Speaker: Amanda Kirkman

Amanda Kirkman, a recent graduate of UW Stout in the Art Education program came to speak about her first year of teaching in Racine, WI, student teaching, and her experience with the edTPA. I appreciated hearing about how she prepared for student teaching, and found the advice she gave to be super helpful. Something she mentioned that I had not thought about was checking the WI DPI to find report cards for the school, which helps with understanding the demographics and knowing the test scores of students attending that school. If possible, I want to check this out in order to know more about the schools I'll be student teaching at, as well as the schools I may apply to once I graduate. She also talked about how important it is to know your students for the edTPA. While this seems obvious enough, it really is crucial as it reflects your quality as a teacher, and it helps in knowing how each and every student learns and being able to differentiate a lesson that meets each of these needs. Amanda also brought up some strategies for filming students with the iPad, such as getting them used to the camera. She had her students make funny faces at the camera and be goofy in order to get them used to the presence of the camera in the room, which I found to be a good idea, especially for younger age groups. She, like Anna, mentioned the importance of developing a close relationship with the cooperating teacher, and how they are there to mentor me and take me under their wing, so it is important for me to be open, honest, and humble. Another thing she brought up that I definitely plan to utilize is making interdisciplinary lessons, as they help candidates stand out in interviews, and who doesn't want that?

I've only just met Amanda, and I've never seen her teach, but just from her personality, passion, and organization, I can tell that she's a great teacher. This inspires me to put forth my very best in everything in order to be thought of the same way as I came away thinking today.

Speaker: Principal Paul Weber

Today, Paul Weber, the principal of Elk Mound, came in to talk about the interview process, which was incredibly helpful! I don't know if I've written so many notes in one sitting prior to today!

Mr. Weber discussed how the entire interview process would take place, from applying for an interview, to preparing for the interview, to the day of the interview, and what takes place after the interview. His explanation of how the interview process plays out helped me to better understand how to prepare for when that day comes and what to expect, and that I can never be too prepared for interviews. It's better to have more than not enough.

One of the things he talked about that really stood out to me was the importance of not limiting yourself geographically initially, as it causes you to turn down several interviews, which helps you to become better in interviews. This was good for me to hear, as I have an idea of where I would like to teach, and as I've been looking at the WECAN website for teaching positions, I've been limiting myself a bit in terms of where I would apply. It's better for me to apply for positions outside of where I would like to teach in order to gain the experience in interviewing. He also mentioned that I should drive to that school district in order to know the community better, which is more beneficial than just researching the school and community online.

I learned so much from Mr. Weber, and I now have a better idea of how I should be using my time from here on out to produce quality lesson plans and work for my portfolio in order to help myself to stand out in interviews. Overall, Mr. Weber offering his insight was so helpful and reassuring, as I have been seeing it as this huge intimidating process. I feel that I know what to expect now when it comes to interviews.

Disciplinary issues and classroom management

Describe a disciplinary issue that you have encountered with a student. How did you handle it?

There was a student on my last day of teaching who I saw was about to throw rubbish across the room. I immediately stopped him by saying his name in a stern voice, and he stopped in his tracks. I told him that throwing things in the room was not allowed and it was both disrespectful and potentially hazardous to the teacher, the other students, student work, and the classroom. I told him that he needed to walk over to the trash can to throw the rubbish away, not throw it across the room.


What is your classroom management style?

Love & Logic style probably best fits my classroom management style. I like for my classroom to be fun and engaging, with students having the ability to help students solve their own problems in and outside of the classroom. I like my classroom to be a place of respectful behavior towards each other, and to be a safe place where ideas can be shared openly. If there is misbehavior, I will work with the student to understand the root cause of the misbehavior, and to work with them on improving this behavior or reteaching correct behavior to them. However, I also believe that students need to be held accountable for their actions, and by misbehaving, they need to pay consequences, which helps them to learn from their mistakes and to learn good behavior. =

