A few things I need to work on...

TEACHER VOICE!!@! ... I need to find my teacher voice.

I also need to make what I'm trying to say more clear for all to understand. 

I know speaking louder will allow me to find a part of my teacher voice, but there's more than that. I need to be more comfortable with the silence of students when I ask questions. Any tips?

Bulletin board!

I forgot to add the bulletin board Lauren and I had for our lesson, Responding to the News!
Here's what we had up in the hallway of Smiley Art Building... 

We gave visual examples of the Artist's we used, our teacher examples, the lesson overview, and the definition for hybridization.

Lessons in ARE 303

So today was the last of our class presenting their first lesson of their Unit. Everyone did a great job and I think this was a great opportunity for me and I'm sure other students as well, to think about different ways of approaching lessons in the future.  There was a good variety of themes and lessons, which I truly appreciated.  Great job everyone!

Responding to the NEWS!

A few weeks ago Lauren and I presented our first lesson from our unit to the class. Over all, it went really well! There will definitely be some changes if this lesson would be used in the future, but it's a good start. Here is our lesson overview: This lesson asks students to respond to a news publication while using the influences of Faith Ringgold and Robert Rauschenberg to create a hybridized artwork on newspaper.

We started off with an open discuss of the two artists we used, showing their work and explaining to the class how their work relates to hybridization. Two examples we used were Monogram by Rauschenberg and Who's afraid of Aunt Jemima by Ringgold.

We then had the students pick an article that they were going to respond to from a pile of articles we provided for each table. A table of five had at least twenty articles to pick from, so there was a good variety of subjects for the students to relate to one, if not more.

We reminded students they had to pick an artist to focus on : Ringgold who had personal, community,  and cultural connections to her work or Rauschenberg, who was more about current events and politics. We also asked for students to use text, whether it was making words that stood out to them in the article visible or adding their own.

The class seemed to really enjoy the materials provided while exploring and responding to their chosen article.  I wish I documented everyone's work! But it really was a great experience doing this with our class.

Here are my teacher examples:

Soon We'll be found music video

This is a video my ASL teacher showed my class, I wanted to share it with you! it's great. It shows different artistic qualities during her music video while playing with materials, lighting, color, and movement. It could be something shown in the classroom for both ASL students and English students to follow along with. I remember in Art for the Exceptional with Alice, of her showing examples of lesson plans that were done with students with disabilities that I see similarities to this video... For example the shadow puppets and the light tracing to create art. Maybe this can give you an idea for future lesson plans?! or it can be for your enjoyment!


                                                           TAKE A LOOK!

Speed Painting

Here's a link one of the teachers for my fieldwork placement at Beacon High School showed his class when introducing water color to his students. They were amazed by it and so was I!


CHECK ME OUT!


He talked about how to:

• start with contour lines to give yourself a guideline
• to add cool colors for shawdows and warm for highlights
• how much water is needed
• the gradient scale > dark to light

Assessment

Reading all those chapters in Assessment in Art Education was a little overwhelming, but I did find things helpful. Although, I wish this topic was emphasized more in class ( besides the PowerPoint provided in class) because it is important for all us future teachers to know. Also, this is something we will be tested on in the ATS-W state exam in order for us to get our teacher certification. ( I'll be taking mine next weekend- Nov 12th, wish me luck!) 

In class we talked assessment, project plans and lesson plans. Important information to keep in mind are the:   

• title
• objectives
• establishing purpose and context
• worksheets 
• teacher examples
• slide shows/ PowerPoint
• using the blooms taxonomy
• teacher activity/ student activity
• assessment
• formative assessment or summative assessment

In the book, Beattie talks about different ways to assess students. Portfolios are very common and effective in a way to show evidence to teachers, parents and administrators of student learning. They can include process and products of art work to show progression, brainstorming ideas, students sketch book, journals: their thoughts and ways of problem solving a specific project their working on.  Some teachers make students keep a journal, diary or log for their daily use which is useful in all four visual arts disciplines as both teaching and assessing tools. Another way is having integrated performances in the classroom. Here, students are given a task to complete and are told to role-play it by written form or presenting. Another way was "postcard to a friend",  Take a look at the example on page 29 in our book, it's pretty interesting. Group discussions, rating scales, and rubrics are another way to assess students.

So much more to learn!