Final Reflective Essay:

Final Reflection Essay:

            As my student teaching experience for art education comes to an end, I find myself absolutely stunned. I’m stunned at the fact that I only have a week left, I’m stunned at the fact that it went by so quickly, and I’m especially stunned at how much of an impact each of the students I have been working with for the past twelve weeks has ended up having on me. I knew that student teaching would be difficult, it’s something that is told to us continually from when we are thinking about becoming a teacher, to applying to the education program and finally to actually beginning our student teaching experience, but I feel like something that isn’t mentioned near as much is how rewarding the student teaching process can be. Obviously, every experience is different, and some aren’t lucky enough to have a great experience or they even end their experience of student teaching by coming to the realization that teaching really isn’t for them, but for me that’s simply not the case. This has been one of the most, if not the most, rewarding and enlightening experiences I have had while attending the University of Montana, and it has only solidified the fact that I know I am on the right path in life in becoming an educator.

            I took a big chance in student teaching in a town that I am not from, a town that I have only had ties to for a short amount of time, a town where I was originally only known by a handful of people, but this town, this district, these teachers, these students, have all changed my life for the better, so much that I am very excited to see what my special education student teaching experience will be like, and I hope it is half as amazing as this art student teaching experience has been.

            Throughout this experience, I feel that I have grown significantly as an educator, I have addressed areas of strength and weakness, areas that I have identified personally and areas that my cooperating teacher identified, I learned how to not only understand constructive criticism, but also how to apply that criticism into this experience to help better myself as a person but also as an educator. I have learned that my students deserve the very best version of myself whether I am a student teacher or their official teacher and that by providing them with the best version of myself I am helping aide in their success within the classroom as well. With this in mind, I have also seen the significance a teacher has on a student’s life, I knew what this was like as a student because I have had so many significant teachers in my life but there will always be those select few who I know fought for me to be the best student I could be, they not only encouraged me to work hard and do my best in school, but I felt a sense of comfort and respect from them, a sense of importance, and that is something I wanted to implement as an educator as well.

            I wanted to ensure that I was maintaining an authoritative relationship with my students but I also wanted to maintain a positive relationship as well, and although there were moments of difficulty, or times where I did have to address some very unsettling behaviors within the classroom, they were situations that I hadn’t encountered till now, and I truly learned from them. I can see how when being a teacher, there are many instances where it almost feels like you are a parent to these students based off of how you need to address situations, or even answer questions. But, this is something to be expected due to the fact that we do spend such a dramatic amount of time with these students during the day, teachers play such a significant role in a student’s life, that I don’t know that I even had an idea of what this meant until I began this experience. As a student teacher, you know that sometimes it isn’t all too common for you to maybe not feel as significant with the students especially in a secondary classroom setting whether this is because the students view us as being close in age to them, we look too young to be a teacher, or maybe the significance of the student teacher wasn’t as apparent in the classroom as the main teacher’s presence was, this is something that we do anticipate. I even remember during my school days having several student teachers, but if anything they felt more like observers who occasionally taught, and not a true teacher in a sense, and I honestly can say that I do not believe that that was the case with me.

            I wanted to ensure that the students not only knew me but felt comfortable with me due to the fact that I would be fully taking over their classes at some point, and I wanted to make sure that that was a successful transition for them. To help aid in making myself known with my students and in that transition into my takeover, I also wanted to make myself prominent in participating in the professional community whether that meant eating lunch with fellow teachers in the teachers’ lounge, or being very active in homecoming activities with my students as well, I wanted them to see that I wasn’t just there for their particular class, but that I was there as a true teacher and there for their success just as much as my own.

To help in their success, especially with that fact that every student learns differently and that especially in an art classroom that each student’s pace on completing an assignment varies from the next, I wanted to make sure that they had adequate time outside of class to complete their projects especially when there was no more in class time allowed for an assignment to be completed. Each student is defferent from the next, and some students are so active in their school that the only time they could make available to coming in to work on a project outside of their regular class time was at 7:30 in the morning, and if that was the case, I wanted them to know that that could work and I would help them with that success. For such instances, I made myself available prior to the beginning of the school day for students who needed that extra time to complete assignments or make up a test, I also made myself available during lunch and after school for these sort of instances as well, and I could tell that this is something that the students did appreciate with me. I also wanted to make sure that if I set up specific expectations for my students that I set up my own expectations for myself as well, and followed just as I would have expected my students to follow theirs.