Speaker: Kelly House

Kelly House, an art teacher from Chippewa Valley Montessori Charter School, came in to talk about Teaching Artistic Behavior (TAB), and how that looks in the classroom. This semester, I've gotten to learn more about TAB through my own cooperating teacher, who implements this at the beginning of second semester. It was nice to hear what Kelly had to say about TAB and her experiences of implementing it. She discussed how to effectively implement TAB by giving them the opportunity to own their artwork by making their own decisions, which also leads to less behavioral problems and more expression. She also discussed the importance of helping the students to remember not to copy works of art, but to be inspired by them, which she does by demonstration. Kelly explained that in order to get support from parents, it's good to send a newsletter out to parents that explain the work the students are taking part in and what they are learning through the production processes.

I definitely want to incorporate TAB into my curriculum. I decided that this semester as I worked with my cooperating teacher and she informed me about TAB, but this helped to solidify that desire. I love the idea of students being able to explore different areas of art and develop a different perspective through engagement in a new medium, or even just continuing to hone their skills in that medium. There is so much potential for furthering student learning and developing a passion for art by implementing TAB, which is why I plan to incorporate it into my classroom.

Speaker: Ann Brand

Today, Ann Brand came in to talk about mindfulness. She had extensive knowledge and insight into the concept of mindfulness, and I learned a lot as to what it actually is. She discussed a few techniques in mindfulness, which I found to be interesting, as I tend to rush through life and make sure everything gets done. She stated that it is important to take time to be in the moment, which is indeed important, especially as a teacher, as I need to be in the moment to help my students in terms of really listening to them. I also need to be mindful of myself in order to better help my students. If I'm not taking proper care of myself, how can I expect to take proper care of my students and their needs?

Through Ann's discussion, I realized the importance of implementing some mindful practices, which, for me, would be taking the time to really listen to those around me, as my mind tends to be a few places at once. I did not realize how quickly my mind wanders until she had us try an exercise of thinking about our breathing. I couldn't go three seconds without my mind wandering off to something I had to do later today, or an event that happened. Rather than judge myself for allowing my mind to wander off, I learned that I need to accept the fact that it happened and re-focus on the present moment. I can adopt this strategy (though not necessarily the breathing) to better connect with my students in re-focusing my attention on them when I find that my mind is beginning to wander.

Overall, I felt that I learned quite a bit about mindfulness from Ann, and though I may not implement all of the techniques she discussed, I found that at least focusing on being in the moment, especially when listening to someone, is something I can adopt into my current lifestyle, which will help me to become a better listener and teacher.

Speaker: Trey King

Mr. Trey King came in today to talk about his life as a teacher in a high school setting, and he even shared some of his lesson plans with the class! He had a calm and rather soft-spoken demeanor that contained humor, which I found to be an interesting combination, but I found that as I listened to him, that I was engaged in what he was saying, as I did not want to miss any insight he was giving. Through this, I realized the importance of teacher presence, which he demonstrated as he spoke about his classroom and the types of lessons he teaches his high school students. His personality as a teacher really stood out to me through this, and I appreciated the fact that he can command so much attention, yet not have to do so in a way that comes off as intimidating or emphatic. I've come to realize that there are different ways to command attention, and that one way is not necessarily the best way. It all depends on how you conduct yourself and how you connect with your students. All this I learned from Mr. King, and it was quite an eye-opener.

Presenter: Anna Busch

Student teacher Anna Busch came in today to discuss the edTPA and her experiences as a student teacher. It was quite helpful, especially since I have been feeling overwhelmed by both the edTPA and the fact that I'll be student teaching next fall (seems far away, but time will fly between now and then!). Anna began by talking about how student teaching has been for her so far, including her head week experience and how that looks in general, learning how to properly manage a classroom of different ages, how to use prep time wisely, analyzing questioning practices, and how to stay focused on teaching the standards consistently. She also brought up how she managed her edTPA at her placement, which she advised the class to do something we're comfortable with, start collaborating early on with the cooperating teacher, and when the best time to conduct the edTPA lesson would be (around week 5 or 6). Anna also discussed the importance of developing a strong relationship with my cooperating teacher, which would lead to being able to openly and honestly share comments or concerns, develop a better teaching style, learn from their experiences, and share ideas about lessons and other aspects of education.

