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.
Every week, beginning art students would complete a bellringer worksheet relating to an artist who was doing similar work to the student's project. I created the bellringer slides and found all the information on the artist and artwork. This bellringer activity is a quick way to add a little bit of art history and content vocabulary every day related to their project.
Performance indicator 6L states "facilitates the use of appropriate word identification and vocabulary strategies to develop each student’s understanding of content." The weekly bellringers add some art history and a vocabulary word. Each word is a word that can be used in class relating to what we are creating.
By creating the bellringers, I learned that students will be able to communicate about the process and types of artwork they see more deeply and artistically. Students will make connections between a famous artwork and their own.
After an art project, students in the beginning class at the high school level completed a slideshow as a form of self-reflection and growth. Students wrote out a few bullet points and included visuals of their progress. Students reflecting will think about the techniques they used and where they used what they learned.
Standard 6Q writes, "integrates reading, writing, and oral communication to engage students in content learning." This is a form of self-reflection for students and a tool for teachers to check some of the practice stages of the projects. Students will be writing as a form of reflection. Students will also be reading their artwork for the details and specific things asked about.
Sketchbooks are a huge resource students use at the high school level. It is challenging to collect them and find everything students did for that specific unit. Creating a slideshow with pictures from the sketchbook allows me, as a teacher, to see the work they completed and their progress toward their final work. It is also a reflection of my teaching to see where students understood techniques and vocabulary or where I can go more in-depth and review for next time.