CreativityCubby

[creativitycubby]

Lesson Plan 1

[creativitycubby]

Lesson Plan 2

[creativitycubby]

Lesson Plan 3

[creativitycubby]

Lesson Plan 4

[creativitycubby]

Lesson Plan 5

[creativitycubby]

Lesson Plan 6

[creativitycubby]

Visual Resource Bank: Unusual / Alternative Artwork 

[creativitycubby]

Visual Resource Bank 6

[creativitycubby]

Visual Resource Bank 6

[creativitycubby]

ABC Formula applied to Lesson 4

What are you planning to achieve?

I plan to achieve an appreciation for different cultures as well as a comprehension of history through application of skill.

Why are you going to achieve this?

I am going to achieve this in order to keep the students engaged, enhance their technical skills, and deviate from the ordinary cut and paste projects.

How do you intend to achieve this?

I intend to achieve this with the use of visual representations, examples, and background history for the students to have full knowledge of the history behind coil and pinch pots.

How will you measure the fulfillment of the objective?

Objective fulfillment will be measured through discussion and technical skill.

Discussion will evaluate the students’ retention of the lesson material.

Where do coil pots originate?

What kind of art is this considered?

Technical skill will be evaluated when the project is finished.

Show me a key word you used in your coil pot? (Score and slip, texture)

How much attention to detail was paid to the piece?

Did the student finish the coil pot and move on to a pinch pot?

What will the outcome be?

The outcome will be a completed coil pot, a functioning piece of art-work the student can use in the future if wanted to.

The outcome from the student will be the application of technical skill and the ability to recall the material taught. The importance of pottery for Native American culture will prove to the instructor the awareness of the student towards the criteria chosen.

Achievements (Concepts and or Skills):.

Concepts students are expected to classify what type of sculpture they are making (Pottery).

Students will summarize the lesson material concerning Native American culture and what pottery meant to that culture.

Students will show their interpretation of the technical skills taught in the demo through their completed coil pot. The instructor will be able to identify the quality of work, the attention of the student, and through discussion the capabilities of the student to retain and evaluate material taught.

Students are able to achieve the concepts and skills because they will have assistance through visual representations, personal assistance, and an abundance of materials for the students to experiment with texture and materials. Supplies will be provided to the students and if they need more engagement the student may move on to pinch pots, furthering their knowledge of various types of pottery.

  Behavior / Product

The behavior/ product will be a visual diagram of the students’ use of development of design. Students will be able to create a coil pot which technical skills will be evaluated.

Has the student finished the project without rushing, and attention to detail and texture are noticeable within the piece?

Did the student complete the task effectively? Has the student moved on to another form of pottery (pinch pots)?

  CONTEXT / CONDITION

Teaching contents and procedures are provided in the lesson for the students.

Background information: introduction of Native American pottery provided in the discussion at the beginning of class. The importance of pottery as artwork that also functioned as a tool for living will be evaluated. Can the student compare any tools that can be defined as artwork and also a tool in their own culture? (cups, plates, cuckoo clocks).

Materials for technical skills: Supplies for pottery will be provided for the students. This will assist in the visual analysis of technical skills.

Demonstration: A step by step tutorial on how to create a coil pot will be provided at the beginning of class to allow students full understanding of steps to follow in order to create their own coil pot.

  Degree

Students’ work must demonstrate the skillful procedure of the students awareness to detail. Student can effectively apply texture, score, and slip procedures to their coil pot. The final product will demonstrate the success of the students’ ability to apply technical skills fluently and knowledgably.

  Assessment Question

How would you classify this sculpture?

How would you state or interpret in your own words the use for pottery in Native American culture?

Can you identify examples of key words in your coil pot?

Can you compare any artwork that also doubles as a tool for life?

  Assessment Criterion (RUBRIC?)

Students’ performance will be measured through the application of technical skill and the ability to recall the importance of pottery in Native American culture.

(DOES THIS REQUIRE A RUBRIC?)

[creativitycubby]

Teaching Reflection 1

During my first day of teaching at St. Mary’s I felt a sense of overwhelming relief. Finally I was in a professional setting engaging students’ cognitive functions with a lesson. Second grade is a very impressionable age where the students are either rambunctious or willing to sit back and let the teacher perform the lesson. It seems the attention span is short due to all of the, “I’m done” comments my group and I received. This led to me wondering if the project was not complex enough for the students' age group. How could I improve the lesson to gage the students’ capabilities within elements of art? To push the lesson further for students who finished early I would ask them to reevaluate the objects (gourds, squash, pumpkin, corn) and break the object up into shapes. Another tactic I would use would be to ask the student to hold the object, feel the curvature. Tell me about the bumps and crevices of the object. How would they go about drawing it? Can they show me how? This can be defined as an example of content knowledge for the Illinois Professional Teaching Standards by the use of observation. This method would keep the student engaged for another ten or fifteen minutes to allow other students to finish up their work.