While I feel pretty anxious about doing well on the edTPA as well as student teaching, I know that it is an opportunity for me to learn how to be successful in those areas. Anna said that it is okay to stumble and fall sometimes, so long as you learn from those experiences and get up and try again. I need to remember that I am there to learn, not just to teach. I think I've had it in my mind that student teaching is going to be this enormous responsibility where I have to have everything together perfectly. While responsibility and being organized is important in formulating lessons and leading them, I have to realize that I am not going to be perfect right off the bat in student teaching, and that there is time for me to grow during my time as a student teacher. That is what student teaching is about. Anna stating this fact was immensely helpful, and it helped me to relax about my future as a student teacher considerably.

How I differentiate my instruction for diverse learners

I differentiate my instruction by taking into consideration the backgrounds my students are coming from on a socioeconomic, cultural, family-structured, and value-oriented basis. Each of these facets of background have a significant effect on learning, and not all students coming from these backgrounds learn the same way. Some may need language assistance, some may need extra help or time to complete the assignment due to lack of supplies at home, and some may just be disinterested in the instruction if it doesn't pertain to them. With all this being said, it is crucial that I differentiate my instruction in such a way that all my students' learning needs are reached in all of these areas. For example, if I had an ESL student in my class, I would take the time to create a handout in the language they understand best, or even find an audio tape in a native language. If attaining a translator is possible, I would try to find one to help this student. For students of another culture, I would make sure I create lessons that allow them to express aspects of that culture in order to express themselves and to teach other students about their culture. These are just a few examples of how I would differentiate my instruction according to my students' backgrounds.

I also differentiate my instruction according to the different ways students learn within my classroom. As a teacher, it is important that I am aware of which students are auditory, visual, and kinesthetic learners, and that I create lessons that include aspects of each. For example, during instruction, I would verbally discuss the lesson with the students, which addresses auditory learners, and I would also incorporate images or videos to address visual learners. Kinesthetic learners would be addressed through the demonstration, or even during the instruction if I pass an example around of something that pertains to what I am teaching them.

Speakers: Becky Marine and Shanna McMullin

Today we had two guest speakers come in: Becky Marine, who is a special education teacher, and Shanna McMullin, an alternative education teacher. Both women provided me with a lot of insight in regards to special education and alternative education. I especially found learning about alternative education helpful because it is an area in education that I do not think too much about. I've known about the type of students who benefit from it, but I didn't know the details. I learned from Shanna about how at-risk students function in the classroom and what their mindset might be when they seem to be unfocused or unmotivated in the classroom, as they might be wondering what they'll eat today, or whether or not their parent(s) will be drinking today. I also learned the importance of conversing with students about their work and give them the opportunity to make changes if it does not meet the criteria or includes illicit elements, especially at-risk students who are used to failing. Hearing what Shanna had to say opened my eyes to how I should treat at-risk students in my classroom, especially given the backgrounds they may come from, and also how I can create lessons that these students can actively engage in.

Becky discussed special education students in the art room and how it is a chance and challenge to differentiate lessons according to each disability. While I have had some experience doing this, I have not had to differentiate lessons for students with disabilities such as cerebral palsy or low-functioning autism. While Becky talked about this, I found myself thinking about how I could differentiate my lesson that I've been preparing to teach at my placement to fit these students' learning needs, not that they exist at my placement, but if they did. It's good to think about the different types of disabilities that students might have, and how to effectively plan lessons so that these students are learning the necessary skills and learning objectives and are able to take part in the project, if possible. Becky also talked about the importance of taking part in IEP meetings, especially if I have a student with an IEP, which would help me to know the student better and how to help them meet their learning goals.

I'm glad these ladies came in to talk about these topics and their experiences. I found myself actively thinking about ways to reach these students, and how to take upon myself the challenge to get over myself and allow my students to really be who they are, especially students who are at-risk, so that they will feel comfortable with me, which I want.

