The artists included were graffiti artists, architects, painters, and sculptors - I feel it is important to represent a diverse population of artists to create an inclusive and an authentic art experience for its viewers.
5.2: The educator integrates cross-disciplinary skills (such as critical thinking, creativity, and collaborative problem solving) to help learners demonstrate their learning in unique ways.
Evidence 1: W.O.W. Masterpiece
Description: The W.O.W. (or Wonderful, Original, Work of art) masterpiece was what the middle level grades were introduced to during my student teaching experience. In a Teaching for Artistic Behavior (TAB) classroom, students have choice of what artistic endeavors they pursue. This image is the "map" that students check throughout their artmaking to be sure they are on track for a W.O.W. masterpiece.
Analysis:
Challenging students to create their own learning path allows for students to engage in problem-solving in a new way. Students are not asked to copy a teacher's example, make art that looks like someone else's work, but rather, they are asked to make decisions based on their own interests which means that each student will be encountering their own set of obstacles to overcome, their own skills to improve upon, their own problems to solve. Each student's journey is unique and they work within a classroom where the teacher is available to guide them and where their peers can collaborate on their ideas and offer feedback. The W.O.W. masterpiece has very few limitations. I witnessed students designing shoes and clothing, painting on canvases, building out of cardboard, using recyclables, and learning block printing for the first time, all in one class.
Below is a W.O.W. planning sheet I found on The Art of Ed website. I like that it incorporates the Habits of Mind from Studio Thinking (Hetland, et al).
WOWProjectPlanningSheet.pdfportrait self portrait teaching 2.movEvidence 2: Video of student teaching.
Description: In this video of me student teaching, first and second graders participate in a game that allows their bodies to move, for them to contribute their thoughts and ideas. Students are shown well-known paintings of portraits and self-portraits and are asked to determine whether they believe the painting displayed is one or the other. Students stand up if they believe it is a self portrait or stay seated if they believe it is a portrait. After everyone has made a choice, we discuss the painting and the artist.
Analysis: Making art class fun and accessible to young learners is an important goal to keep present in the classroom each day. Providing a space where children can play a game that allows them to move their bodies while looking at and learning about art creates opportunities for learning to happen in unique ways. After talking about what portraits and self portraits are, these first and second graders were asked to think critically about each piece of artwork to determine whether it was a portrait or self portrait, then discussing why they made that determination. This creative exercise was presented to me by my mentor teacher and I will be using it, as well as new iterations of it, in the future. The students responded positively to the exercise, and it was a great lesson to include in their own self portrait making art time.
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