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Northwest High School
Northwest High School
January 16th, 2024 - March 8th, 2024
January 16th, 2024 - March 8th, 2024
I taught my lead lesson to a multi-level painting class during my Student Teaching placement at Northwest High School. The big idea was to create abstract compositions using mixed media and acrylic paint. I began the unit by introducing a mixed media exploration day where students experimented with various collage materials, focusing on finding unique attachment styles and ways to reinvent the uses of ordinary objects for artistic means. A short lecture and artist share provided a deeper dive into abstraction in painting and abstracting objects. After those concepts had been explored and studied, I provided students with their final project goals and outlines - to create an abstract composition that achieves balance and movement and incorporates at least one mixed media element. Other than those parameters, there was a lot of room for personal choice in canvas shape, color palette, and extra material choices. Although this project introduced students to some new, unfamiliar concepts (mainly abstraction) they persevered through their struggles and came out the other side with successful artwork. I was most proud of their willingness to experiment with new materials and how much they leaned into the trial and error of collaging and balancing a composition. There was a lot of wonderful critical and creative thinking occurring during this project.
I taught my lead lesson to a multi-level painting class during my Student Teaching placement at Northwest High School. The big idea was to create abstract compositions using mixed media and acrylic paint. I began the unit by introducing a mixed media exploration day where students experimented with various collage materials, focusing on finding unique attachment styles and ways to reinvent the uses of ordinary objects for artistic means. A short lecture and artist share provided a deeper dive into abstraction in painting and abstracting objects. After those concepts had been explored and studied, I provided students with their final project goals and outlines - to create an abstract composition that achieves balance and movement and incorporates at least one mixed media element. Other than those parameters, there was a lot of room for personal choice in canvas shape, color palette, and extra material choices. Although this project introduced students to some new, unfamiliar concepts (mainly abstraction) they persevered through their struggles and came out the other side with successful artwork. I was most proud of their willingness to experiment with new materials and how much they leaned into the trial and error of collaging and balancing a composition. There was a lot of wonderful critical and creative thinking occurring during this project.
This placement helped me grow as a teacher in many ways. We had quite a few students with IEPs and 504s and I was able to work one-on-one with each of them to find agreeable solutions to areas of the curriculum that required accommodation or modification. I took the initiative with one student in particular who had the most severe needs, forming a relationship with the student, reaching out to their IM teacher to gain insight on their specific needs, and seeking out resources for how best to support them. In that way, I feel that I gained experience working with a team of teachers to support my students. Another thing that I refined was my ability to give both guided and focused instruction. I feel that I was able to find a balance between the use of these two instructional methods during my lead lessons. I believe I focus a bit more on guided instruction in my role as an art teacher simply because of the level of choice that I include in my projects. In this placement, I was able to hone my skills in focused instruction a bit more through tasks like sketchbook prompts and technique demonstrations.
This placement helped me grow as a teacher in many ways. We had quite a few students with IEPs and 504s and I was able to work one-on-one with each of them to find agreeable solutions to areas of the curriculum that required accommodation or modification. I took the initiative with one student in particular who had the most severe needs, forming a relationship with the student, reaching out to their IM teacher to gain insight on their specific needs, and seeking out resources for how best to support them. In that way, I feel that I gained experience working with a team of teachers to support my students. Another thing that I refined was my ability to give both guided and focused instruction. I feel that I was able to find a balance between the use of these two instructional methods during my lead lessons. I believe I focus a bit more on guided instruction in my role as an art teacher simply because of the level of choice that I include in my projects. In this placement, I was able to hone my skills in focused instruction a bit more through tasks like sketchbook prompts and technique demonstrations.
Below are some results from the projects I spearheaded at Northwest: Abstract Mixed Media Paintings, Life of an Object Triptychs, and Impressionism Master Studies (preliminary assignment to the final project).
Below are some results from the projects I spearheaded at Northwest: Abstract Mixed Media Paintings, Life of an Object Triptychs, and Impressionism Master Studies (preliminary assignment to the final project).
woodland hills elementary School
woodland hills elementary School
march 11th, 2024 - May 3rd, 2024
march 11th, 2024 - May 3rd, 2024
I taught my lead lesson to 4th-grade students during my Studen Teaching placement at Woodland Hills. The big idea was focused on creating tints and shades using tempura paint. I began the project by having students compare two pieces of artwork by Picasso, one from his Rose and Blue periods to connect to the use of monochromatic tint/shades. We then discussed Cubism and how we would use similar principles to design our artwork. I described how we would break up simple objects into smaller shapes with either organic or geometric lines and then use tints/shades to paint in those sections. Students could pick any object they wanted as long as it had a recognizable form and was not too detailed. They also had the choice of using shades on their object and tints on their background or vice versa. Depending on their object students could choose from a rectangular or square paper. Students responded well to the project, although I didn't see the final results from every section as I left to graduate before they had all finished, the ones I did see were off to a great start.
I taught my lead lesson to 4th-grade students during my Studen Teaching placement at Woodland Hills. The big idea was focused on creating tints and shades using tempura paint. I began the project by having students compare two pieces of artwork by Picasso, one from his Rose and Blue periods to connect to the use of monochromatic tint/shades. We then discussed Cubism and how we would use similar principles to design our artwork. I described how we would break up simple objects into smaller shapes with either organic or geometric lines and then use tints/shades to paint in those sections. Students could pick any object they wanted as long as it had a recognizable form and was not too detailed. They also had the choice of using shades on their object and tints on their background or vice versa. Depending on their object students could choose from a rectangular or square paper. Students responded well to the project, although I didn't see the final results from every section as I left to graduate before they had all finished, the ones I did see were off to a great start.
I learned a lot from this placement regarding behavior and material management. I found positive ways to engage my students and got to experience a much different environment and pace than my secondary placement. My organizational and preparation skills were honed as there were many more classes, lessons, and age levels that I needed to switch back and forth from. When teaching such a wide range of age groups I was able to practice adjusting my teaching style, tailoring it towards each set of students, and varying instructional strategies to best benefit student learning.
I learned a lot from this placement regarding behavior and material management. I found positive ways to engage my students and got to experience a much different environment and pace than my secondary placement. My organizational and preparation skills were honed as there were many more classes, lessons, and age levels that I needed to switch back and forth from. When teaching such a wide range of age groups I was able to practice adjusting my teaching style, tailoring it towards each set of students, and varying instructional strategies to best benefit student learning.
Below are some examples of the tints/shades project described above.
Below are some examples of the tints/shades project described above.
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