Things I consider when determining my curriculum

Something I strongly consider when it comes to determining my curriculum is my students' prior knowledge and their skill sets. It is incredibly important to build off of their prior knowledge so that they can make the connections between the language and skills they learned previously to new language and skills to be covered in future lessons. I also consider what my students are learning in other classes and connect those concepts to a lesson I teach in order to build off of my student's knowledge in another subject, and so that they can see how different subjects can be integrated into art. 

Some other elements I keep in mind include my students' interests and experiences. I want to create a curriculum that keeps them engaged throughout the year. The best way to achieve this is to create lessons that incorporate a student's interests, including sports, hobbies, talents, etc. It is also important to connect a lesson with a student's experiences so that they can bring their own perspective into their art, as well as feel more connected to what they are learning.

I find that I must also consider who I am as a teacher when creating my curriculum. I consider my philosophy- that is my desire to have students to explore art and discover who they are as they create, my content knowledge, and what my strengths and weaknesses are, as I do not want to teach something I do not have a good grasp on an intellectual basis and hands-on basis. 

Presenter: Mrs. Larson, Elementary Art Teacher

Today, Mrs. Larson, an elementary school art teacher, came by to talk to my class about her experiences as a teacher, as well as some important points regarding what and how she teaches now. She mentioned that she is not only an art teacher, but a teacher of children in areas of social and life skills, organizational skills, cultural awareness, cross disciplines, and creativity and problem solving. On a logical basis, I know that a teacher is one who has the opportunity to teach children such skills, but to really commit it to practice in the classroom is not an easy task. But it is something I want to be able to establish and do successfully.

Mrs. Larson also talked about what success looks like in art, and how it should be established: having a responsive classroom is important, which includes the necessity of developing a philosophy on how you run your classroom, and how you teach this philosophy to your students before moving on to the subject matter. The best way to create a responsive classroom is through guided discovery, which means that the teacher helps students teak steps to review what they know about a material or medium, and then take it a step further by showing the student how to use it/them properly.

Mrs. Larson talked about a few important concepts that I have heard about, but not necessarily known too much about, including Positive Behavior Intervention Supports (PBIS) and Student Learning Objectives (SLOs). She explained how PBIS is set up in the elementary school at which she teaches, and how she celebrates good behavior and helps to change bad behavior by reteaching students what good behavior looks like, and the benefits of behaving well. I also came to understand more about what is expected when creating SLOs, and how to effectively develop lessons to reach the goals set, as well as how to measure the progress made.

It was great to hear about Mrs. Larson's experiences as an elementary art teacher and everything she has had to figure out along the way. I found it especially helpful because I would love to teach elementary art one day. I also appreciated how she shared her curriculum map and documents with the class! It is always nice to get different resources from different teachers so that I can utilize what they have been using into my own instruction and tweak it to fit more of my style of teaching as well as tailor it to meet the needs of my students.

Guest speaker: Ms. Oberding

Today, we had middle school art teacher, Ms. Oberding, come in and speak about her experiences in teaching art. Something that she said that really stood out to me was the necessity to be with your students in order to know them. This does not mean merely spending time with them in the classroom as a teacher addressing their students, but really seeking to know them as a person in order to help them along in their education and their pursuits. This can be achieved by being active within the school community, as well as the community outside the school's walls in order to really get to know the students and their needs. By being an active part of the school community, Ms. Oberding has been able to help her students in more ways than just educating them about art.

Another thing Ms. Oberding brought up was the importance of being a catalyst in encouraging interaction between staff and students. When a staff member peeks into the classroom to see what is taking place, she takes the time to invite the staff member in and have the students greet them. By doing so, the staff member feels welcomed within the classroom, and the students get to interact with a staff member that they may not usually get to interact with. I feel that this was a very good point to bring up, because I feel that it is a good step in better establishing a community within the school. I am a person who is passionate about community, so to establish a community within the school in which students can open up and engage with each other as well as staff members is important to me.