As an educator I do believe that it is important to keep our word with our students, because if we lay out certain expectations for them but can’t hold up our own end of the expectations they have on us, what business do we have in expecting them to do what we expect of them. I had teachers like that in the past who would say one thing and do something else, and I knew I didn’t want to be that teacher because I lost respect for those teachers on a certain level as their student, and I knew that I never wanted my future students to feel that way about me. I even did have some of my students comment to me that the fact that I took extra steps with them meant a lot, and this is something that truly brought joy to me because I did know that this was something that was significant to them enough that they wanted to tell me that.

Although these positive behaviors were wonderful to work with and my overall experience was amazing at Havre High, I won’t lie and say that it was absolutely perfect because there were times I wanted to breakdown and cry, or times where student behavior became overwhelming, and I didn’t know exactly how to handle certain situations, but something that was significant for me during these times was my cooperating teacher, she helped me in handling and addressing certain situations and asked me my take on certain things as well. She made me feel incredibly welcomed into her classroom from day one, but she especially made me feel like a teacher in these instances, and I realized I am still very much a student, because that’s the thing about being a teacher, that we are continually learning whether that is we are learning more about subject matter, standards, objectives, or learning about students and ourselves, we are continually learning and are considered to be forever students.

I now understand why student teaching is so incredibly significant to a future teacher’s future as an educator, because, I feel I have learned so much more than I ever expected to during this experience, that I don’t know it can truly be measured. But, the most significant thing I have learned in this experience is actually how important the subject of art is in our schools, and for our students. I know that not every student is going to absolutely love taking an art class, but for some this is their escape or even their happiest place to be, and because of it being therapeutic in that sense, students who may not think art is their thing or may think they just aren’t good enough at may end up having a change of hard just because of one assignment or even just one teacher. I’ve learned that I want to be that teacher for my future students, not only do I want them to feel safe and comfortable in my own classroom one day but I want them to enjoy the creative process and to enjoy the assignment itself. I want them to come to my classroom excited to get out their current project, because I have seen a child’s face light up when they get to work on a project that they are actually enjoying, and I have seen how much that does change their perspective of the class as a whole, or even just by making a student feel significant and important in your own classroom that that can change their whole outlook on school. I want to have a class like that one day, and I plan on making sure that I do.

To measure this experience as a whole is impossible to do because it has been not only enjoyable for me but also so significant for me as well, I can’t simply write about it and call it good, but what I can do is take all that I have learned from my students, my cooperating teacher, my supervisor, and from all the individuals that have led up to this moment for me and apply my knowledge to my future students, and give them the best version of myself as I can because my students, current and future will always deserve that because they deserve to know that their significance is important. This experience has been so humbling and impactful for me that I know that as an educator I can make it, although it will be both difficult and wonderful as the years go on in my time as a teacher, I will be able to look back and say that my student teaching in a town that I didn’t really know and with people I had never met turned into an experience of a lifetime, and that I only discovered how excited I am to one day be an educator myself.

I am so thankful for the experience I have had at Havre High School, and I cannot wait to see what else will be in store for me in the weeks to come as I transition into my Special Education Student Teaching Experience at Havre Middle School, but I know if it is half as good as the experience I had for art, then it is bound to be nothing short of wonderful. Thank you Havre High, in the twelve weeks that I have walked your halls, you truly have ended up changing my life.

Assessed Samples of Student Work:

Assessed Samples of Student Work:

 For the following blog entry, I have included a variety of assignments that have been completed during my time at Havre High School. The assignments include work from both the Arts and Crafts classes and Fine Art classes that I ended up taking over for my cooperating teacher. For some of the assignments I only co-taught a specific step or aspect of the lesson, whereas for others I taught the entire lesson and completed the assessments, handouts, worksheets and presentations for the unit myself; the amount of influence I had on a unit depended on where I was at within my student teaching experience, and if we were still within the realms of co-teaching or at the point where I had physically taken over that class. Each assignment is different from the next, but I enjoyed working with each of these classes so much; the best part of working with them has been being able to witness their progression and success as artists, and how the change of subject matter or change of unit seems to continually bring out new sides to their individuality and creative process. I have described each assignment individual, along with adding the actual lesson plan to the description as well to help aid in the understanding of the project and the expectations we (my cooperating teacher and myself) had for our students. 

For our Arts and crafts classes, we began the school year with a unit on Stained Glass. Anyone that has worked with Stained glass knows that there are many steps and aspects to the overall process that  leads to the beautiful end product of stained glass; but, because of the length of the unit,  many different co-teaching methods were utilized by my cooperating teacher and myself. Because I do have a background in working with Stained Glass, my cooperating teacher felt comfortable with me working with the students early on in this unit whether it was simply answering questions, monitoring class progress, or even performing a demo on a new step for the unit. My first demonstration for this unit was explaining and modeling how to use copper foil and its importance in Stained Glass. In the following, I outlined the copper foil lesson I gave to the students, and also provided some images of the final pieces that were completed by the Arts and Crafts students. Although I did not personally create the assessments, handouts, or worksheets for this unit, because it was my first unit with the class, and due to the amount of time I spent with the students as they completed the projects, I wanted to include it in this blog entry. 

Copper Foil Technique:

Lesson: Copper Foil Technique for Stain Glass

Grade: Fine Art (10th- 12th)

Time Allotted: 15-20 minutes (Intro & Demo)

Date: Sept. 13^th 2016                     

1.)  Purpose, Student Understanding, Instructional Objectives:

·      To increase knowledge and understanding of the copper foil technique to ensure adequate and successful bonding for stain class making.

·      To encourage their development of understanding the techniques associated with copper foil to help ensure safety and understanding

2.) Anchored Instruction (Lesson based on K-12 Learning Standards including Common Core):

·       1. Generate and conceptualize artistic ideas and work. (h) a ninth through twelfth grade student will develop plans for creating art and design works using materials and methods rom traditional to contemporary practices

·      3. Refine and complete artistic work. (h) a ninth through twelfth grade student will complete works or design incorporating relevant criteria as well as personal artistic vision.

3.) Danielson’s Domains/Components Addressed:

·      Domain 1: (1d) Demonstrating Knowledge of Resources (for classroom, to extend content knowledge, and for students)

·      Domain 1: (1e) Designing Coherent Instruction (learning activities, instructional materials and resources, instructional groups, lesson and unit structure.

·      Domain 2: (2a) Creating an Environment of Respect and Rapport (teacher interaction with students and student interaction with students)

·      Domain 2: (2c) Managing Classroom Procedures (instructional groups, transitions, materials and supplies, non-instructional duties, supervision of volunteers and paraprofessionals)

·      Domain 2: (2e) Organizing Physical Space (safety and accessibility, arrangement of furniture and resources)

·      Domain 3: (3a) Communicating with Students (expectations of learning, directions and procedures, explanations of content, use of oral and written language)

·      Domain 3: (3b) Using Questioning and Discussion Techniques (quality of questions, discussion techniques, and student participation)

·      Domain 3: (3c) Engaging Students in Learning (activities and assignments, student groups, instructional materials and resources, structure and pacing)

·      Domain 3: (3e) Demonstrating Flexibility and Responsiveness (Lesson adjustment, response to students, and persistence

4.) Materials/Resources Needed:

·      Cut stained glass pieces

·      Copper foil

5.) Technology Used and Rational for its Use:

·      No technology will be used for this lesson

6.) Instructional Method/Teaching Procedure:

a)   Introduction/Anticipatory Set:

b)   Development of Concepts:

Ø  Model-Teacher led demo will take place to model assignment to students. Examples and Teacher sample will be provided to students for model purposes.

Ø  Check for Understanding-Teacher will regularly check for student understanding during the demo. Teacher will also provide an assignment outline to help aid in student understanding. Assignment outline will be provided specific directions for the students along with different examples.

Ø  Guided Practice- After the teacher led demo, independent practice will be provided to the students unless otherwise asked by students to teacher. Prior to independent practice, Teacher will check on student understanding and whether or not guided practice must be implemented to the students.

Ø  Independent Practice-(Directions for independent practice are as follows)

·      During their independent practice, students will execute the copper foil technique they will be learning in the demonstration by the teacher. If students have difficult with understanding the technique after the demo, or have difficulty during their independent practice they will have the opportunity to have guided practice to help aide in their understanding of the technique.

c)    Closure/Summary: This lesson is only one part of the Stain Glass Unit the students have been working in the previous week. This will simply be a continuation of the previous lessons included in this unit. After this lesson, students will continue with learning and executing the soldering technique to ensure the success of the bonding of the Stain Glass.

