How comfortable and capable are you in teaching:
-Photography
-Graphic Design
-Art Metals
I am absolutely comfortable teaching all three of these classes; I have experience working in photography, design, and metals and I feel that I could teach these classes and access any information that I need to assist me in doing so. I am competent in these mediums.
Thursday, February 27, 2014
2/19 - First Day of art in elementary ed.
The district that I am placed at for my practicum experience has a "sage" program, which means that classes are either 18 students for one teacher or 30 students for two, but once students go to their electives they are left with the single elective teacher regardless of class size; this means that class sizes greatly fluctuate throughout the day. Mrs. W, my Cooperating Teacher (CT), has also recently acquired the Kindergarten classes. (This district splits students up K-12 into 4 different schools that are all connected.) The Kindergarten art class is 45 minutes long and meets twice during the 6 day rotation, whereas all of the others meet for 90 minutes only once every 6 days.
DAY 5
3rd Grade: 18 students, 90 min.
This was the first class of the first day working with Mrs. W and her students; they were beginning their second class of an Egyptian sarcophagi project. Even during this first class I could see that Mrs. W is an exceptional teacher who can really engage her students. She began by reviewing the story that was used to introduce the lesson by asking specific questions that were directly related to the story. It was amazing to see what the students could recall from that last class. Mrs. W also never told students they were wrong if their answer was incorrect, she would say "not quite" or "close", it was clear that she didn't want to discourage students from further participation. She also lead students to an answer that they were unable to find, she used things that they were familiar with to lead them to the right word, one student picked it up quickly and answered "scarab beetle!". While students were working on this project Mrs. W spoke to the students about their last project, which was a duck stamp painting, and told them that today was their day to vote for the best ones to be sent in for a contest. She told them to be proud of their work, even if they did not get theirs sent in. She said she would not have hung them in the hallway unless she thought they were their best. She then dismissed them by table during work time to vote out in the hall, asking "Is there anyone that can't be trusted to be quiet in the hall?" Students voted and worked well through the class, I assisted students with the building process and answered questions throughout the 90 min class.
Knowing that I will be teaching a lesson at this school, I pay very close attention to Mrs. W's interactions with her students and how she conducts her classes. She uses a really great clapping rhythm that students imitate to get their attention. I've definitely taken note of this for my lesson! I've also started thinking about and writing down questions that I will ask students for my lesson. I also like Mrs. W's use of positive feedback and that she asked students if she could trust them to be quiet rather than just telling them to be quiet in the hall. I have to make sure that I remember these for my lesson. I also spoke with a group of boys in this class; they were discussing a video game while working that I was familiar with, when they realized that I knew what they were talking about they immediately opened up, asking me question after question about the game and to help them with their project. It seems that with some students, you just have to have an in.
2nd Grade: 30 students; 90 min.
The class began with the question, "Who can remind us what we are working on?" and when students raised their hands to answer, "Thank you for raising your hands". These students were continuing castle projects and reviewing what they had previously learned. Mrs. W asked several questions and had enthusiastic replies. She demonstrated the next part of their Castle book using a document camera. As students began working, Mrs. W worked individually with all of the students in order to guide them through this difficult stained glass aspect of their books. I also circulated the classroom answering questions, re-explaining the demonstration, and walking some students through the process.
This was a difficult task for many students, some understood without any issues while others could not understand the task at hand. I think this was a great challenge for this class and yielded beautiful results. I'm not sure if I would approach this with this age-group if I were teaching, simply because so many students needed so much guidance, but there was definitely students who excelled. I think this is something that I'm going to have to think about an continue to consider as I approach my lesson and student teaching.
Kindergarten: 30 students; 45 min.
I was only able to stay for the first 20 minutes of this class, but I was able to watch Mrs. W begin this class with several questions. These students were creating a cuckoo clock out of paper, cardboard, sculpey, string, and pine cones. Mrs. W said, "I will call on you if you respectfully raise your hands". She used lots of questions, which I think was really great. I don't know if I would have thought about using that many questions without having seen it in action; I'm now planning on asking more questions for my own lesson.
DAY 5
3rd Grade: 18 students, 90 min.
