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TS7: The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
7.1: The educator plans instruction by drawing upon knowledge of content areas to meet rigorous learning goals.
Evidence 1: Undergraduate college level art courses.
Description: My undergraduate courses included: Two Basic Design courses, Drawing & Modeling, Painting, Drawing, Sculpture, Metalworks, Ceramics, Children's Book Design, Black & White Photography, Color Photography, Drawing for Media, as well as Art History courses.
Analysis: Having a major in art at the university level has prepared me to teach art content to my own students. Having explored a variety of courses from drawing, sculpture, and design, to photography, book design, and art history, has given me a wide breadth of art techniques and an understanding of the art world.
Not only did I apply and get accepted into the University of Oregon's School of Art & Architecture, I strived to succeed and learn all that I could. My grades reflect that effort and dedication to the discipline.
My passion for art has been an important part of my life, and having spent my undergraduate years in art classes, I believe this to be an important strength of my role as art educator.
Transcript UofO Leyden.pdfPraxis II Score Report.pdfEvidence 2: Praxis II Exam - Art: Content and Analysis.
Description: This image is of my Praxis II test, showing my passing score of 165.
Analysis: The Praxis II exam for Art: Content and Analysis covers many aspects of general art knowledge from artmaking techniques, tools and equipment, to art history. As an educator, it is important to have well-rounded knowledge of the subject area being taught. This allows for students to be exposed to the many angles of a subject, and feel that their learning is guided by an individual who has experience and familiarity with that subject.
I passed this exam on my first attempt, having done so shows that I have the knowledge of content in order to best prepare myself for preparing and teaching art.
7.2: The educator plans instruction by drawing upon knowledge of learners to meet rigorous learning goals.
Evidence 1: Book: How to Create and Use Rubrics for Formative Assessment and Grading.
Description: While participating in the webinar hosted by NAEA entitled: Calculating Success: Writing and Using Rubrics in the Art Room, the presenter highly suggested the book: How to Create and Use Rubrics by Susan Brookhart. This resource has been incredibly helpful to me as I analyze the assessment strategies that I have seen in place in the art classrooms during my student teaching.
Analysis: In order to create a rubric for a class or for a specific project, the educator must draw upon the students' current knowledge and understanding. One thing I have learned from reading this book is that the more specific the rubric, the more effective it will be. Therefore, if an educator uses the same rubric for several grades or for several projects, the outcome will be less productive. Not only are rubrics used to assess student learning, but they are also used to gauge progress and encourage reflection. When students are required to be a part of the assessment process, they are reflecting upon their efforts, attention, and understanding of the class content and requirements. When creating a rubric, the educator must assess the students' current proficiency levels, then aim to push students to a higher level of proficiency. In How to Create and Use Rubrics, the author explains how to set goals with students, "Give students a rubric before they do an activity or assignment. Address one criterion at a time, with a minilesson of the concept is new. Ask students to plan a separate strategy for successful performance on that criterion. Have them record their strategies right on their copies of the rubric. When work on the activity or assignment begins, have students use their rubrics, annotated with their personal strategies, to monitor and regulate their work" (p. 101). Involving the students with the rubric so that they can set goals on their own achievement gives them the tools to plan their learning and setting them up for success in the art classroom.
Resource: Bookhart, S. M. (2013). How to Create and Use Rubrics for Formative Assessment and Grading. ASCD.
Calculating Success- Rubric Webinar.pdfEvidence 2: Webinar certificate for: Calculating Success: Writing and Using Rubrics in the Art Room.
Description: I participated in a webinar entitled Calculating Success: Writing and Using Rubrics in the Art Room presented by the National Art Education Association.
Analysis: This webinar proved to be a helpful step in my journey to prepare myself as an art educator. I have been given rubrics as a graduate student to follow myself, and I have been shown rubrics that my mentor teachers use in their classrooms, but this webinar clarified questions I had around creating and using rubrics. My main take aways from this webinar were: 1) Rubrics can (and should) be used at the beginning, middle, and end of a lesson, 2) Having knowledge of the Studio Habits of Mind is highly beneficial when creating rubrics for specific lessons or units, 3) Rubrics should reflect a wide range of expectations and capabilities, and 4) Students should have an active role in evaluating themselves as student artists. When well-designed, it works. Students will be able to understand expectations will be able to use criterion descriptors as a thinking tool.
When students are given the rubric at the start of a lesson, they understand the expectations and can begin to plan their own educational goals. Doing so supports the goal of Self Regulated Learning (SRL) and gives students the chance to have a say in their educational experience and if done regularly, students become accustomed to how to read the format of your rubrics. Students should have a clear message about how to do well in your class. It is only fair that the rubric be shared with them from the start of the lesson or unit and that they have the opportunity to ask questions about anything included in the rubric of which they are unsure.
The highest level on the rubric should not reflect the basic involvement and expectation of students, but rather reflect what a student would achieve if going above and beyond completing the tasks stated in the lesson. Dedicated and advanced students will rely on the rubric to stretch classroom norms, and this is normally only 5-10% of student the population. It is OK if the majority of students fall in the middle of the rubric if they are constantly encouraged to strive for more.
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