Student Teaching
SELF-CREATED UNIT PLANS WITH LESSON PLANS
& TEACHING MATERIALS
IPTS (2013) STANDARD 2 - Content Area and Pedagogical Knowledge - The competent teacher has in-depth understanding of content area knowledge that includes central concepts, methods of inquiry, structures of disciplines, and content area literacy. The teacher creates meaningful learning experiences for each student based upon interactions among content area and pedagogical knowledge, and evidence-based practice.
IPTS (2013) STANDARD 5 - Instructional Delivery - The competent teacher differentiates instruction by using a variety of strategies that support critical and creative thinking, problem-solving, and continuous growth and learning. The teacher understands that the classroom is a dynamic environment requiring ongoing modification of instruction to enhance learning for each student.
SECONDARY
Description: Students create a small sculpture of an expressive face in clay.
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Rationale: Beginning clay students gain familiarity with clay sculpture building techniques and proper facial proportions in this smaller expressive faces sculpture project as preparation for a larger bust project. Students are introduced to the stages of class, score-and-slip/additive sculpting, and carving/subtractive sculpting techniques for clay manipulation. Additionally, students will practice setting guidelines and making measurements for proper placement of facial features in making a realistic facial sculpture from reference photos.
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Evidence:
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Examples of student work.
ELEMENTARY
Description: Students were introduced to Photopea.com - an online photo editing site that has similar features and functions to Adobe Photoshop. The students used the website to design a pattern to be printed as origami paper for which they would fold a traditional origami masu box.
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Rationale: Students will develop basic knowledge of industry-standard applications and familiarity with how to use the Pen Tool for similar applications. Ogigami folding promotes the development of spatial perception and fine motor skills. Students were shown a folding demonstration video I made, but also had access to the step-by-step slides for self-paced reference.
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Evidence:
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My example of patterned paper.
ASSESSMENT METHODS PORTFOLIO
IPTS (2013) STANDARD 7 - Assessment - The competent teacher understands and uses appropriate formative and summative assessments for determining student needs, monitoring student progress, measuring student growth, and evaluating student outcomes. The teacher makes decisions driven by data about curricular and instructional effectiveness and adjusts practices to meet the needs of each student.
SECONDARY
Description: Attached below are a few examples of a my feedback on student notes taken during my prsentation of facial proportions I used as a formative assessment, and the final reflection and rubric for the expressive face sculpture project used as a summative assessment.
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Rationale: It was important for me to see how well the students understood and then retained the information about facial proportions from my lecture in order to assess how well they would apply the conceptual information in a practical way. The reflection and rubric allowed me to again check student retention and gain insight into their artmaking process.
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Evidence:
ELEMENTARY
Description: During my time in the middle school, part of the sixth grade classes's regular curriculum was a self portrait project. Attached below are examples of a pretest used as a formative assessment and students' finished self portraits.
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Rationale: As educators we need to be able to record and show growth in our students' skill development. By administering a pretest and comparing it to a finished project we are able to evaluate how effective our teaching methods were and where we might need to make improvements. One of the lessons that I learned from my Cooperating Teacher is that the final project is the test.
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Evidence:
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PROFESSIONALISM, ADVOCACY & LEADERSHIP: PAL 1
7G: understands the need for continuing study, self evaluation, and professional growth.
Description:
"Bisa Butler: Portraits "
The traveling exhibit of Bisa Butler's lage-scale quilted portraits was at the Art Institute of Chicago from November 16, 2020 - September 6 2021. I was able to visit the exhibition in August when I went to AIC to see the Obama portraits. This was Butler's first solo museum exhibition.
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Rationale:
Visiting the Art Institute of Chicago helps me to practice my art history foundations and gain different perspectives and different artists. In addition, engaging in traveling exhibitions allows me to make connections to the art world that may be relivant to my classroom.
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Describe your image
Describe your image
Describe your image
PROFESSIONALISM, ADVOCACY & LEADERSHIP: PAL 2
7N: advances his or her knowledge of current developments in the field by participating in professional development activities (e.g., coursework, professional organizations, and workshops).
Description:
I assisted with the middle school art club after school. The art club began just before Halloween and we began by creating Tim Burton style portraits for our first meeting. For our second meeting we explored foils reliefs. And for our last meeting we made food art in celebration of Thanksgiving.
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Rationale:
Having the art club in the middle school allows students who do not have art in their class rotation to have art experiences. It also provides the opportunity for students who are currently in art class to explore materials or lessons that are not part of the regular curriculum. Meeting with students in a less formal structure allows us, the teachers, the opportunity to get to know the students on a different, more personal level.