This was the first class of the first day working with Mrs. W and her students; they were beginning their second class of an Egyptian sarcophagi project. Even during this first class I could see that Mrs. W is an exceptional teacher who can really engage her students. She began by reviewing the story that was used to introduce the lesson by asking specific questions that were directly related to the story. It was amazing to see what the students could recall from that last class. Mrs. W also never told students they were wrong if their answer was incorrect, she would say "not quite" or "close", it was clear that she didn't want to discourage students from further participation. She also lead students to an answer that they were unable to find, she used things that they were familiar with to lead them to the right word, one student picked it up quickly and answered "scarab beetle!". While students were working on this project Mrs. W spoke to the students about their last project, which was a duck stamp painting, and told them that today was their day to vote for the best ones to be sent in for a contest. She told them to be proud of their work, even if they did not get theirs sent in. She said she would not have hung them in the hallway unless she thought they were their best. She then dismissed them by table during work time to vote out in the hall, asking "Is there anyone that can't be trusted to be quiet in the hall?" Students voted and worked well through the class, I assisted students with the building process and answered questions throughout the 90 min class.
Knowing that I will be teaching a lesson at this school, I pay very close attention to Mrs. W's interactions with her students and how she conducts her classes. She uses a really great clapping rhythm that students imitate to get their attention. I've definitely taken note of this for my lesson! I've also started thinking about and writing down questions that I will ask students for my lesson. I also like Mrs. W's use of positive feedback and that she asked students if she could trust them to be quiet rather than just telling them to be quiet in the hall. I have to make sure that I remember these for my lesson. I also spoke with a group of boys in this class; they were discussing a video game while working that I was familiar with, when they realized that I knew what they were talking about they immediately opened up, asking me question after question about the game and to help them with their project. It seems that with some students, you just have to have an in.
2nd Grade: 30 students; 90 min.
The class began with the question, "Who can remind us what we are working on?" and when students raised their hands to answer, "Thank you for raising your hands". These students were continuing castle projects and reviewing what they had previously learned. Mrs. W asked several questions and had enthusiastic replies. She demonstrated the next part of their Castle book using a document camera. As students began working, Mrs. W worked individually with all of the students in order to guide them through this difficult stained glass aspect of their books. I also circulated the classroom answering questions, re-explaining the demonstration, and walking some students through the process.
This was a difficult task for many students, some understood without any issues while others could not understand the task at hand. I think this was a great challenge for this class and yielded beautiful results. I'm not sure if I would approach this with this age-group if I were teaching, simply because so many students needed so much guidance, but there was definitely students who excelled. I think this is something that I'm going to have to think about an continue to consider as I approach my lesson and student teaching.
Kindergarten: 30 students; 45 min.
I was only able to stay for the first 20 minutes of this class, but I was able to watch Mrs. W begin this class with several questions. These students were creating a cuckoo clock out of paper, cardboard, sculpey, string, and pine cones. Mrs. W said, "I will call on you if you respectfully raise your hands". She used lots of questions, which I think was really great. I don't know if I would have thought about using that many questions without having seen it in action; I'm now planning on asking more questions for my own lesson.
Tuesday, February 18, 2014
Interview Question #6
What are three words that describe you?
Tenacious - work hard, I'm not easily deterred, and I'm passionate about education/arts
Empathetic - work to be emotionally accessible and relate-able to students so they feel safe and welcome in school/class.
Knowledgeable - I know my subject matter: my teaching experience and double major have allowed me to master my content.
Tenacious - work hard, I'm not easily deterred, and I'm passionate about education/arts
Empathetic - work to be emotionally accessible and relate-able to students so they feel safe and welcome in school/class.
Knowledgeable - I know my subject matter: my teaching experience and double major have allowed me to master my content.
Thursday, February 13, 2014
Interview Question #5
How do you deal with safety in the classroom?
Safety is a very important aspect of art education; I want to ensure that students are safe in my class since we could be handling potentially dangerous materials. I believe that a great way to approach safety is to give a pre-quiz (ungraded) and the same quiz (graded) after covering the safety material. Students should also sign these quizzes to show that they understand the expectations. Safety is something that is not to be taken lightly in an art room. When safety is violated, students should be corrected.
If something happens - cover first-aid kit and protocol.
