While presenting my lesson, I felt very sure of what I had and that it would cover a lot of what I needed. I asked my viewers to review my presentation, and many replied that they felt the pacing was fine and that instead I needed to review how long I expected the project to take. Many felt that 1 week for the project would not be enough and that instead I should give students two weeks to complete their work. Looking back on it now, I do agree with them, and if I did want the project to just last one week, then I need to set boundaries for the projects, such as a size limit. Determining how long a project should take is something that I feel will be the most difficult for me and will just have to be determined with trial and error.
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Student ExampleWhen I teach how to create cheat-proof headgear using a presentation with slides, Initially, I anticipated it would take around two weeks for students to have enough time to work, but the process turned out to be quicker than expected, and I found that for high school Art 1 level students, it would take around 1 week to work. During the lesson, I introduced the concept of cheat-proof headgear and explained its definition. I then introduced artists that created wearable sculptures and the materials involved in creating the headgear using the slides, highlighting key points and techniques. Next, I provided materials and guidance as the students began crafting their own designs. When the student example was being created, my "student," Jena, created a hat adorned with large cones and spikes. She took an approach that required her to have a larger workspace, in my future classroom, I would need to take into consideration size restrictions. Lesson Plan EvolutionLesson Materialshttps://www.canva.com/design/DAGCBaq6Fpg/2WvrTqXcrfGhLUD6UVcm0g/edit?utm_content=DAGCBaq6Fpg&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton
Today, we had a guest speaker who shared her experiences as a first-year teacher and discussed her curriculum changes. I realized that much of what we're learning is hypothetical and something we'll have to figure out along the way. For instance, to engage students who finish assignments early, she introduced an 'echo' assignment, prompting them to reflect on their work. Since many students won't pursue art after high school, teaching them vital skills like problem-solving, critical thinking, and writing will have the most significant impact on their lives. Teachers must remain flexible to students' needs and prioritize skills that will benefit them beyond graduation.
Lesson Plan Dissection Activity: Personal Lesson Plan Interpretation: Written Personal Lesson Plan: During this activity, we started by breaking down the initial lesson plan template, analyzing the individual parts within it. We asked questions and discussed parts that we enjoyed and parts that we found unnecessary. After that, we were tasked with creating our own lesson plan outline. The outline breaks the lesson down to its most minute details, such as the prior knowledge needed to teach this lesson and what the central focus statement is. For me, I found that the most helpful part was the summary of procedures and strategies, which created an outline for teaching the lesson. Once the template was created, we filled it out with our own lesson plan. I chose to create cheating proof headgear, I thought that it would be something that the students would enjoy as it asks them to create their own headgear based on their own personal interests. The lesson asks them to question the functionality of the headgear while also focusing on design. After words, I decided that it would be helpful for students to create an artist statement for their headgear to allow others to gain insight into their concept and their decision making.
The art journal page served as a reflective canvas, allowing for the synthesis and exploration of lessons learned in education classes. Through a blend of mixed media techniques, including writing, drawings, and collages, key concepts and personal connections were visually expressed. This creative endeavor aimed to deepen understanding of coursework by integrating insights and reflections in a tangible format. Moreover, it provided an opportunity to consider the relevance and application of these lessons to future teaching endeavors, both for oneself and for students. Ultimately, the art journal page served as a meaningful tool for processing learning experiences and fostering personal and professional growth in the realm of education.
In creating a mini gallery space, the focus was on transforming the environment into a cohesive artwork rather than simply displaying individual pieces. This was achieved by draping the walls with paper towels and clay slip to create a textured, deteriorated effect, evoking aging and decay. Additionally, damaged or destroyed dollhouse furniture was placed throughout the space to further emphasize the theme of deterioration. The project aimed to evoke a visceral response and prompt contemplation on themes of impermanence and the passage of time. The overall intention was to create an engaging space that went beyond the traditional notions of art display.
Crafting a graffiti board inspired by "What's so great about art, anyways?" involves blending drawings, paintings, and graffiti-style lettering. The aim is to visually capture the main ideas and messages from the book. Using vibrant colors and expressive imagery, the graffiti board highlights the importance of art education. It seeks to emphasize the significant role that art education plays in personal and societal development, sparking dialogue and reflection on its value. Beyond being a static display, the graffiti board serves as a catalyst for meaningful conversations, promoting a deeper understanding of the transformative power of art. Inviting people to engage with its messages, it showcases the connection between art and education and how creativity enriches learning experiences and society.
In my body of work, Nails Inside Me, I chose to depict a map of my art history throughout my entire life. I chose to represent a map through the female body’s internal organs, including textures, organic shapes, torn fabric, nails, and hanging string. Each of the organs were placed in a layered format to bring out the level of importance to each part. Color and texture differentiation was also used to create a juxtaposition between the organs. The liver and uterus contain a dilapidated texture and tan color, giving the impression of deterioration and decay. The uterus and liver were specifically chosen to represent the effects of alcoholism and how the effects of it can translate, indirectly facing the effects through the uterus and directly facing the effects through the liver. I chose alcoholism as it represents a time in my life when I was indirectly affected by it and serves as a driving force behind my work.
As an art teacher, working with students at various stages of artistic development requires recognizing individual needs. Some students may benefit from extra support, while others thrive with the freedom to explore and develop independently. Tailoring your approach to accommodate these diverse requirements ensures a more effective and enriching learning experience for each student.
This design incorporates the 10 Lessons the Arts Can Teach You by Elliot Eisner, displayed through what I want my future display case to look like and what I want teachers, students, parents, and administration to know about the arts. For my high school age group, this was especially a challenge as most of the time students are traveling in the halls they are going to class and are not paying attention to their surroundings, especially display cases. In order to illustrate this, I summarized Eisner's 10 points and put them into short blurbs that are both eye-catching with their bright colors and pictures and informative with their message. This display case also goes beyond informing students; it also gives teachers, administration, and parents an idea of what occurs in an art classroom so that there is more appreciation and value given to the arts.
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