Tuesday, March 29, 2011
E-portfolio-standard D
Problem solving and critical thinking are elements that are essential to a productive art classroom. Students and teachers should understand that the act of art making and creating requires each student to problem solve and think about all of the ways in which they can go about making their art. Each student has their own set of steps or routines when it comes to doing their work, so when students encounter a material or method they are unsure of, they must think critically about how to solve the issue. Some students ask questions if they are unsure, and this gives teachers clues about what it is that the students need help with the most. Sometimes if I hear a question more than a couple of times, I will address the entire class and give them tips or things to consider when they are working on their pieces. I also try to provide numerous examples to show the students what quality work looks like and what requirements they should include in their projects. When teaching a lesson that involves a demonstration I will usually discuss some troubleshooting tips as well ways to understand the material and how to avoid crucial mistakes.
Monday, March 21, 2011
E-portfolio-standard H
Professional development will be an ongoing component to my career as an educator. I plan to continue my education for the rest of my life. I have many goals for myself as a teacher, especially regarding classes I would enjoy teaching in the future. For example I would really enjoy teaching a class like yearbook or newspaper. If I went on to get a journalism endorsement, that might enable me to bring something else to the table for my students and their school.
Beyond endorsements, it would be exciting if I were able to go back to school and pursue a master's degree. No matter what the case I will continue to learn more about the forms of art I already have knowledge of, as well as new technology that might develop in the future. I want to learn about other forms of art, graphic design for example, and other forms of art that are drawing the attention of my students at the time.
Beyond endorsements, it would be exciting if I were able to go back to school and pursue a master's degree. No matter what the case I will continue to learn more about the forms of art I already have knowledge of, as well as new technology that might develop in the future. I want to learn about other forms of art, graphic design for example, and other forms of art that are drawing the attention of my students at the time.
Monday, March 7, 2011
E-portfolio-standard F & I
The art teacher is a constant source of art advocacy in many ways, whether it is through the lessons they teach or the opportunities they offer to their students to explore their artistic selves. I want to be an art teacher that encourages students to think independently and explore their ideas to the fullest extent. Giving students a well rounded lesson means discussing the history, theory and technique of various art forms and artists. This in itself is advocacy because it gives the students the back-story of the famous works of art I discuss. Hopefully this piques an interest in certain students who want to learn more about the art movement I'm discussing.
I also have to give my students a reason to do these lessons. Students can become bored if they do not see a purpose for the work they are asked to create. Keeping my lessons relevant and encouraging students to participate completely in their projects lets students feel connected to their work and more committed to the work they produce. This is turn lets the student feel pride in their accomplishment and perhaps inspire further exploration. Allowing students to display their art in the classroom alone helps show students in other classes what else their school has to offer for other styles of art. Also, if there is an opportunity to display in other parts of the school this can help show the entire student body what remarkable art works other students are creating in their school.
Teachers must consider how much attention is paid to art within the community of the school, whether it is parents who appreciate the arts or community programs within the area that advocate art. Parents are undoubtedly concerned with their student's performance in math, reading, science, etc. but they should also take time to see the creativity their child might possess in their art work. Discussing the student's work with parents who aren't knowledgeable in the arts are often amazed at the work their child can produce. This is also a way to advocate art to people outside of the school.
Working with the PTA talent show at my school was a surprising success for my drawing one class. They had the opportunity to draw whatever they wanted as long as it was related to the guidelines provided by the PTA. I encouraged the students to illustrate their drawings with things that they feel passionate about in the arts, whether it was music, theater, visual arts, etc. Students were given the chance to include personal expression as they created intriguing visuals that could potentially be chosen by the PTA as the pamphlet design for the talent show.
I also have to give my students a reason to do these lessons. Students can become bored if they do not see a purpose for the work they are asked to create. Keeping my lessons relevant and encouraging students to participate completely in their projects lets students feel connected to their work and more committed to the work they produce. This is turn lets the student feel pride in their accomplishment and perhaps inspire further exploration. Allowing students to display their art in the classroom alone helps show students in other classes what else their school has to offer for other styles of art. Also, if there is an opportunity to display in other parts of the school this can help show the entire student body what remarkable art works other students are creating in their school.
Teachers must consider how much attention is paid to art within the community of the school, whether it is parents who appreciate the arts or community programs within the area that advocate art. Parents are undoubtedly concerned with their student's performance in math, reading, science, etc. but they should also take time to see the creativity their child might possess in their art work. Discussing the student's work with parents who aren't knowledgeable in the arts are often amazed at the work their child can produce. This is also a way to advocate art to people outside of the school.
