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ARTE 302
ARTE 302
ARTE 302 is a course at UIUC in which students are connected with middle and high-school-level art teachers in the Champaign/Urbana area. In pairs of two, we visit the schools to observe and teach for 10 weeks. At our second placement, we teach a brief 3-day unit with the guidance of our cooperating teacher. This year, my co-teacher and I wrote and executed a lesson on drawing with value with the goal of helping the students establish technical drawing skills. Additional teaching experience for this course includes creating a detailed 7-week curriculum, writing rubrics, and teaching a lesson to our peers in response to a chapter of Art Centered Learning Across the Curriculum by Julia Marshall and Davin M. Donahue.
St. Thomas More
St. Thomas More
Weeks 1-3
At our first placement, St. Thomas More High School, we observed the Applied Arts class for three weeks. In our time there, students were learning about paper-making, book binding, and the history of these practices. We got to see the process of them making the pulp, forming it into paper, and binding their pages together with thread. We had the privilege of working with an incredible teacher, who taught us a lot about classroom management, finding balance, and creating strong meaningful connections with students.
Centennial High School
Centennial High School
Weeks 4-7
At our second placement, we observed and taught at Centennial High School in Champaign. We created a 3-day unit on value for the Art Foundations class. The students explored how to identify, block, and draw tonal value through a variety of exercises. They engaged in the process of value sketching to practice drawing realistic renderings of objects and landscapes, while learning about the importance of value through a variety of historical and contemporary examples.
Day 1
Day 1
In our first lesson, we taught the students about en plein air painting, urban sketching, blocking, and contrast. With their knowledge, the students went downstairs to the courtyard and created several value studies in small paper field journals. This lesson served as a low-stakes way for students to practice blocking and drawing from their sight alone.
sunglasses
planterbox
tree and gazebo
Day 2
Day 2
For our second lesson, we took the students outside to complete larger drawings of their surroundings, building off what they had learned in the previous lesson. This time, students paid more attention to sketching before shading and refining the value at the end. They were expected to create only one drawing, with more detail than their sketches from the previous lesson.
houses, bus, and field
tree and bus
Day 3
Day 3
For our third and final lesson, we introduced the students to value with color. As it was close to Halloween, we made the lesson a bit more festive by bringing candy for them to set up as a still life. Each student received 4-5 pieces of candy which they then posed in a pleasing manner and began to draw using colored pencils. The candy was primarily monochrome, allowing for them to focus on just the light or darkness of the specific hue.
Starbursts and Lolipops
Starbursts and Lolipops
Lolipops and Lifesavers
Urbana Middle School
Urbana Middle School
Weeks 8-10
At our third placement, we observed the 7th and 8th grade General Art classes at Urbana Middle School. The 7th-grade students were working with clay, making mugs and bowls. The 8th grade classes were working with collage and mixed media art. Additionally, at times students would be taken out of the class in small groups to work on a mural in the hallway. We worked with a wonderful teacher who shared with us her methods for creating a positive classroom environment that facilitates an enthusiastic love for art.
As part of the ARTE 302 course, we are asked to create a lesson in response to a chapter of Art Centered Learning Across the Curriculum. I taught my lesson on Chapter 7: Creative Writing in which students explored the connection between language and visual art. I had those in my class create a small, single-page booklet responding to a writing prompt and writing style they randomly chose. One side of their booklet had an illustration/visual interpretation of the story they wrote, and the other had the actual written story. As they worked, we reflected on the connection between art and writing. How are they similar? How are they different? How can using them together enhance our art?
As our final project for the class, we created a detailed 7-week curriculum. I planned for an Art I class, covering the basics of collage, drawing, and painting while exploring the idea of identity exploration through art. Each unit covers a different medium as well as a different aspect of identity, encouraging students to think about themselves individually, locally, and globally. In addition to the curriculum, I wrote three rubrics for each of the final projects, detailing the expectations and requirements of these assignments.
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