Teaching Portfolio

211 Studio Assignment

IPTS (2013) STANDARD 2 - Content Area and Pedagogical Knowledge - The competent teacher has in-depth understanding of content area knowledge that includes central concepts, methods of inquiry, structures of the disciplines, and content area literacy. The teacher creates meaningful learning experiences for each student based upon interactions among content area and pedagogical knowledge, and evidence-based practice.

Description: This is my teacher example for continuous line wire sculpture unit my group and I created for a Ceramic and Sculpture 2 class at Normal Community High School. My portrait was created using a picture of myself as reference, 14 gage wire, and pilers to manipulate the wire. 

Rationale: My artwork reflects how the students will utilize the wire to create their own self portraits. This project is a vehicle to explore identity and how we present ourselves. The wire sculptures are simplified and I only choose to feature a couple characteristics that I feel are important to my physical identity. 

Evidence: Link to my teacher example

211 Unit Plan

IPTS (2013) - STANDARD 1 - Teaching Diverse Students - The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop and learn within the context of their social, economic, cultural, linguistic, and academic experiences. The teacher uses these experiences to create instructional opportunities that maximize student learning.

Description: This unit plan was designed with my Art 211 group for Normal Community High School's Sculpture 2 class. The students had already had experience with wire, so we incorporated their prior 2D wire knowledge into the unit in a way that would have them develop their work from 2D to 3D. We focused on implementing the concepts of implied volume and continuous line as students created abstract self-portrait sculpture. Student then focused on an object that was significant to them and replicated it using wire. The purpose for this project was to introduce students to working with wire in a 3-dimentional context while exploring how to express their identity through their art making process.

Rationale: After teaching this lesson, the students now have a better understanding of design elements such as continuous line, implied volume, and negative space. Expressing each of these elements within their final pieces, students utilized what we discussed during the lecture portion of our lesson to develop wire compositions that expressed their individual identities. 

Evidence: Unit plan 

211 Studio Assignment Assessment

IPTS (2013) -STANDARD 7 - Assessment - The competent teacher understands and uses appropriate formative and summative assessment for determining student needs, monitoring student progress, measuring student growth, and evaluating student outcomes. The teacher makes decisions driven by data about curricular and instructional effectiveness and adjusts practices to meet the needs of each student.

Description: We were assessing the progress of student work, their understanding of the material presented to them, and their capability to apply elements of design within their work. For our formative assessments, we used had students engage in a warm-up activity that introduced them to ways to manipulate, join, and wrap wire. These techniques would be used in their final designs and help their projects develop more visual interest. This formative assessment was given in the form of a work sheet that they would independently work on. The students mimicked the shapes from the worksheet using 6ft of wire and pliers. We walked around and checked in on the progress of each student and offered them feedback on their warm-up work. For our summative assessment, we had students fill out a self-reflection once their sculptures were complete. This allowed students to assess what they did well, what they could improve on, and how they utilized the elements of design to create an interesting composition. 

Rationale: The formative assessments showed us how well the students were understanding our material, and how prepared they were to get started on the project. The in-progress check-ins with the students not only showed us student progress, but which points we needed to reiterate or go over. The self-assessment worksheet allowed students to look at their work more subjectively and better understand how the elements of design help develop a work of art. The summative assessment, proved to us that the students could create a work of art, then reflect on it and provide information and insight about it. 

​Evidence: Warm-up worksheet and Rubric 

Artist Handout and PowerPoint

IPTS (2013) STANDARD 6 -Reading, Writing, and Oral Communication - The competent teacher has foundational knowledge of reading, writing, and oral communication within the content area and recognizes and addresses student reading, writing, and oral communication needs to facilitate the acquisition of content knowledge.

Description: My artist handout for this lesson includes information and artwork from wire and sculpture artist David Oliviera. The handout details where he's from, what inspires his work, and some questions for students to answer that will help them think critically about the artwork and the meaning behind it. I've also linked my project partner's artist handout below, which focuses on wire artists Mick Burton and Kristine Mays. The slideshow includes everything we showed in class from our unit, such as our artists, elements of design vocabulary, wire techniques, how to choose subject matter for their relic sculpture, assignment details, daily instructions/objectives, and examples. 

Rationale: We covered each frame-structural, conceptual, cultural, and postmodern-and it helped the students to better understand the reasoning behind the artwork we showed and how it connected to their project assignment. 

Evidence: Presentation,  My handout,  other artist handout

Professionalism, Advocacy, and Leadership: Pal 1 (2 submissions)

IPTS (2013) STANDARD 9 - Professionalism, Leadership, and Advocacy - The competent teacher is an ethical and reflective practitioner who exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession.

Description: I attended an opening for an exhibition titled "Telling Her Story" at Water Street Studios in Batavia, IL. Water Street Studios' hosts a new show once a month. This show was celebrating women's history month and featured over 90 artists.

Rationale: I spent the exhibition opening admiring the artwork and chatting with some of the artists. It was very insightful to hear the meaning behind some of the artwork and better understand how women inpact the local art scene. 

Evidence: Video from Water Street's Instagram

Description: I took a tour of the Illinois State University glass studio. The professor gave me a tour of the studio and did a demonstration on how to blow glass. I spent a couple hours in the studio watching students work and seeing their projects come together.

Rationale: This tour and demo was very insightful and I have no experience in glass blowing. I now better understand how much techique is required for this medium and better appreciate the hardwork it takes to make glass artwork. This tour inspired me to register for a glass class in the fall of 2024. 

​Evidence: I do not have no photos from my visit but I linked the glass professor's Instagram below! 

Draper Matthew Instagram

Professionalism, Advocacy, and Leadership: Pal 2 (2 submissions)

​IPTS (2013) STANDARD 9 - Professionalism, Leadership, and Advocacy - The competent teacher is an ethical and reflective practitioner who exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession.

Description: I was Bobzbay Books' (Bloomington bookstore) April bookmark artist of the month. I designed their bookmark that they passed out for the entirety of April and used to promote their Indie Bookstore Day event. 

Rationale: I got commissioned by Bobzbay Books to design a bookmark that featured their mascot (a robot). I had creative control and decided to follow a theme of april showers. Once I finished hand drawing the design I submitted it to Bobzbay who then printed 4,000 copies to pass out at their store. This was such a great opportunity to support small businesses and get promotion for my art/website!  

Evidence: Bookmark Image

Description: I have an Instagram page and website dedicated to sharing my artwork! I use my Instagram to post my new works and frequently update my website with new work, new merchandise, and exhibition features.

Rationale: Having this Instagram page and website dedicated to posting my artwork gives me a means to share my work with others and reflect on how my creative journey progresses. This has been helpful for documenting all my work. 

​Evidence: Instagram and Website