These two insights she brought up were really good points, and I want to incorporate them into my classroom and life as a teacher in the years to come. I'm glad that she was able to come and speak to my class about such topics, and it was awesome to see her enthusiasm for art and her students.

Assessing My Students' Artwork

I assess student artwork by doing both a formative and summative assessment. For the formative assessment, I hold a critique once the project is done. I do this to see whether or not they have grasped the concepts taught to them in the unit including vocabulary and craft, and whether or not they achieved the objectives and expectations set in place for the project, as judged by themselves and each other. They have the opportunity to decide whether or not they have understood the purpose for the project by  looking critically at the product they have created.

For the summative assessment, I look at their work to see whether they have grasped the concepts through what they have included into their work, whether they have met all of the objectives, and then also factoring in their behavior in class, how well they followed instructions, how much effort they put into the project, and their overall attitude.

Ultimately, my main objective in assessing my students' work is to ensure that they have learned: that they have learned how to properly use the materials used to create the artwork, learned the vocabulary that goes along with the lesson, learned how to create artwork that lines up with objectives given, and that they have built upon their prior knowledge about the style of art, having more knowledge about it leaving the unit than they had coming in. 

Which is more important?

Today I was faced with the question about what was more important to me as an art teacher, art or teaching? I've come to realize that teaching is more important to me as an art teacher than art itself. While I think that art is important, art is not able to impact in the same ways teaching is able. A teacher has the ability to impact a student's life on a personal basis by providing support, guidance, and compassion. Art cannot do that. Plus, teachers have the ability to teach students how to create art; art cannot teach students how to create. While it can provide itself as an example, it cannot teach a student how to create what it is.

A follow-up question was involved, which asked, "do you need to be an artist to be an art teacher?"
I believe that in order to be an art teacher one must be an artist. My reasoning for why I believe this to be true is this: you cannot properly teach a child how to create a work of art if you are incapable of producing that art form yourself. By being an artist, you will have a good grasp on the tools and processes that are necessary to produce art. Plus, by being an artist, an art teacher can help their students pass through bouts of confusion when they reach a point in the process of creating art that they do not quite understand.

What is a first day like in your classroom?

On the first day, we would begin with a "get to know each other" kind of ice breaker that is appropriate to whichever grade level I teach. Afterword, I would explain the rules of the classroom and what my expectations are to my students. I would also give them a tour of the classroom. If I am teaching art to primary school students, I would play a sort of game with them to review the rules in order to make sure they understand. Little prizes would be involved (candy more than likely). If I am teaching art at a secondary school, I would begin a brief activity with them to see where their skill level lies. At the end, I would give them a brief overview of things they can expect to learn through use of pictures (depending on the grade level).

The journey continues: where I am now, and where I hope to be....

As I begin a new semester, I am reminded that this will be my second year in the Art Education program. With that reminder, I have reflected on how far I have come since then, and I think ahead to where I want to be.

In the beginning, I went into the program not knowing much about art education and what it entailed. Did I have some ideas? Of course. But those ideas have changed drastically since I jumped both feet first into this realm of education. I have learned so much, from learning the standards of teaching to knowing how to successfully manage a classroom, and far more in between. I can confidently say that everything I have learned has prepared me for this time in my life; a time in which I begin to observe and teach at a high school for my next practicum (an entirely new ball game for me!), and as I prepare for the next year to come, when I will be student teaching. I feel that I have a far better grasp on the art education system than I ever have before, and I am beginning to feel more comfortable with it as the time progresses. I have grown to love art education more than ever, and my appreciation for it has grown stronger as well.

As I reflect on how far I have come since the beginning of my journey, I also question where I want to be after this semester comes to a close. I know for sure that, upon exiting this semester, I would like to become much more knowledgeable of art processes and teaching it, especially considering that I have not had to deal with high school students at this time. While I have had experience in teaching and demonstrating art to elementary students, as well as some middle school students, high school is something I have not yet been exposed to. Having barely taken any art classes myself in high school, I have little knowledge regarding how to handle a high school classroom as an art teacher. I am sure that I will come to catch on quickly, but there is some nervousness, I must admit, especially when I think about the fact that I am not necessarily the greatest artist (particularly with 2-D art forms). However, while I know this about myself, I know that unless I wield this art form with confidence, the high school students will walk all over me. This has also brought me to the realization that I need to further my skills in these areas, or rather, it motivates me to do so, because I want to teach with confidence and proper knowledge.

