Showing posts with label LTC 4730/7730 Overview of Art Education. Show all posts
Showing posts with label LTC 4730/7730 Overview of Art Education. Show all posts
Sunday
Classroom Management
Last week there was a boy who walked in class and sat down in his chair. However he wasn't really sitting down very properly and just by his demeanor I could tell that I might need to keep an eye out for him. When Ms. McConnel told me after her brief talk to keep an eye on him also I could tell my "hunch" wasn't wrong at least. However before I could even give him a hand she was already addressing him and I tackled a majority of the class that day while she helped him along until he was really able to get started. After class I had to ask about him because he didn't actually seem like a bad kid I just knew he needed that extra attention. It turns out he was a special needs child and spends about 2/3rds of his day in the special ed class.
I thought the situation was handled really well and even though I wondered how she was able to deal with the same situation without anyone else there I figured she must have employed a similar strategy. The only way I though it could be handled better was if there was a para with him, however due to multiple factors I realize this isn't plausible, and think it was handled the best way it could have been.
A general observation at Derby Ridge I noticed was that elementary students need lots of guidance and if you can have it written somewhere also the better. I think for my students I would have all my expectations explained clearly from the beginning and have them posted somewhere also. I also believe in warnings because what I've noticed more often then not, if students are made aware of that they are "in check" or not acting appropriately they will generally change their behavior. However if students keep doing the unacceptable behavior then the consequences must come, otherwise the warnings will then loose effectiveness.
Organization is also key. I've noticed the less a student has to think about something like "where am I going to sit" that's one less thing for them to think about and more focused is placed on their work or yourself.
Disclaimer: This is something that would work best in the elementary level. I believe the older students get you might not need to assign seats as much. The classroom should still be organized but older students will be able to get their materials on their own instead of having them passed out. However classroom expectations should always be clearly laid out regardless of age, as well as the level of respect to their artwork, peers, self, and area.
I feel I will learn a few different strategies for older students when I am exposed to them though I feel that I do have a broad guide on how I would manage a classroom regardless of age.
I thought the situation was handled really well and even though I wondered how she was able to deal with the same situation without anyone else there I figured she must have employed a similar strategy. The only way I though it could be handled better was if there was a para with him, however due to multiple factors I realize this isn't plausible, and think it was handled the best way it could have been.
A general observation at Derby Ridge I noticed was that elementary students need lots of guidance and if you can have it written somewhere also the better. I think for my students I would have all my expectations explained clearly from the beginning and have them posted somewhere also. I also believe in warnings because what I've noticed more often then not, if students are made aware of that they are "in check" or not acting appropriately they will generally change their behavior. However if students keep doing the unacceptable behavior then the consequences must come, otherwise the warnings will then loose effectiveness.
Organization is also key. I've noticed the less a student has to think about something like "where am I going to sit" that's one less thing for them to think about and more focused is placed on their work or yourself.
Disclaimer: This is something that would work best in the elementary level. I believe the older students get you might not need to assign seats as much. The classroom should still be organized but older students will be able to get their materials on their own instead of having them passed out. However classroom expectations should always be clearly laid out regardless of age, as well as the level of respect to their artwork, peers, self, and area.
I feel I will learn a few different strategies for older students when I am exposed to them though I feel that I do have a broad guide on how I would manage a classroom regardless of age.
Saturday
#4 Assessment
This week I focused on chapter 1, 3, and 7 from the book Assessment in Art Education. The main principle of my readings were tests. Since I have already have the privilege to see Michelle Livek's one page portfolio, and honestly I am in love with it and will try to implement it in my unit plan, I will just primary focus on the aspects of tests and how I would implement them in my unit plan.
Along with the one page portfolio for artwork during a unit plan test would also be used. They would primarily be used at the end of the lesson to cover shown art work, key concepts, and any other aspect of the lesson that couldn't be covered in the one page portfolio. I am personally a fan of open-ended assessment techniques because I want to find out what my students know not just what they can memorize. The first aspect was color coding instances giving students a way to identify concepts or ideas and then ask them a follow up question of what they identified. What drew me to it was it asks them to identify (think critically) and then ask a follow up question (more critical thinking with justification). Its also a type of question that I think most students can easily understand/preform the format while also helping themselves gradually build up to a high quality and revealing answer. The second testing aspect that drew me in was visual identification. As the book states its something that most educators use to asses a students knowledge on art history. Though the book used a different method I am actually drawn to format of the way I was assessed during my college career. When it came to slide ID's I had to know the standard title, date, artist, location, etc. However a certain amount of points was also based on WHY the work was important. This was huge for me because it allowed me to connect with the piece while also having to think "why is this actually in this book? Should it be?" This opened another door of critical thinking during my tests and actually would show more then that I could memorize 35+ paintings for a test. Finally I was draw to the strategy of essays. For me essays allow for a student to show what they actually know but also give them the ability to share a opinion. A student who shares an opinion with supporting evidence is doing critical thinking while also showing in depth what they know or what they lack in knowing. By being able to find what they lack you can then easy help them and give them the knowledge they need, because most likely they might need it later down the road and make the same mistake.
Along with the one page portfolio for artwork during a unit plan test would also be used. They would primarily be used at the end of the lesson to cover shown art work, key concepts, and any other aspect of the lesson that couldn't be covered in the one page portfolio. I am personally a fan of open-ended assessment techniques because I want to find out what my students know not just what they can memorize. The first aspect was color coding instances giving students a way to identify concepts or ideas and then ask them a follow up question of what they identified. What drew me to it was it asks them to identify (think critically) and then ask a follow up question (more critical thinking with justification). Its also a type of question that I think most students can easily understand/preform the format while also helping themselves gradually build up to a high quality and revealing answer. The second testing aspect that drew me in was visual identification. As the book states its something that most educators use to asses a students knowledge on art history. Though the book used a different method I am actually drawn to format of the way I was assessed during my college career. When it came to slide ID's I had to know the standard title, date, artist, location, etc. However a certain amount of points was also based on WHY the work was important. This was huge for me because it allowed me to connect with the piece while also having to think "why is this actually in this book? Should it be?" This opened another door of critical thinking during my tests and actually would show more then that I could memorize 35+ paintings for a test. Finally I was draw to the strategy of essays. For me essays allow for a student to show what they actually know but also give them the ability to share a opinion. A student who shares an opinion with supporting evidence is doing critical thinking while also showing in depth what they know or what they lack in knowing. By being able to find what they lack you can then easy help them and give them the knowledge they need, because most likely they might need it later down the road and make the same mistake.
Sunday
Big Idea Book Page 7 and 8
When I was observing my guest artist I was observing both pages going over the the power of money and nature. While sitting there I said the word "change" as in money. Then it hit me! I hadn't thought of the idea on the power to change something. That inspired me to try to create a mask, one of the more unique ways to change oneself. Initially the aluminum foil was just used to help protect the models face I borrowed while I had the paper machete dry. However once I took it off I noticed this mask had almost completed itself without me doing anything. This mask had already created a persona that was somewhat frightening but also peaceful. It also made itself into its own unique symbol of power.
Why Teach Art?
For me art has always been about self expression. It is the primary way I express myself creatively, while also giving me the option as a healthy release. Regardless of the age, I feel like this is something that I will always be able to do at a fundamental level.
As stated, the desire to help others self express is one of my primary drives. When someone is able to express themselves in their artwork, multiple things can occur. First, artwork can sometimes be the only way to initially "say" something. There will be times where students, just like myself, will be dealing with difficult issues that art might be the starting point they need. Issues could range from Death/Loss, sexuality, identity, acceptance, and many more. Second, when self expression is put into ones work the overall quality of the piece improves. When someone invests that extra part into their work, naturally, they care about it more. They want it to be perfect so if can relay their message perfectly to others, so it can be easily understood what they are trying to say.
Another aspect to build on has been my observations on the BWC. These boys who are struggling writers are gradually improving these skill with the help of art. The fact that art can have this effect on students not just cause they enjoy it, but because they can actually improve language skills through VTS and art making it only makes the case that much stronger for myself.
Building off that, VTS also can help us art educators address aspects of the common core curriculum. When I sat down a couple of weeks ago and read different sections of the common core, I kept thinking every time I read a bullet "this screams VTS". This builds on from the language skills and showed me that VTS is actually able to build on just about every area of the common core.
Art as a whole also helps students develop critical thinking skills they will use for the rest of their lives. Students are asked to think of answers on all types of tests, to find multiple ways to approach an issue, they have to figure things out of the fly, they have to make choices on life decisions, and etc. Though art will not be able to provide answers to most of the questions, it does allow students to discover and refine their critical thinking skills.
These are just a few reason why I wanna teach art. We are needed not just by our schools, but also our communities. Art isn't something that is only for those who attend art institutions or are natural prodigies. Its useful for everyone and on, more then likely, more then one level. Art has always been an important subject. From cave paintings to now should show why it is and always will be important.
As stated, the desire to help others self express is one of my primary drives. When someone is able to express themselves in their artwork, multiple things can occur. First, artwork can sometimes be the only way to initially "say" something. There will be times where students, just like myself, will be dealing with difficult issues that art might be the starting point they need. Issues could range from Death/Loss, sexuality, identity, acceptance, and many more. Second, when self expression is put into ones work the overall quality of the piece improves. When someone invests that extra part into their work, naturally, they care about it more. They want it to be perfect so if can relay their message perfectly to others, so it can be easily understood what they are trying to say.
Another aspect to build on has been my observations on the BWC. These boys who are struggling writers are gradually improving these skill with the help of art. The fact that art can have this effect on students not just cause they enjoy it, but because they can actually improve language skills through VTS and art making it only makes the case that much stronger for myself.
Building off that, VTS also can help us art educators address aspects of the common core curriculum. When I sat down a couple of weeks ago and read different sections of the common core, I kept thinking every time I read a bullet "this screams VTS". This builds on from the language skills and showed me that VTS is actually able to build on just about every area of the common core.
Art as a whole also helps students develop critical thinking skills they will use for the rest of their lives. Students are asked to think of answers on all types of tests, to find multiple ways to approach an issue, they have to figure things out of the fly, they have to make choices on life decisions, and etc. Though art will not be able to provide answers to most of the questions, it does allow students to discover and refine their critical thinking skills.
These are just a few reason why I wanna teach art. We are needed not just by our schools, but also our communities. Art isn't something that is only for those who attend art institutions or are natural prodigies. Its useful for everyone and on, more then likely, more then one level. Art has always been an important subject. From cave paintings to now should show why it is and always will be important.
Saturday
Big Idea Book page 5 and 6 guest artist
Big Idea: Food
These are not yet in the book because I ran out of black ink. :(
I will have to buy some tomorrow when I can get some.
The book is a fiber book and I am doing a print transfer for the images.
Sunday
Big Idea Board: Story
Big Ideas:
Victory, Divinity, Power, and War
How is it Juicy?
One possibility is to tell the students the symbolism the Nike figure had in ancient Greek cultural. Another idea I thought of would be to ask the students to tell her story. Why is she at that battle and granting victory? Who is she?
Questions
What are some ideas we can draw from this work?
Why is this figure so important?
Are there any ideas we can gain from this work?
Have we ever experienced victory or "Nike"?
Concepts
The power to overcome defeat.
Victory due to the help of others.
Divine intervention.
Big Idea Book. Page 1 and 2
Big Idea book
Spread Page 1 and 2
Might change the first page if I can find a font that I feel represent the word POWER better
Page 1
Page 2
This is the actual image I had printed off. Due to flash and glossy paper I uploaded this instead of the page with the image on it.
For this image I was interested in objects of power. Like the quote from Uncle Ben says you have to be responsible when wielding a knife as to not hurt others. At the same time I was drawn to stories of great objects of power like the sword Excalibur. I chose the pose based on the thought of Arther drawing the sword from the stone. Even though that sword wasn't Excalibur once he pulled that sword he wasn't an ordinary boy any longer. He had gained the power to rule his fellow man and had been giving a responsibility to not lead them to ruin.
Saturday
Overview in Art Education. Week 2
Big Idea
POWER
Discussion Questions:
1. What is Power?
2. Are there other words that relate to the word Power?
3. Who are people with Power?
4. How do you obtain Power?
5. How is Power used? Good or Evil? Somewhere in between?
Introduction: Cai Guo-Qiang (images and clips)
Video Clip via Art21: http://www.pbs.org/art21/watch-now/segment-cai-guo-qiang-in-power
Post Video:
1. How does Cai Guo use his materials do emulate power?
2. Compare Cai Guo's sculpture with his 2d/performance peices?
Activity:
1. Create a work of art that is both a short performance piece but also produces a lasting final image.
You are allowed to use the following mediums:
-Draw
-Paint
-Sculpt
- Mixed Media
-Or any other medium as long as it meets the criteria and will not cause harm to observers or yourself
Post Activity:
1. How does your work represent power?
2. Did your work have more meaning of power during the performance section or when it was a finished product?
Sunday
Read and Respond #1
Art education is moving forward like
it always has to some degree. The older views of art education no
longer suffice for today’s artist, just like it was over 80 years
ago when it was starting to change due to modernism. The idea of
teaching a “7+7” method or incorporating multicultural studies of
line artists into a line unit is a practice that needs to change. For
my own teaching I believe students need ample amount of “play”.
Without it students will continually try create a work without
understanding how the material works or always try to create a master
piece even though they have never used the medium before. The concept
of meaning behind the work being made also needs to make a comeback.
During modernism the idea of a work telling a story was deemed to be
to simple and that personal of a relationship between the work and
the viewer was discouraged. Students today need not to base art
solely on that principle, however denying that door can limit some
students meaning making. Today’s generation of learning artist
requires different teaching techniques then even 20 years ago, much
like the students in 20 years will need to be taught differently. Our
job as artist-teachers is to give our students the tools not only so
they can understand art and art concepts but to also create meaning
in their own work and therefore truly understand others work.
Teaching philosphy-1st Draft
It is my belief that each student is a unique art maker. It is also my own belief that each student needs a secure and supportive environment to grow not only as a artist, but also as a individual. The visual arts allows a student to express their creativity, and develops critical thinking skills by problem solving and evaluation.
As an educator it is my responsibility to keep practicing my own art as well. As an artist-teacher students will know that they are receiving guidance from someone who is not just talking the talk but also walking the walk. It is also withing my responsibility to learn and keep learning as much as possible, so that my students will not be hindered by my own lack of knowledge. Students high quality work will be evidences not only as my ability to teach but also as am means to show their creative growth and assessment.
For myself teaching provides not only a means to keep learning and growing, but also as a means to give back. My desire as a artist-teacher is to instill the same love of the arts that I have. To work with students is not the easiest job. However the reward far outweighs the challenge and I with to help teach the next generation of meaning makers.
As an educator it is my responsibility to keep practicing my own art as well. As an artist-teacher students will know that they are receiving guidance from someone who is not just talking the talk but also walking the walk. It is also withing my responsibility to learn and keep learning as much as possible, so that my students will not be hindered by my own lack of knowledge. Students high quality work will be evidences not only as my ability to teach but also as am means to show their creative growth and assessment.
For myself teaching provides not only a means to keep learning and growing, but also as a means to give back. My desire as a artist-teacher is to instill the same love of the arts that I have. To work with students is not the easiest job. However the reward far outweighs the challenge and I with to help teach the next generation of meaning makers.
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