7.) Accommodations Required to Support the Learning of Exceptional Students:

·       Any accommodations needed in class for any students will be addressed prior to the lesson either through the accommodations set in their IEP’s and 504 Plans or in talking with the students one on one. With this lesson, the accommodation that is recommended for students having difficulty holding the glass along with the copperfoil, a paraprofessional will be available to help them by holding the glass or assisting them with the technique for placing the copper foil on the glass. Any students with possible sensory difficulties regarding touch or gripping the glass can and will be addressed appropriately to help ensure they have the best and most adequate accommodation to help ensure their success with the lesson.

8.) Inclusion of Indian Education for All:

·      With this lesson, there is not an inclusion of Indian Education for all as this is a lesson that is only one step within the process of creating stain glass.

9.) Assessment Procedures:

·      The assessment of the student understanding will take place with the completion of the assignment. Once the assignment is completed by the students, the teach will be able to assess their success based off of how well the copper foil has been fitted onto the glass and whether or not it is staying held onto the glass.

10.)  Reflection:

 As stated before, this assignment is considered to more of a step in the stain glass assignment. By continuing into this step, the students will be able to progress further with their stain glass and will be able to move forward to the next step of soldering.

Line Problem:

For the Fine Art classes at Havre High, they explore the different art elements presented in their text book, Art Talk, with the exploration of each art element an assignment is attached to the chapter that is focusing on the particular art element. The school year began with the art element of line, and although the assignment that is posted on this blog was not the main assignment of the unit, this was more of a sub-assignment of the unit. The purpose was for the students to understand contour drawings and how pure blind/modified contour drawings may be executed. This was also apart of a journal prompt the students would be using for their journal entry regarding line as well. For this assignment, I used the assignment outline provided by my cooperating teacher, but I created a separate grading rubric, presented and introduced the assignment to the students and demonstrated how to actually carry out the assignment as well. This was my first real establishment as their teacher to the class, and was my first opportunity of slightly taking over in the Fine Art classes, my full take over wouldn't take place until the assignment regarding Shape which you are able to very toward the end of this blog entry.

Lesson: Pure Contour Line Drawing (Part 1) & Modified Contour Line Drawing (Part 2)

Grade: Fine Art (10^th-12^th)                     
Time Allotted: 15-20 minutes (Intro & Demo) 
Date: Sept. 13^th 2016

1.)  Purpose, Student Understanding, Instructional Objectives:

·      To increase knowledge of how an artist’s uses line, and your observation skills by creating a pure contour and a contour line drawing of natural objects (Part 2)

·      The development of an understanding of the art element of Line and its associating aspects like contour lines.

2.) Anchored Instruction (Lesson based on K-12 Learning Standards including Common Core):

·       1. Generate and conceptualize artistic ideas and work. (h) a ninth through twelfth grade student will develop plans for creating art and design works using materials and methods rom traditional to contemporary practices

·      3. Refine and complete artistic work. (h) a ninth through twelfth grade student will complete works or design incorporating relevant criteria as well as personal artistic vision.

3.) Danielson’s Domains/Components Addressed:

·      Domain 1: (1d) Demonstrating Knowledge of Resources (for classroom, to extend content knowledge, and for students)

·      Domain 1: (1e) Designing Coherent Instruction (learning activities, instructional materials and resources, instructional groups, lesson and unit structure.

·      Domain 2: (2a) Creating an Environment of Respect and Rapport (teacher interaction with students and student interaction with students)

·      Domain 2: (2c) Managing Classroom Procedures (instructional groups, transitions, materials and supplies, non-instructional duties, supervision of volunteers and paraprofessionals)

·      Domain 2: (2e) Organizing Physical Space (safety and accessibility, arrangement of furniture and resources)

·      Domain 3: (3a) Communicating with Students (expectations of learning, directions and procedures, explanations of content, use of oral and written language)

·      Domain 3: (3b) Using Questioning and Discussion Techniques (quality of questions, discussion techniques, and student participation)

·      Domain 3: (3c) Engaging Students in Learning (activities and assignments, student groups, instructional materials and resources, structure and pacing)

·      Domain 3: (3e) Demonstrating Flexibility and Responsiveness (Lesson adjustment, response to students, and persistence

4.) Materials/Resources Needed:

·      Graphite Pencil

·      Drawing Paper

·      Hand

·      Rest for arm

5.) Technology Used and Rational for its Use:

·      No technology will be used for this lesson

6.) Instructional Method/Teaching Procedure:

a)   Introduction/Anticipatory Set:

b)   Development of Concepts:

Ø  Model-Teacher led demo will take place to model assignment to students. Examples and Teacher sample will be provided to students for model purposes.

