ART 309 Fall 2022
Primary education saturday classes
TWO SATURDAY CLASS LESSON PLANS
IPTS Standard 2 - Content Area and Pedagogical Knowledge - The competent teacher has in-depth understanding of content area knowledge that includes central concepts, methods of inquiry, structures of the disciplines, and content area literacy. The teachers creates meaningful learning experiences for each student based upon interactions among content area and pedagogical knowledge, and evidence-based practice.
IPTS Standard 8- Collaborative Relationships - The competent teacher builds and maintains collaborative relationships to foster cognitive, linguistic, physical, and social and emotional development. This teacher works as a team with professional colleagues, students, parents or guardians, and community members.
Description of each plan:
2nd Grade: In this plan stundents were introduced to the concept of working with clay and glaze to create colorful pich pots that use color to display emotions. The class was shown examples of abstract art to give examples of how colors can be uses to express emotions. To help the students understand this concept we used color emotion warm-ups to give the students practice is chosing colors to repersent emotion. Addistionally, We shared examples of clay pots, and artist working in clay to give students examples of how their works might look when finished. This was paired with sides about the stages of clay and how those stages would effect the way the students work with the clay. We used games, posters, and worksheets to give students a better understanding of the vocabulary and process of using clay as a media.
6th Grade:The six grade class was tasked with creating a small woven tapestry using found materials. These tapestries were created using cardboard looms using cut strips of shirts, paints, and other used fabric. Students were also shown a slideshow to give them diverse example artist that use weving to create works of art. This sildeshow also gave students information about the history of the craft of weving, and the history of the loom. After introducing the project we gave the students encouragement to have fun with the project and try to use a wide range of matrials to create their tapestries.
Rationale for each plan:
2nd Grade: During this unit, students will reflect on their own emotions as they relate to who, what, where, and when questions. They will make a pinch pot and use the answers to their questions and the abstract concept of the chosen emotion as inspiration for how they will decorate their pinch pot inside and out. This unit is meant to help students explore working with clay; explore abstract expression; and reflect on meaning-making in art making.
6th Grade: Students will be creating mini tapestries through the collection of found materials, such as t-shirts and other textiles. They will create sustainable pieces by weaving the fabric and materials together to create a banner-like square (about 2x2ft) that will hang from a stick.
Evidence: Plans and example of either student work or teacher's examples for each
SATURDAY CLASS CLASSROOM SET-UP DOCUMENTATION
IPTS Standard 4 - Learning Environment - The competent teacher structures a safe and healthy learning environment that facilitates cultural and linguistic responsiveness, emotional well-being, self-efficacy, positive social interaction, mutual respect, active engagement, academic risk-taking, self-motivation, and personal goal setting. This includes a virtual environment and any learning aids used within a Google Drive.
7D: understands how to organize the instructional environment to maximize students’ learning.
Description:
2nd Grade: I created an example pinch pot to show that I assosate yellow with being easy going, and calm as this is what I fell the color repersents to me. In turn I painted the inside of the pinch pot red as I feel this represnts how stressed I can be on the inside, and I fell that the color red best represents that feeling.
6th Grade: I created a tapestry using an old bandana and an old vollyball shirt. This was to give students an idea of some of the materials that we were thinking of using during the project. Addistionally, this was to show them that you do not always need to use a loom when weving, as my tapestry was created without a loom. I
Rationale:
2nd Grade:I wanted to give the students an example of a very simple pinch pot using two colors that represented my emotions. This was to give students a clear picture of what my emotions were and how those emotions connected to the colors on my pinch pot. These examples were left on the tables to let the students see them while making their own works.
6th Grade:I used lots of found materials to add decor to the tapestry in order to show how the students could add on to their project and give them more abstract ideas on how to create their tapestries. Using found materials gives students ideas on what objects they might want to incorporate with their works, as they were invited to bring in objects from home. I also wanted the students to see differnt ways to create tapestries.
Evidence:
2nd Grade:
6th Grade:
PROFESSIONALISM, ADVOCACY & LEADERSHIP: PAL 1 (2 submissions)
IPTS Standard 9 - Professionalism, Leadership, and Advocacy - The competent teacher is an ethical and reflective practitioner who exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession.
Description: I manned the table at festival ISU. During the event I got to meet lots of education majors, and students that had not chosen a major yet. Explaining all that art education has to offer and giving students a better idea into waht exactly we do in art ed. This was also while help students create personalized bookmarks, as this was offerd to get involvement with the students.
Rationale: Festival ISU is a great way to connect with education students, and build better relationships with those who I will be shaing a work space wiht in the future. This event gave me confidence in my ability to share facts about being in my profession, and be able to give others a look into what I do in art ed.
Evidence:
Description: I worked at a table at an event for high schoolers who have shown interest in education to ask questions about being a prospecive art ed major. At this event I was speaking to students about how the program works, and the process that is becoming an art teacher. Giving students information about sokmething that they had an interest in was rewarding to me. Seeing how they cared about my experinces and wanted to hear my thoughts on the program was refreashing.
Rationale: This experince made me realize about how students think about their future in high school, and how it is important to encourage them to acheive their dreams. This helped me give them ideas on how they can use art more than just a hobby and become an art educator. This event gave me a better understanding of what it means to be a teacher and the impact I will have on the next generation of educators.
Evidence:
PROFESSIONALISM, ADVOCACY & LEADERSHIP: PAL 2 (2 submissions)
IPTS Standard 9 - Professionalism, Leadership, and Advocacy - The competent teacher is an ethical and reflective practitioner who exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession.
Description:I submitted a painting to an art show for art ed students that will take place in janurary. This will br the first show I have in julian hall at ISU
Rationale: Having my art in the ISU art ed show gives me a sense of pride in what I do as an artist, and as a teacher. This also gives me someting to look forward too and bring my peers to see show my work as an artist. Addisonally, I get to see the work of my peers in the show.
Evidence:
Description: I created the NAEA club t-shirts for the chapter to wear on events such as the IAEA confernce, and the NAEA confence. This was entered in a competition that had all of my peers vote on the design and mne ended up winning and being put on the shirt.
Rationale:This gives me pride in myself as an artist and that my peers want to see my design represent our chapter at events.
Evidence:
