While I was reading the beginning of the reading rocks article and read the magic work differentiated instruction I thought well at the very least we change the process of the approach to material. A few sentences later and boom there it was! VTS allows us as educators to allow all of our students the opportunity to still work from the same material, but approach it and interpret it at their own level. All of the members of the BWC have the same issue with that they are struggling writers. Some have more background knowledge on certain topics and some can vocalize what they are thinking a bit better, other then that they all seem to be fairly on the same level. Nevertheless VTS allows each boy to approach an image through a different route on something they feel more confident with. Then if one of the boys hears something he didn't know beforehand but knew something else already in the image that changes the content for him. This new information provides a better and more adaptable learning environment by having the content within the image being ever changing with everything they hear. Learning environment felt just like a gimme to honestly because VTS wants students to collobrate with each other! The boys seem to collaborate with each other so easily and I have videos as proof!
Friday
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
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