Ø  Check for Understanding-Teacher will regularly check for student understanding during the demo. Teacher will also provide an assignment outline to help aid in student understanding. Assignment outline will be provided specific directions for the students along with different examples.

Ø  Guided Practice- After the teacher led demo, independent practice will be provided to the students unless otherwise asked by students to teacher. Prior to independent practice, Teacher will check on student understanding and whether or not guided practice must be implemented to the students.

Ø  Independent Practice-(Directions for independent practice are as follows)

Pure Contour Line Drawing:

1)    Find a place where you can be alone and uninterrupted for at least 20 minutes (set a timer if you think you won’t make it to 20 minutes)

2)   Place your sketchbook down in a position that feels comfortable

3)   You are going to draw your hand using pure contour lines. Arrange yourself so that your pencil is ready to draw on the paper

4)   Now turn all the way around to the opposite direction, gazing at the hand you will draw. Rest your hand or arm on something so that it doesn’t get tired.

5)    Find a pose for your hand that is somewhat complex. Not a flat hand….

6)   Very slowly move your eyes along the edge of your hand. As your eyes move also move your pecil point at the same slow pace, recording every variation of line, edge, wrinkle, etc. Try not to pick up your pencil, and DO NOT LOOK until you are finished with the drawing (at least 20 minutes later…) They will seldom resemble a hand when they are finished, but you are recording the importance of all contour lines

Modified Contour Line (Part 2)

1)    Arrange at least 20 minutes of uninterrupted time

2)   Sit comfortably, this time in the usual position. You are going to draw your own hand again. Arrange your hand in a complex position

3)   Begin drawing your hand by looking for all the important lines, where your hand bends, the wrinkles, two edges meet etc. (the ones you found during the pure contour part.) LOOK AT YOU HAND 90% OF THE TIME!!! Only glance at your paper briefly, once in awhile. Try not to label the parts of your hand in your mind, just think of everything as types of lines

c)    Closure/Summary: This lesson is essentially an introductory lesson to the students’ journals that they will be creating in the next week. This will be their first journal entry, and allow them to have a better understanding not only of contour lines but also understand some of the expectations of the journals they will be creating in class that will be tied to other assignments.

7.) Accommodations Required to Support the Learning of Exceptional Students:

·       Any accommodations needed in class for any students will be addressed prior to the lesson either through the accommodations set in their IEP’s and 504 Plans or in talking with the students one on one. With this lesson, the accommodation that is recommended for students having difficulty holding the pencil, a paraprofessional will be available to help them by holding the pencil for them as the student holds up their own hand for reference. Any students with possible sensory difficulties regarding touch or gripping the pencil will have thicker pencils available to them or a pencil cushion to help them grip the pencil as well. If any students have difficulties holding up their arm for 20 minutes and are unable to adequately rest their arm on an elevated surface for the time, a rearrangement of their arm and rest will occur to help ensure comfort during the 20 minutes of each of these assignments.

8.) Inclusion of Indian Education for All:

·      With this lesson, the Inclusion of Indian Education for All really is not occurring. Juan Quick-to-Smith may be referenced during the time of the demo to help aide in the explanation of line, with referencing her own line work within her paintings, but that is dependent on whether or not the students are understanding the purpose of line in general.

9.) Assessment Procedures:

·      The assessment of the student understanding will take place with the completion of the assignment. Once the assignment is completed by the students, the Teacher will be able to tell whether or not the students did take the full 20 minutes to complete each of the assignments based on the amount of effort and detail of their line work presented in their assignment.

10.)                Reflection:

·       As stated before, this assignment is essentially an introductory assignment to the journals the students will be creating later on next week. This assignment will not only help the students understand line work and contour lines in general but will great help in their understanding of the expectations of the journals and the different visual definitions they will be presented with throughout their assignments for their journals. Contour line work is an essential aspect to understanding line in general, and this assignment helps greatly in that understanding. By having the students do both a blind contour assignment and a modified contour line assignment they are receiving two different perspectives that will help them in the understanding of contour lines. 