While I am nervous about starting this new part of my journey, I am excited to be able to take all of my prior knowledge of teaching art and apply it to a completely different age group. It will be challenging, but I'm excited to face the challenge. It will also allow me to really reflect on how effectively I can teach higher grade levels, which I believe is crucial to my growth as a future art educator. While I am nervous about arranging a lesson for a teenage age group, I am also excited to see what they think and hopefully really get them to engage in the lesson.

Best attributes of an art teacher...one I hope to be.

In any event, time to begin another adventure! One filled with a lot of hard work and joy. Time to see how I stand up to a totally different age group, and see how they take to me. Hopefully, they can see the best art teacher in me, as the previous grades I've taught have seen.

Reflection on Experience

I cannot believe that the practicum experience is over already! Time flew right on by! I have been done with my practicum for nearly three weeks, and I miss being in the classroom. I had so much fun observing the students, being able to help them with their projects when the needed assistance, and overall, just being able to see them embrace and come to love art. I really enjoyed teaching as well; the lesson planning, the project sample making, teaching the lesson, giving the demonstrations…everything! Standing at the front of the classroom was not uncomfortable for me at all; I loved it. I know for sure that I want to teach, and elementary school may be my top choice, especially after experiencing the students and watching them explore with different art mediums that they had not yet explored. Watching them as part of this adventure brought joy to my heart, as I got to see each grow as an artist a little more. This experience really solidified how I want to impact my students’ lives and hopefully get them to develop a passion for art. I want to help them grow up as artists, whether they choose to be an artist when they grow up or not, I believe that anyone can create art.

Mrs. M was such a great influence in this experience. She taught me so much, and I owe much of my growth as a future art teacher to her. By observing her, I learned so much, and I want to use some of the advice, techniques, and methods she used/uses and apply them to my own style of teaching, assessing, and interacting with the students. I want my students to love me as much as they love Mrs. M, which is incredibly apparent in the way they interact with her. I also want to be just as compassionate as Mrs. M was to her students, and the way that she gave equal attention to everyone, and treated no student differently than the rest, regardless of whether they were disabled or not. I respect and admire her a lot, and am extremely grateful to her for this experience.

I feel that this experience has given me a much deeper understanding of what it means to be an art teacher, and how much work it takes to really make an impact in a student’s life. This experience has also strengthened my resolve to be an impactful and effective art teacher for the sake of my students not just at the time when I am their teacher, but past that point as well. It has also helped me see how I need to plan lessons that accommodate children with special needs. Although I have included accommodations in previous lesson plans, I don’t think I gave as much thought to what those students might need in terms of modifications that I should have. After being in a classroom and assisting children who have cognitive and/or physical disabilities, I realize how important it is that I am intentional about how I modify these lessons. Although I always knew this was important, it really struck me when I interacted with these children, and got to see how they would get frustrated when I tried to modify a process for them in the way I thought was appropriate, but it was not working for them. It really opened my eyes to see that I will also need to get to know these students in order to help them in a way that they can learn the same material as the rest of the class, and participate in the same assignment. I think I will also research different ideas for accommodating students with special needs so that I am more prepared in the future. 

Overall, this experience was, I reiterate, such an eye opener, and I cannot wait until my next practicum experience. I’m excited to be able to work with middle school or high school students, as I have no prior experience teaching in either of those settings, but I am quite excited about it.

Last Day

Yesterday was my last day observing at S. Elementary school. I was sad to say goodbye to Mrs. M, who I really respect, and to the students, who loved having my partner and I interact with them.

Drawing lines on the columns.

The 2nd grade class are currently learning about Classical Greek art, according to the art history timeline. They are focusing on Greek columns, which they are creating out of paper. Mrs. M reviewed with the class of what they learned about the columns. After a brief review session, the students gathered around the table and watched as Mrs. M gave a demonstration on how to make columns. She drew lines on a long piece of paper with a pencil, and connected the lines to the rounded shapes at the bottom of the paper. After drawing the lines in pencil, she went over them with graphite crayons. Then she told the students that they would have to decide which of the ancient orders of columns they wanted to draw on the rounded shapes. The choices they had were ones they had covered, which included Ionic, Corinthian, and Doric. After they had their lines and order drawn on the column, the students had to come up with 25 adjectives that described them. After the demonstration, students passed out supply buckets to the tables and got to work. Quite a few of the students seemed to have trouble coming up with 25 adjectives on their own, so I went around to a few of them and helped them brainstorm some that fit who they were.

Finished space landscapes.

4 grade continued working on their space landscapes. They created planets out of circles and colored them in with bright colors previously. When they got in the classroom, they gathered around the demonstration table, and Mrs. M showed them how to use charcoal to shade the planets and give them shadows and make them appear spherical. She also gave them glitter glue to use on their compositions to create stars. She showed them how to overlap the planets after they had been shaded in with charcoal to give a sense of depth. The students got right to work after the demonstration was over with. I helped a student with cerebral palsy throughout the class period. She was unable to move wrists or hands, and she could only communicate through making sounds. I helped her to grab the charcoal, and she moved her arm up and down in order to shade in the planet. Then I helped her to apply glue to the backs of the planets to put on the composition. After she had glued the planets on her landscape, I gave her the choice of what color glitter glue she wanted to use to add to her landscape, and helped her apply that. Trying to work with her when communication was not clearly understood was difficult, but it was an excellent learning experience nonetheless.  

Finished canopic jar.

The 3rd grade class are learning about canopic jars in their Ancient Egyptian unit right now (again, according to their art history timeline). Previously, they had used brown, black, and white paint and a sponge to stamp a long piece of paper to create a texture resembling stone. Mrs. M gave a demonstration on how to cut the canopic jar shapes out of the stone-stamped paper. She began by folding the paper in half, and then tracing half of the design on it. Then she cut it out, and afterward, traced faces on the "jars" with gold and silver paint markers. The students got right to work, and seemed to really like making the paper jars. One student got frustrated with tracing and cutting, as he wanted to make a jar that resembled a jackal. I helped him with proportions and show him what he needed to do to get the shape he wanted. After a quick one-on-one demonstration with him, he understood and got right to work. It was rewarding to see him come to an understanding of what needed to be done and how to achieve what he wanted. He was proud of his work after he cut out his jar and drew on it with paint marker. 

This experience has been wonderful overall. I have learned so much about the art education field, both through observing the classes Mrs. M taught, and through the advice she's given me. Interacting with the students was so much fun, especially when I got to teach. I loved seeing how each student engages in art, and what they take from it. I look forward to my next pre-student teaching experience in the coming months. Until then, thanks for reading!

The Return to the Other School

Finished Scarab necklace

Today I went back to S. Elementary, after going to J. Elementary for the past few weeks. The 2nd graders are currently working on scarab pendants made of clay in their Egyptian Art unit. Previously, they had etched their design onto the clay, and it had been fired and glazed a blue color. Today they were putting their necklaces together. Mrs. M briefly reviewed with the students what the Scarab god was known for in Egyptian mythology. The students remembered learning that the Egyptians believed that he made the sun rise. After the review, Mrs. M gave a short demonstration on how to tie the pendant on the string. Students were then given 10 pairs of beads to make their necklaces with. I passed out the pendants to the students, and once they received their pendants and beads, they got straight to work. The students really enjoy this project, and the fact that they can wear their project is very exciting for them. After they finished making their necklaces, students sketched or colored in their sketchbooks until the class period was up.