            While I was getting to know my section of six students I familiarized myself with their learning styles, or how I felt they perceived the lesson. I paid attention to their focus and what I did to either keep them on track or some things I did that bored them. This assisted me in understanding what elements of my lesson should be preserved and other elements that needed to be changed. The Illinois Professional Teaching Standards can identify this instance as Human Development and Learning. Evaluating this process with keeping my students engaged and how I can better improve my performance may also apply to the Teaching Standard, “Planning for Instruction.” Though I am teaching my students and delivering a lesson; they are not the only ones learning, I am learning from them as well. 

[creativitycubby]

Teaching Reflection 2

During our second lesson of the Scarecrow and Environment, I pushed myself to instruct the class instead of monitoring. What this made me realize that I have difficulty with transitioning effectively to keep the students engaged. I thought the demo took longer than it should have (more than ten minutes). This resulted in the students becoming restless, eager to begin the activity. Something I could work on is familiarizing myself with transitions and how to incorporate keys words without boring students. Some things that may help could be brief definitions with more students’ info. Something to add to my teacher toolbox is a timepiece! I felt I was able to stay on task the first lesson, I forgot to bring my timepiece the second class and felt we ran far behind schedule.

Some aspects of the lesson I am proud of are the students were engaged once the activity part of the lesson began. The students knew the next step and quickly raised their hands to receive the supplies needed for the next step. (State Standard 4B, 4L) When clean up came, many students had complained they were not finished with their work. The engagement of the students was impressive. Another approach I appreciated was showing the students how to create a body through the use of shape. (State Standard 6G) Students were drawing feet, hands, and even focusing on detail such as fingers. Elements of original details, for example Reed’s wings, which many students found visually appealing and did as well, and examples of remembering the keywords of the lesson throughout the activity made me happy as an educator to see eagerness to learn and application of instruction.

[creativitycubby]

Teaching Reflection 3

Reflecting on last class period, time management remained a slight issue, though there was definite improvement. What proved to be difficult was keeping the students interested and engaged. Perhaps a three-day lesson wasn’t the right route to take. I noticed students were becoming impatient with the project, ready to begin a new one. They could not keep their eyes on the paper, but admired the lesson being demonstrated from across the room. In order to re-inspire the students I asked them questions such as, how would you portray your scarecrow differently? Majority of the students rushed through the end of the project. (Standard 5L) To maintain a learning environment with the students who were finished, I quickly grabbed scrap textured papers and gave the students ideas to use them for clouds, patches for the scarecrows outfits, and even wings for certain students. This method of making do with the resources provided in order to push the students vocabulary and technical skills taught me that thinking on my feet is necessary within the art room. (Standard 5D)

Another element of the class period I would like to focus more on is seating arrangements. We only have five girls to thirteen boys. Like always, students have formed clicks, these social interactions seem to interfere with the attention toward the lesson. I noticed certain students needed reminders to keep their eyes on their paper, if they’re going to talk, be sure to talk and work. I even had to move students around to assure learning ensued. Would a seating chart be adequate? (Standard 2D) Or do some students simply need a guide to sit with them, keep them focused on the task at hand with the use of essential questions. When I asked one of my peers to shadow a student, I noticed he concentrated better, and finished his project in a timely manner. The results were not rushed, it seemed that not having friends near assisted the student to truly concentrate and delve into his own creativity. (Standard 2I)

[creativitycubby]

Teaching Reflection 4

Given terra cotta clay and sculpting tools the students will be able to construct a coil and pinch pot with skillful detail. They will be provided the information necessary to recall where coil pots originated from and what they were used for. In order to incorporate environment with culture, we chose coil pots that originated from Native American artwork. To assist the students’ grasp on pottery’s functionality for Native American culture, I asked the students to give me examples of what they use pottery for. The ability to relate a different cultures use of pottery to their own helped the students comprehend the content. (1B) Another form of assistance for the lesson was a visual demo of the steps necessary to complete the task. The use of various explanations and visual demonstrations helped the students in experiment with technical skills. Phrases used were, “Fingertip to palm” when rolling a coil or make a snake”. “Score and Slip” was a phrase used as an example to reinforce the strength of the coil pot. (1K)

            Evaluating students’ knowledge of the content for lesson four was sought out through the use of essential questions both individual and group assessments. Another form of assessment can be found in the students’ artwork. The attention to technical skill and fine detail can easily be detected. This visual proof acts as an aid for my own personal assessment of the students and what their needs are. (8A) Throughout the class period I would stop to a group of students at a table and ask them questions such as, “What clay are you using to make your coil pot?” Where does this type of clay come from?” “Who used coil pots as functioning artwork?” Personal assessments would come in the form of assisting a student and asking essential questions such as, “ What technique are you using for your coil pot? “What kind of patterns or textures can you create with the tools supplied?” Another assessment can be identified in the creations themselves. Students surpassed my expectations, being so engaged they flew through the lesson; some students’ went as far to make multiple coil and pinch pots. These examples include patterns, textures, and details added to the piece, which highlight the brainstorming ability of the students. (8P)

I was happy with the overall lesson, however towards the end of class the students were not engaged after cleanup. Instead of small group discussion throughout the lesson, a group discussion towards the end of the lesson would be more beneficial to productive classroom management. 