11.)                 References:

·      Betty Edwards (Drawing on the Right Side of the Brain)

Grading Rubric:

Modified Contour (10 points total)                                       

  Effort (8 pts)                                                                        
Continuous Line (4 pts)                                            

·      Clean/Smooth Line (4 pts)                                                    

Ø 
Complexity (2 pts)                                                                 

Ø  Total:                         

     10         

Grading Rubric:

Pure Blind Contour (10 points total)                                   

Ø  Effort (8 pts)                                                                         

·      Continuous Line (4 pts)                                            

·      Clean/Smooth Line (4 pts)                                                    

Ø  Complexity (2 pts)                                                                 

Ø  Total:                         

                   10

             

Texture Problem:

For this assignment, as the Fine Art students continue with their understanding of the elements of art, they move forward from the element of line to the element of texture. In this assignment, they are exploring; Actual Texture, Simulated Texture, Invented Texture, and Creative Texture. With the exploration of these different types of texture, they are able to not only understand this particular element but also enhance their skills with these different characteristics as well.

This was an assignment that was introduced by my cooperating teacher, and ended with my gradual takeover of the class and the assignment itself. Because it was introduced by my cooperating teacher, she developed the handouts, worksheets, powerpoint presentation and assessments (grading rubric) for the assignment its self, but I monitored student progress and also gave a demonstration on using colored pencils and how to achieve a more painterly look with colored pencils rather than typical coloring looks. I wanted to include these works because although I did not introduce the assignment itself I was apart of the progression of it, and did end up taking over the Fine Art class itself by the end of it. The following images are completed works by the students of both 3rd and 4th period Fine Art in no particular order.

The following problem was completed during my takeover of my cooperating teacher's Fine Art class for 3rd and 4th period. For this project I created a Powerpoint Presentation along with a handout that the students used to take notes on the presentation, an outline of the assignment itself, and a grading rubric for the final assessment of their projects. In the following I have the lesson plan outline along with the assignment outline the students received and the grading rubric outlining the expectations of each final project. I have also included completed individual works of the students that have been put on display and currently are on display at Havre High School as well. These completed displayed works are in no particular order. 

Shape Problem:

Lesson: Introduction to Shape and Oil Pastels 

Grade: Fine Art (10^th-12^th)      

Date: October 3^rd 2016                 

1.)  Purpose, Student Understanding, Instructional Objectives:

·      Exploration of the art element, SHAPE, through the expression of abstract shape character.

·      Development of an understanding of how cubist artists approached shape within their works.

·      Utilizing the application of oil pastels to help convey abstraction and cubism.

·      Understanding the style of cubism and how the cubist movement directly applies to shape.

2.) Anchored Instruction (Lesson based on K-12 Learning Standards including Common Core):

·       1. Generate and conceptualize artistic ideas and work. (h) a ninth through twelfth grade student will develop plans for creating art and design works using materials and methods rom traditional to contemporary practices

·      3. Refine and complete artistic work. (h) a ninth through twelfth grade student will complete works or design incorporating relevant criteria as well as personal artistic vision.

3.) Danielson’s Domains/Components Addressed:

·      Domain 1: (1d) Demonstrating Knowledge of Resources (for classroom, to extend content knowledge, and for students)

·      Domain 1: (1e) Designing Coherent Instruction (learning activities, instructional materials and resources, instructional groups, lesson and unit structure.

·      Domain 2: (2a) Creating an Environment of Respect and Rapport (teacher interaction with students and student interaction with students)

·      Domain 2: (2c) Managing Classroom Procedures (instructional groups, transitions, materials and supplies, non-instructional duties, supervision of volunteers and paraprofessionals)

·      Domain 2: (2e) Organizing Physical Space (safety and accessibility, arrangement of furniture and resources)

·      Domain 3: (3a) Communicating with Students (expectations of learning, directions and procedures, explanations of content, use of oral and written language)

·      Domain 3: (3b) Using Questioning and Discussion Techniques (quality of questions, discussion techniques, and student participation)

·      Domain 3: (3c) Engaging Students in Learning (activities and assignments, student groups, instructional materials and resources, structure and pacing)

·      Domain 3: (3e) Demonstrating Flexibility and Responsiveness (Lesson adjustment, response to students, and persistence

4.) Materials/Resources Needed:

·      Light Table (4 sheets)

·      Paper Pencil

·      Materials for Still Life

5.) Technology Used and Rational for its Use:

·      Technology used for this lesson plan include a PowerPoint Presentation on Shape, Form and Space

6.) Instructional Method/Teaching Procedure:

a)   Introduction/Anticipatory Set:

Ø  Teacher will begin the lesson with a PowerPoint Presentation on Shape, Form, and Space. This introduction will include a handout for students to follow and fill in for their notes, and allow for reference when studying or needing reference during project. The presentation and introduction to the lesson will also include examples of previous student work, to help students understand the expectations and outcome of the project.

b)   Development of Concepts:

Ø  Model-Teacher led demo on still life drawing and creating divisions of objects, will take place to model assignment to students. Additional demos will include using the light table to transfer divisions of three separate points of view onto one final paper, and a demo on using oil pastels on final project.

Ø  Check for Understanding-Teacher will regularly check for student understanding during each demo. Teacher will also provide an assignment outline to help aid in student understanding. Assignment outline will be provide specific directions for overall project and each step taken leading up to the final project.

Ø  Guided Practice- After the teacher led demos, independent practice will be provided to the students unless otherwise asked by students to teacher. Prior to independent practice, Teacher will check on student understanding and whether or not guided practice must be implemented to the students.

Ø  Independent Practice-(Directions for independent practice are as follows)

·      Due to the complexity and length of the lesson, independent practice after each demonstration will be fairly lengthy.  In total, students will receive two weeks of in class time to work on their shape problem and then will have a week outside of class time to complete the assignment. During outside class times, students will make arrangements with teacher candidate to come in during study hall, before school, at lunch or after school, or students will arrange to checkout supplies to take home if any of the previously stated times are not times that would work for the student.

c)    Closure/Summary: This lesson will be the first lesson that the teacher candidate will have completely taken over for her student teaching experience. As students will be exploring the element of shape, the teacher candidate will begin her steps into fully taking over the fine art class.

7.) Accommodations Required to Support the Learning of Exceptional Students:

·       Any accommodations needed in class for any students will be addressed prior to the lesson either through the accommodations set in their IEP’s and 504 Plans or in talking with the students one on one.

8.) Inclusion of Indian Education for All:

·      With this lesson, there is not an inclusion of Indian Education for all during this lesson.

9.) Assessment Procedures:

·      The assessment of the student understanding will take place with the completion of the assignment, a grading rubric has been created for this assignment as well.

10.) Reflection:

·       This assignment allows for the students to not only explore the art element of shape but to also explore the art movement of Cubism and the artists associated with it, this allows for the students to dive into a new for of art that they may not have been exposed to prior to this lesson and to see the creative process behind the movement itself. This will also allow for the students to move forward with the elements of Space and Form as well as Shape is only the beginning of this overall unit.

SHAPE:

Objectives:

·      Exploration of the art element, SHAPE, through the expression of abstract shape character.

·      Development of an understanding of how cubist artists approached shape within their works.

·      Utilizing the application of oil pastels to help convey abstraction and cubism.

·       Understanding the style of cubism and how the cubist movement directly applies to shape.

Directions:

·      For your shape problem, abstract shape characters will be utilized.  Cubist artists felt that shape needed to be explored and looked at from several angles- or opened up so the viewer could see an object from all sides.

·      Set up a sample still life of three to four objects.

·      Sketch it from three different angles, on three separate sheets of paper.

·      Next you will decide how to divide or place each view onto one piece of paper for your final.

·      Oil pastels (paint sticks/cattle markers) will be used to paint these.

Grading Rubric:

Name:

Period:

Project

1.)    COOPERATIVE ATTITUDE: Listens to/reads instructions, incorporates recommended procedures and constructive criticism.

2.)   PLANNING PROCESS: Experiments and explores, has original creative and thoughtful planning, takes initiative.

3.)   USES TIME EFFICIENTLY: Researching ideas, executing ideas. Avoids distracting conversation and activities unrelated to art.

4.)   CREATIVE EXPRESSION: utilizes creative outlet through still life and researched ideas to create art work, and show cubist self-expression as well.

5.)   PROJECT OUTCOME: Composition, (organization of elements & principles) craftsmanship, effective use of media.

Overall Grade                    Comments:

5- Excellent           4- Very Good              3- Good            2-Okay           1-Needs Attention