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TS8: The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
8.1: The educator uses a variety of instructional strategies to make the discipline accessible for diverse learners.
portrait self portrait teaching.movEvidence 1: Video of student teaching.
Description: This is a portion of a lesson on portraits and self portraits. The video shows how I attempt to engage learners by using their bodies to contemplate the artwork I show them. As the National Core Art Standard 8 for first grade states: Interpret art by categorizing subject matter and identifying the characteristics of form. We address this standard by categorizing artwork by "portrait" and "self portrait" and then discuss what about the artwork made us believe that it was one or another.
Analysis: Creating an inclusive curriculum is an essential goal of mine. Understanding that students learn in many ways, I cannot expect an entire group of first and second graders to sit quietly and analyze artwork. There are several students who may be able to do so, but for those students who benefit from moving their bodies, it is important to give them opportunities to do so while learning. In this video, I ask students to look at the artwork projected on the screen, and to decide whether they believe it is a portrait or a self portrait. We review what these terms mean, and then we show our decision making by standing up or staying seated. My hopes for this activity is to engage learners, allow them to move their bodies as they look at art. Having done this activity with a few classes, I would deem it a success, with the plan of moving it forward into future lessons. For these younger grades, I will continually look for ways to allow them to move through the art room space with their bodies as they digest concepts and learning.
Evidence 2: Book: Engaging Learners Through Artmaking: Choice-Based Art Education in the Classroom (TAB).
Description: With the plan of setting up my future classroom as a TAB learning space, I have been reading and re-reading Engaging Learners Through Artmaking: Choice-Based Art Education in the Classroom (TAB). This is a great resource for anyone who is thinking about teaching art using the framework for TAB or for current TAB teachers wanting additional ideas or supports for their decision to bring more choice into the art classroom. One benefit of the TAB classroom is its flexibility in accommodating a wide range of interests and abilities for artmaking. A class of students will be full of diverse learners and each one of them deserve a chance to reach their full potential in the art room. Studying along with teachers who practice giving student choice as well as collected resources, such as this book, are the ways in which I support my own practice in creating a space for all learners to succeed.
Analysis: One of the benefits of running a TAB classroom is that there is something for everyone. Some students may be drawn to 2D art, while others want to build. This incredible resource: Engaging Learners Through Artmaking: Choice-Based Art Education in the Classroom (TAB), lists the benefits of a "Choice-Based Art Program in Elementary and Middle Schools." They are:
- "Teaching and learning addresses studio practice, art history, concepts, and aesthetics.
- Visual art standards are covered in instruction.
- Assessment supports both student and teacher growth.
- Critical thinking is the norm for independent work.
- Differentiation addresses diverse learners' needs.
- Choices motivate children, leading to high engagement and students on task, fewer discipline issues, and success for at-risk learners.
- Technology is embedded in artmaking, research, and assessment practices.
- Integration and extension of classroom curricula is supported for interested students.
- Time, space, and resources - often scarce - are utilized efficiently.
- A safe environment sustains deep learning for all". (p. 83)
Focusing on the fifth bullet point: "Differentiation addresses diverse learners' needs", we see how the TAB classroom can benefit learners who may not be successful if given strict, step-by-step instructions to create a pre-imagined piece of artwork. Being able to create a learning environment where diverse learners thrive is a goal of mine. Another point: "Choices motivate children, leading to high engagement and students on task, fewer discipline issues, and success for at-risk learners", stresses that those students who may be struggling in more than one subject, may very well be engaged and successful in the TAB art room. Giving them choices to pursue their own interests gives these students an added chance of accomplishment and therefore self confidence that they often need.
Resource: Douglas, K. M., & Jaquith, D. B. (2018). Engaging Learners Through Artmaking: Choice-Based Art Education in the Classroom (TAB). Teachers College Press.
8.2: The educator uses a variety of instructional strategies to encourage learners to build skills to apply knowledge in meaningful ways.
Evidence 1: Lesson Plan: Draw Draw Draw.
Description: This lesson plan that I wrote for drawing techniques at the high school level is an eight class lesson plan including a handout, rubric, and assessment activity.
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 verbally explain techniques, physically demonstrate techniques, show drawing videos when necessary, as well as allow for students to practice. When I speak to students about drawing, I tell them what I meant to communicate and I draw it as well. My goal is use different types of instructional strategies for different learning types. What one student will listen to and comprehend, another may need a visual example to fully understand the concept. I created a handout to accompany this lesson plan for that purpose.
Screenshot of drawing assignment turned in online during distance learning.
Lesson Plan - Pencil Drawing Techniques (1).pdf
Evidence 2: BCA Gallery art exercise.
Description: These photos illustrate the art activity that students participated in after looking at and talking about the gallery artworks. Students were given materials to create personal images after learning about the artists' process.
Analysis: My art campers were given boards and felt pieces to begin to design artwork themselves. Having the chance to see artwork firsthand, and then begin brainstorming for their own artwork right in the gallery was a new experience for them. Rather than being told what to create, the art students were encouraged to play with materials, create without reservations, knowing that the materials were for playing and planning purposes only. They would not keep the felt pieces at the end, but rather have the chance to view and learn about the artwork displayed, and immediately begin to have a hands-on experience, inspired by the artwork they had just learned about in the gallery. It is a unique experience having the chance to create right in a gallery!
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