[creativitycubby]

Teaching Reflection 5

Reflecting on how Lesson 5 went, I can say I was pleased with the progress of the students. Throughout the previous lessons I noticed the students were not very amused or engaged with their work. The projects were usually cut and paste. By alternating the style of projects into more hands on material I witnessed the students keeping themselves busy by thinking critically about what they wanted to create, how they told their story through art. Moving on to more complicated projects presents the issue on teaching the students in a clear and visual manner. First, splitting up the class seemed to benefit the process of the lesson (7D). Students were separated which made giving visual instruction easier due to less distractions. Though I could communicate ideas and information in a more productive manner, I noticed I ask questions that provoke the students to think in a specific process (7F). Students who painted at the 2nd activity table utilized their observational and overlapping skills. It was impressive to identify elements such as stalks for pumpkins or textures for squash on their paint chips. The students responded well to painting without paintbrushes, using bubble wrap and q-tips instead. What I thought was incredible was the ability to recall key terms from the first lesson, in the discussion students were using key terms to identify and converse with me. (3C, 3L)

            Though the lessons have improved and become more engaging for the students, time management remains a problem. The students are using the entire class period, however time construction must improve in order to move the students from activity table to the next in a productive manner. Keeping a timepiece, or a timer on my IPhone would be a solution to the issue. Other than losing track of time I am happy with how the lesson went. The students are responding well to the new material and remain engaged in the lesson. What was a pleasant surprise were the students using key terms in a way, which demonstrated their understanding of the lessons being taught and how they use that understanding to identify elements in other subjects. 

[creativitycubby]

Teaching Reflection 6

The final lesson focused on the appreciation of Native American artwork through a Thanksgiving theme. Students created cornucopias and then decorated them with designs. The first lessons observation content reappeared in lesson 6’s material. The students picked up on this reoccurring element immediately when painting their paint chips, utilizing the techniques they had learned in the first lesson. Initially, the students were supposed to draw a piece of corn touching two sides of the paint chip so they could cut out their drawing and write what they were thankful for on the back. What the students did I was far more impressed with. They took the time to look at their objects and apply the details of kernels the bumps on gourds, and the twist of a pumpkin stem. The attention to detail, and sensitivity to seeing what is in front of them and not what they imagine emphasizes their growth within the lessons. (6G) Going with this new turn of events I was able to find index cards that the students could use to write what they were thankful for on. This turned out to be a better idea because I was able to ask for more sentences from the students, instead of limiting them to a tiny space on the back of their corn cut out. (6B)

This lesson went through a lot of alternations and tweaks; at first the idea was to create a cornucopia out of an ice cream cone. Thinking back on this idea, it would have resulted in more smashed cones than actual artwork. My members and I collaborated and thought of ways to improve the lesson for the students to have a positive experience with this very hands-on material. (9E/9J) Throughout the process of the semester my reflection has become more acute to what I experience with the students. My colleagues did the same, preparing us for when the students took the lesson in a different direction. Discussing what we could do better and how to alternate the project on the fly proved beneficial to our delivery of future lessons. (10B/10F)

Overall the lesson went well yet there is always room for improvement. Though the students impressed me with their ability to apply techniques to their pieces from memory, they also pushed the boundaries with the lesson. Throwing hay at each other, wearing their cornucopias as hats, stabbing one another with the ends of their cornucopias… better control of the classroom was lacking. More studying and observing how to keep the students behaved is necessary for classroom management. 

[creativitycubby]

Clinical Observation on 11/24/14

            During my observation in Mrs. Meinholz Pre-K class I noticed there was much more forced instruction. The instructor maintained control over the classroom yet the atmosphere was different than in second grades classroom. The students in Pre-K were much more energetic at all times. There was hardly a quiet a moment however the instructor was able to use this factor and work with it by engaging the students and constantly moving them around. (11A) Another factor I noticed was the students recognized us and responded to having observers in the room. This may have changed how the class usually runs, taking that into account I’m sure the students are much more focused when it is just the teacher and them in the classroom.

            Being the observer, it was easy to stay quiet and study how the classroom ran. The difficult task was to not allow my presence to be distracting for the students. (11K) Fortunately Mrs. Meinholz acclimated to the temperature of the classroom and included us in the lessons. To assure learning was not disrupted I tried to be the best student possible and responded to Mrs. Meinholz when she called on me or was quiet when it was necessary to set an example for the students. Not only students have to follow school procedures, but even adults, and other instructors as well.