Before the next grade (4th) came in, Mrs. M told me that play-acting with the students is a good teaching technique in terms of behavior, as it stimulates and engages them in what they are learning. Mrs. M gave the "Sally Sassy, Sally Sweet" example, where she shows negative behavior, and then shows good behavior to the students, and they correct her on the negative behavior. This reinforces what good behavior and bad behavior look like in the classroom, and how they are expected to act.

A few minutes before the 4th grade class came in, two students with disabilities came in and were given a specialized demonstration of the project they would be working on. After she finished, the rest of the class came in. 4th grade continued working on space landscapes today. They had cut out circles of paper and colored them in, which acted as their planets. Today, they ripped up the painted paper left over from the circle cutouts to create the landscape. After ripping, the students used charcoal to add value to the landscape. Most of the class period, I helped a student with cerebral palsy rip the paper to create a landscape. I would ask her where she wanted the pieces, as I held them up to the black paper in different areas, and she would respond with a noise and a smile when I placed it where she wanted it. Then I helped her to shade in her planets with charcoal. This was very difficult, as she cannot grasp things too well, and, besides making noises, she cannot communicate. I had to try to decipher her facial expressions to understand what she wanted. She seemed upset when I tried to help her shade in the planets with charcoal. I found out later that she does not like to get her hands dirty, so I would wipe down her hands with a wet rag after shading.

Stone painting

3rd grade is learning about canopic jars in their Egyptian art unit, which they will be making out of paper. Mrs. M began the class with a demonstration on how to create a stone-looking texture on paper by dabbing a sponge in black, brown, and white paint and then dabbing it on the piece of paper. These colors combined together made a stone-like appearance. During the demonstration, Mrs. M asked the students questions about what they had learned previously about canopic jars and their functions. I was surprised with how much the students had retained from the previous lesson, as they were able to tell her what they were used for in various circumstances. After the demonstration, my partner and I handed out the paper the students would be sponging on, and Mrs. M handed out plates with the paint. The students got right to work, and I was surprised with how quiet they were today. I noticed some of the students were dabbing on the paper in the same direction, so I told them that they should alter the directions in which they sponge to create a more textured appearance. After class, the students picked up and washed up, and waited for Mrs. M to line them up. She reviewed what the had learned about canopic jars by table, and when each table gave her a correct answer, she would allow them to line up at the door.

5th grade came in shortly after 3rd grade left, and were watching a movie on mummies today. Mrs. M told them that they needed to take notes in their sketchbooks, as they would be using their notes to help them on the next project. She told them what they needed to look for and pay close attention to in order to take accurate notes. My partner and I did not stay more than 10 minutes after 5th grade came in, as we have been staying 3 hours at a time.

Before we left, Mrs. M brought out the students' finished Japanese scroll paintings from J. Elementary. She said that the students had really enjoyed the project, particularly when it came to writing in Japanese. Some of the projects turned out really nice. Overall, I'm glad they enjoyed the project.

Assessing Art

Mrs. M uses formative assessment in assessing art. She informed me that all art teachers have to attend training for formative assessment, which I did not know. She will walk around the classroom and look to make sure that students are understanding concepts of the lesson. She found that when she does this, she can catch problems earlier on and work with the student to correct the errors and help them understand what they need to do in order to meet expectations. As she walks around the room, she also stops by tables to ask students about their work to ensure that what they are doing in their work meets the objectives set in the lesson plan. She said that she assesses more on the process of creating more than the product. She has a clipboard that has the seating chart on it, and she places a symbol based on who understands the concepts taught and who does not. She prefers not to use rubrics.

I agree with Mrs. M's way of assessing a student's process of creating art rather than the actual product itself. By assessing a student's process, you are able to see whether they are really understanding the material and creating based on what they learned. Also, assessing based on the process essentially assesses their growth as an artist, which I believe is important. Assessing a product alone is not a good indicator as to how a student is growing, or whether they are really understanding the material or if they are just following directions and replicating a project. I would probably use a rubric myself, but I would definitely use formative assessment in my own classroom, and I would walk around as well to make sure to catch mistakes early on and check on student progress.