Working with the PTA talent show at my school was a surprising success for my drawing one class. They had the opportunity to draw whatever they wanted as long as it was related to the guidelines provided by the PTA. I encouraged the students to illustrate their drawings with things that they feel passionate about in the arts, whether it was music, theater, visual arts, etc. Students were given the chance to include personal expression as they created intriguing visuals that could potentially be chosen by the PTA as the pamphlet design for the talent show.
Sunday, February 27, 2011
E-portfolio-standard G
Assessment in art education can be slippery. Some of the lines can be fuzzy when it comes to grading projects that deal largely with student expression and opinion. I think grading art projects should be broken down into multiple parts, one being the technique and understanding the medium, but also the meaning or inspiration behind the project itself.
When I first started deciding on assessment I used to identify criteria the student needed to accomplish in order to receive credit for their assignment. But I found that many of my points were for merely turning in parts of a project and I felt that didn't force me to really assess what my students had done. One of my cooperating teachers has a more simplified rubric that I have now began using and it breaks the assessment into 4 parts: Instruction and Concepts, Craftsmanship/Skill, Creativity/ Originality, Behavior/Effort. I think this gives students a chance to see where their points were given or taken away, and is a reminder to students with behavioral issues that they will get points docked if they are not working on their projects or are behaving poorly.
When I first started deciding on assessment I used to identify criteria the student needed to accomplish in order to receive credit for their assignment. But I found that many of my points were for merely turning in parts of a project and I felt that didn't force me to really assess what my students had done. One of my cooperating teachers has a more simplified rubric that I have now began using and it breaks the assessment into 4 parts: Instruction and Concepts, Craftsmanship/Skill, Creativity/ Originality, Behavior/Effort. I think this gives students a chance to see where their points were given or taken away, and is a reminder to students with behavioral issues that they will get points docked if they are not working on their projects or are behaving poorly.
| Instruction and Concepts | The project is planned carefully; understanding of all concepts and instructions is clearly demonstrated | The project is planned carefully; understanding of most concepts and instructions is demonstrated | The project is planned adequately; understanding of some concepts and instructions is demonstrated | The project shows little evidence of understanding the concepts and instructions | The project shows no understanding of the concepts and instructions |
| Creativity/ Originality | The project demonstrates original personal expression and outstanding problem solving skills. | The project demonstrates some personal expression and logical problem solving skills | The project demonstrates an average amount of personal expression. | The project demonstrates little personal expression and problem solving skills. Drawing seems rushed | The project lacks evidence of personal expression. Drawing was rushed and sloppy
|
| Behavior/ Effort | The student put forth extraordinary effort to complete the project as best they can; used class time extremely well | The student put forth the effort required to complete the project well; used class time well | The student put for the effort required to finish the project; used some class time adequately | The student put forth little effort required to finish the project; class time was not used well | The student put forth no effort or the project was not completed; class time was not used well |
| Total Points
/ TBD |
Full points |
-5 |
-10 |
-15 |
-20 |
Tuesday, February 22, 2011
E-portfolio-standard K
I think having a good grasp of subject matter, no matter what the class might be is crucial for any teacher to provide their students with the education they deserve. A teacher who does not have confidence in their subject matter does a disservice to students. You run the risk of not reaching students who may excel in that subject area and consequently not allow the student(s) to reach their potential, not just in school but even in their own future professions.
I've also noticed that art students especially like to see if you, the teacher has any actual artistic talent. Students don't want to learn from a teacher who can't even do the work they assign. Students in art like to see that their teacher actually can draw, paint, etc. Not to mention specific instructions and tips to help students achieve a better result. Knowing your content area includes not just the knowledge of art or art history, but specific techniques, complete understanding of programs and computers if it is a class dealing with technology and enough real experience to fully understand what the student is struggling with at the moment.
I find it really helpful to go through all types of lessons of my cooperating teachers, especially if it is a medium where I am not as strong in my ability. This helps me understand more about those mediums, as well as learn more myself. I feel that this might help "bulk" up my knowledge base and better prepare me for when I have to consider those lessons in my future curriculum. I also visit websites for lessons, but I don't have a specific source that I go to. I usually look through various examples and assemble the lesson from multiple websites, tips and online demonstrations for ideas.
I've also noticed that art students especially like to see if you, the teacher has any actual artistic talent. Students don't want to learn from a teacher who can't even do the work they assign. Students in art like to see that their teacher actually can draw, paint, etc. Not to mention specific instructions and tips to help students achieve a better result. Knowing your content area includes not just the knowledge of art or art history, but specific techniques, complete understanding of programs and computers if it is a class dealing with technology and enough real experience to fully understand what the student is struggling with at the moment.
