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STUDENT - EDUCATOR - ARTIST
QUALITY STANDARD 3
Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.
Standard III: Text
ARTIFACTS & RATIONALE
Element A: Teachers demonstrate knowledge about the ways in which learning takes place, including the levels of intellectual, physical, social, and emotional development of their students.
For this element I chose a pre-assessment that students filled out before the lesson began. For this lesson was teaching students about monochromatic landscapes. In order to asses students knowledge of the topic I had them fill this out so that I know where they were at so that I could better teach my students.
(accomplished, proficient, developing, emergent)
Standard III: Text
Element B: Teachers use formal and informal methods to assess student learning, provide feedback, and use results to inform planning and instruction.
For this element I chose a rubric that was used for my 6th grade class. This rubric is an example of a formal assessment that provided feedback to the students on their assignment. One I hand students back their rubric they always have the option to look over it and fix what can be fixed. In this case, students would be able to fix their Sketches pro drawing and their watercolor techniques. This allows students to grow their understanding and learning instead of not having the opportunity to correct their mistakes.
(accomplished, proficient, developing, emergent)
Standard III: Text
Element C: Teachers integrate and utilize appropriate available technology to engage students in authentic learning experiences.
For this element I choose a document that was shared with students the engaged the students in a step-by-step process of how to use Sketches Pro. This assignment was to create a grid self-portrait and students utilized sketches pro to map out their self-portrait before hand. Each of these steps teaches the students how to complete this step of the lesson and shows them how technology can be useful in an art classroom. Some students struggled with some of the steps of their settings were not correct and to solve those problems I worked with the students one-on-one.
(accomplished, proficient, developing, emergent)
Step 1: Download the Sketches Pro app if you haven’t already
Step 2: Open the app and press the blank page with the plus sign in the middle
Step 3: Press the 3 dots in the upper right hand corner and select “import”
Step 4: After selecting “import” select “photos”
Step 5: Once you’ve selected “photos” click on the photo you are using for your self-portrait. It should automatically sync to the page.
Step 6: In the upper right hand corner click the 3 squares. This is your “layers”.
Step 7: Once you’ve selected “layers” select “guides” on the lower right hand corner.
Step 8: Once you’ve selected “guides” select “squares”
Step 9: After selecting “squares” press the “X” in the upper right hand corner of “guides”
Step 10: In “layers” press and hold the layer of your selfie and drag it down to the bottom “blank” layer. It will ask you if you want to “Merge Layers” select “merge”. The grid squares should also be on top of your photo now.
Step 11: Next you will need to click “guides” again. Make sure that “squares” is selected.
Step 12: At the top of “guides” there is a “scale”. To adjust the size of the grid squares you need to move the circular button.
Step 13: In order to get the correct number of squares on your photo their need to be 8 squares on top and bottom and 10 squares on each side.
~ Keep in mind that these square edges need to line up with the edge of your photo.
~ If you have more than 8 squares on top or bottom or more than 10 squares on either side, everything outside of that will be cut off.
Step 14: Once you have the squares lined up to where they need to be press the “X” in the upper right hand corner to get out of “guides”
Step 15: Next in the upper left hand corner click the back arrow and this will exit you out out of “layers”
Step 16: Select the 3 dots in the upper right hand corner and click “export”
Step 17: Once you’ve selected “export” click “JPEG” once you’ve selected “JPEG” click “Save Image”
~ Once the image is saved it will be in your photos and that wil be your reference for your canvas!
Standard III: Text
Element D: Teachers establish and communicate high expectations and use processes to support the development of critical-thinking and problem-solving skills.
For this element I chose a rubric for one of my 8th grade classes. My students receive a rubric for every lesson so that they understand what is expected of them and why they receive the grade that they do, based off these expectations. Students receive a rubric that is printed out and written on so they see where they could improve and where they were successful. Students have access to it on Schoology so that they can go back and look at what is expected of them throughout the lesson. I also go over the rubric during the intro to the lesson in depth so that even if students do not go back and read over it they are still aware o what is on it and what is expected of them. I feel that rubrics allow me as a teacher to be non-biased while grading but still setting the students up for success.
(accomplished, proficient, developing, emergent)
Standard III: Text
Standard III: Text
Standard III: Text
Element E: Teachers provide students with opportunities to work in teams and develop leadership.
For this element I chose the enduring understanding section of my social justice lesson plan. This lesson was heavily group based and revolved around working together a s a team. Students needed to show leadership within their groups in order to successfully complete the assignment. Not only did working in groups allow students to show leadership, it allowed them to get other peers perspectives on social justice topics and cone to an understanding or even learn something new about a peer. These were my main reason for making this lesson group project. This project could have been done individually, I just do not feel that it would have been as successful.
(accomplished, proficient, developing, emergent)
Standard III: Text
Element F: Teachers model and promote effective communication.
For this element I chose a critiques worksheet that I utilized in my second placement. Critiques allow students to effectively communicate with their peers and the artwork that was created. Critiques create conversation between students and allow for deeper thinking about a project. This specific critique worksheet was for students Plein air drawings. They gave feedback to a peer telling them how they improved, what was successful and what they could work on. After filling out the form student handed it back to their peer and discussed the "why's". Why did you think this was successful, why did you think this was unsuccessful, etc. Critiques
promote a lot of communication in my art classroom.
( accomplished, proficient, developing, emergent)
Standard III: Text
RELECTION:
At the beginning of my student teaching I felt as if I was not effectively delivering instruction to my students. I was not being clear enough with my instructions and students would be somewhat confused on what I was asking of them. As I went one I was able to see what I was and was not doing and began correcting my delivery of instruction. I realized that I was not including enough information and was not asking enough inquiry questions. I tended to answer the questions for the students instead of allowing them to answer. I have worked on this heavily throughout my student teaching and anytime I think of stating something to the students during Instruction, I ask them in a form of a question so that they are engaged and have more understanding.
Standard III: Text
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