Safety is a very important aspect of art education; I want to ensure that students are safe in my class since we could be handling potentially dangerous materials. I believe that a great way to approach safety is to give a pre-quiz (ungraded) and the same quiz (graded) after covering the safety material. Students should also sign these quizzes to show that they understand the expectations. Safety is something that is not to be taken lightly in an art room. When safety is violated, students should be corrected.
If something happens - cover first-aid kit and protocol.
Tuesday, February 11, 2014
Interview Question #4
How do you assess student artwork? ***
(What I want students to learn: content, techniques, etc.)
I assess student artwork using a clearly structured and labeled final rubric; these rubrics include sections on relevant cultural aspects, craft, participation, and lesson specific material. I also incorporate reflections and questions that check for comprehension of content and aesthetic choices (more rigorous as the age increases). I feel that it is important to clearly explain through scoring and written comments why a student received a certain grade so they know how to better approach or finish the following lessons. I also have students complete self-assessments. This means that I consider both summative and formative assessment for each lesson; due to the subjective nature of art and the value of data in a school district it is important to be as thorough as possible when approaching grading at any age level.
Difficult to measure, but important to consider: effort, participation, attitude - progress.
FORMATIVE
-in-progress critique
-self-assessment
SUMMATIVE
-written feedback
-rubric
(What I want students to learn: content, techniques, etc.)
I assess student artwork using a clearly structured and labeled final rubric; these rubrics include sections on relevant cultural aspects, craft, participation, and lesson specific material. I also incorporate reflections and questions that check for comprehension of content and aesthetic choices (more rigorous as the age increases). I feel that it is important to clearly explain through scoring and written comments why a student received a certain grade so they know how to better approach or finish the following lessons. I also have students complete self-assessments. This means that I consider both summative and formative assessment for each lesson; due to the subjective nature of art and the value of data in a school district it is important to be as thorough as possible when approaching grading at any age level.
Difficult to measure, but important to consider: effort, participation, attitude - progress.
FORMATIVE
-in-progress critique
-self-assessment
SUMMATIVE
-written feedback
-rubric
Thursday, February 6, 2014
Interview Question #3
Do you teach a discipline-based art curriculum or a choice-based one?
I enjoy using discipline based art curriculum (DBAE) when structuring my lessons. I think this can be an important tool in planning lessons that are comprehensive. Merging production, criticism, history, and aesthetics rather than separating and focusing on them individually is important for creating a lesson that is well-rounded. I believe that these are all crucial aspects of art education and using this structure will ensure that my lessons take full advantage of my time with students.
I enjoy using discipline based art curriculum (DBAE) when structuring my lessons. I think this can be an important tool in planning lessons that are comprehensive. Merging production, criticism, history, and aesthetics rather than separating and focusing on them individually is important for creating a lesson that is well-rounded. I believe that these are all crucial aspects of art education and using this structure will ensure that my lessons take full advantage of my time with students.
Tuesday, February 4, 2014
Interview Question #2
Being an "ART TEACHER", what is more important to you? Art or Teaching?
Do you need to be an artist to be an art teacher?
This is a very difficult question; I value both for such different reasons and am double majoring because of my passion for both. I also feel that my approach to education at this time is that they are inseparable, I wouldn't truly love one without the other.
However, I will say that I have chosen to be an art teacher rather than a "starving artist" and I believe that teaching is the truly meaningful and altruistic path. I also feel that personally, I need to be an artist to be an art teacher (this isn't true for everyone). I want to teach because of my passion for the arts and the significance of education, not strictly because I love kids. I feel that by being a practicing artist as well as an educator I will have more to offer because of my approach to education. My love for my own work and investment in education is what will make me an exceptional educator, this unified front feels necessary to me at this time.
Do you need to be an artist to be an art teacher?
This is a very difficult question; I value both for such different reasons and am double majoring because of my passion for both. I also feel that my approach to education at this time is that they are inseparable, I wouldn't truly love one without the other.
However, I will say that I have chosen to be an art teacher rather than a "starving artist" and I believe that teaching is the truly meaningful and altruistic path. I also feel that personally, I need to be an artist to be an art teacher (this isn't true for everyone). I want to teach because of my passion for the arts and the significance of education, not strictly because I love kids. I feel that by being a practicing artist as well as an educator I will have more to offer because of my approach to education. My love for my own work and investment in education is what will make me an exceptional educator, this unified front feels necessary to me at this time.
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