I find it really helpful to go through all types of lessons of my cooperating teachers, especially if it is a medium where I am not as strong in my ability. This helps me understand more about those mediums, as well as learn more myself. I feel that this might help "bulk" up my knowledge base and better prepare me for when I have to consider those lessons in my future curriculum. I also visit websites for lessons, but I don't have a specific source that I go to. I usually look through various examples and assemble the lesson from multiple websites, tips and online demonstrations for ideas.
Sunday, February 13, 2011
E-portfolio-standard E
Fun with Photoshop for my Design in Art Class, examples for lessons I've written
The class rules that are the most essential in my opinion are respect, to the teacher, classmates and objects in the art room. Other important rules are to listen carefully to instruction and take notes for detailed information or steps, especially when it comes to watching demonstrations. It is crucially important for the teacher to demand continuous effort and forethought. Keeping students on task throughout the period is an important element to classroom management which helps classrooms run more smoothly and allow more time for expression rather than controlling behavior issues. This helps other students in the class feel more comfortable and more likely to become more deeply involved and invested in their work. If the students in your classroom feel at ease then they will perhaps even feel a sense of community with their classmates which would be beneficial when having students discuss each others work during critiques.
Monday, February 7, 2011
E-portfolio-standard B
I just have to ask... is everyone feeling incredibly overwhelmed? I don't know if anyone is reading this, but I am doing way more than what we had planned at the beginning as far as me taking over teaching. They both say jumping into it is the best way to learn how to become a teacher. Cross your fingers...
Sometimes I worry that because I want all of my students to pass my class I will have to slow down for some students, spend extra time with students who are struggling and potentially neglect those students who are really excelling at the project. For instance in my drawing 1 class I have probably 5-7 students who are really working hard and are keeping up with the schedule despite the snow day. Unfortunately I spent too much time today with those students who failed to listen to directions or whose behavior is too often disruptive. I feel badly for those students who are eager to work more and to get started on the next phase of the project. I want to talk to them and understand what they are thinking but the classroom management in that classroom is extremely difficult. My cooperating teacher is constantly negotiating behavior with students throughout the class and she is a tough teacher who can stand her ground. I'm not that loud or capable as a teacher yet. I want to hold all of my students to the same standard, but it is incredibly difficult because some students are simply not in class enough to keep up.
My cooperating teacher says to just fail the student if they can't keep up and to an extent she is right. What bothers me is that no one gives these students a chance and they know it, so they don't try. I've decided to see if they do continue to work like most of them worked today. If they actually show effort I may choose to give them some more credit. I want to start out my student teaching asking all of them to actually put some effort into the projects. I also want them to know I expect them to do their work well. I may be able to control my students with better classroom management. They need to understand that I am in charge now too, and I need to assert my authority. For those students who are excelling I will try to work with them more individually tomorrow and really be cognizant about keeping all students on task in a way that doesn't interfere with discussing other things with students. Some of this may have to be loud, brief verbal commands and some of it may be non-verbal as well. At any rate, I learned from today and tomorrow I will try to be better.
Sometimes I worry that because I want all of my students to pass my class I will have to slow down for some students, spend extra time with students who are struggling and potentially neglect those students who are really excelling at the project. For instance in my drawing 1 class I have probably 5-7 students who are really working hard and are keeping up with the schedule despite the snow day. Unfortunately I spent too much time today with those students who failed to listen to directions or whose behavior is too often disruptive. I feel badly for those students who are eager to work more and to get started on the next phase of the project. I want to talk to them and understand what they are thinking but the classroom management in that classroom is extremely difficult. My cooperating teacher is constantly negotiating behavior with students throughout the class and she is a tough teacher who can stand her ground. I'm not that loud or capable as a teacher yet. I want to hold all of my students to the same standard, but it is incredibly difficult because some students are simply not in class enough to keep up.
My cooperating teacher says to just fail the student if they can't keep up and to an extent she is right. What bothers me is that no one gives these students a chance and they know it, so they don't try. I've decided to see if they do continue to work like most of them worked today. If they actually show effort I may choose to give them some more credit. I want to start out my student teaching asking all of them to actually put some effort into the projects. I also want them to know I expect them to do their work well. I may be able to control my students with better classroom management. They need to understand that I am in charge now too, and I need to assert my authority. For those students who are excelling I will try to work with them more individually tomorrow and really be cognizant about keeping all students on task in a way that doesn't interfere with discussing other things with students. Some of this may have to be loud, brief verbal commands and some of it may be non-verbal as well. At any rate, I learned from today and tomorrow I will try to be better.
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