Sophie's Capstone

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Process

Here is a link to an infographic I had started but chose not to finish/include in my final product: https://create.piktochart.com/output/28525336-capstone

This infographic was going to be an overview of the project and its purpose. However, I decided against including it because I felt that it would take away space from the actual lessons space on my poster. I also decided that all that information was something that I should know by memory and I could answer questions/explain the same information in person at Arts fest/academic showcase.

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Process photos

As you can see, I chose to use some of these but not all.

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Final reflection

If it weren’t for Arts scholars, I probably would never have had the opportunity to pursue the capstone project that I did. It is going to play such a vital role in my progression as an Education student. It is going to be a building block for future projects and a staple of my teaching philosophy. Just at academic showcase, I met a woman who works in the Community Engagement office at UMD and gave me her card because she loved my project. She said that in her office they work on partnering students with the community and my project is something they are currently working on as well, and they would love for me to contribute. This was so cool because it is something that I can actually pursue and do with my project. I have always been interested in so many different career paths, but I chose Education because it is so important to me that I use my life and skills to help other people. I couldn’t imagine a better way than ending my Scholars experience with this project. I don’t think I would’ve gotten to this point if it weren’t for the all the other experiences I had during the past two years. I am so glad I ended up in Arts scholars and was exposed to experiences that I wouldn’t have pursued if I weren’t a scholar.

Here are the online links to the infographic lesson plans! 

https://create.piktochart.com/output/28646070-lesson-1

https://create.piktochart.com/output/29749904-lesson-2

https://create.piktochart.com/output/29872979-lesson-3

Here is a picture of the final product:

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process check in 4

https://create.piktochart.com/output/28646070-lesson-1 

Finished my first piktochart so now it will be easy to model for the other 2 lessons! At my advising meeting I started to figure out my poster design. I can do landscape and fit 4 piktocharts (1 overview, 3 lessons), or vertical (3 lessons). I also have to decide how I want to display my art projects (with easels or pinned on the wall).

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Advising meeting 2

ADVISOR: Montse

MEETING DATE & TIME: 4/6 11:20

In 3-4 sentences, please describe what was discussed during your meeting.

We talked about my plans for my infographics. We talked about how to orient them on my poster—vertically I could include the 3 lesson plans, or landscape I could include the 3 lesson plans and the overview infographic. We talked about how I need to make sure the pixels on my infographics can be supported by them poster so it is the best possible image quality and how to do this.

In 3-4 sentences, please explain what the next steps you will take with your project will be.

I am going to finish creating the infographics and the projects. I am going to get these done sooner so I still have time to figure out the poster design and the math for the pixels. I am going to decide how I want to display the art examples (easel or pinned on the wall).

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Process binder 3

This week I did work on my first 2 piktocharts which I presented in class. The first one is just an overview and layout of the entire project, which I thought would be nice to use to explain the purposes for the project and how it works in general. On that piktochart, I’m eventually going to link the other 3, which are the 3 lessons I’m creating. Included is the piktochart I’ve started for the first lesson.

https://create.piktochart.com/output/28525336-capstone https://create.piktochart.com/output/28646070-lesson-1 

I did my critical response with Briley (I’m attaching it as a photo because I didn't originally type my notes onto Tumblr and now it won't copy correctly).

In regards to what I thought about the process: I think it was very helpful. I knew that Briley would be honest with me. I really appreciate her statements of meaning and the ideas she came up with for my questions/her opinions. It made me realize then I might be a bit in over my head in terms of what I envision my final product being. I want to do all three projects, so instead of cutting down on those, I might make a more brief lesson plan for each, so that I can focus more time on what’s important/so it is easier for the viewer to take in.

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Process binder 2

In the past 2 weeks, I’ve been working on thinking about what would be most plausible to implement in a classroom. I recently went into a classroom to help students practice math skills after school. i observed that they are very visual and actually want to do things like color and draw if you put the materials in front of them. For my third lesson on symmetry, I am narrowing down my ideas based on inspiration from videos like this one: https://youtu.be/p6mf0YpNFH8 . I want to try to do three different types of art for my 3 lessons. So, I am thinking drawing with markers/colored pencils for the first, and then painting for the third. I am still unsure about the second. Looking ahead, I want to have my first lesson finished in the next week.

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Final Learning Agreement

Purpose/Mission Statement: This semester, I want to create a finish project that can be a tool/model for me as I entire my career as a teacher. It is very important to me that, teaching math, I find a way to integrate my passion for art into my student’s learning and my own job. The end result will serve as sample lesson designs for what I might come across in my career path; there will be a lesson plan in the form of an infographic and a completed version of the art project for each lesson. This project will serve to show the positive impacts arts integration has on a student’s learning, and why it is important to keep student’s involved in the arts.

 Learning Objectives:

1.     I will be able to design a lesson plan that matches one fourth-grade math standard and one of the national arts standards into one combined lesson.

2.     I will be able to create the art project and explain how it teaches a math concept.

3.     I will be able to show the importance and impact that art and it’s integration in math has on a student’s learning..

 Workshop Process:

I chose the fourth-grade geometry unit to complete the project for. In this unit, there are three common core standards laid out. I want to research so that I can understand each standard, what it means and the goals of each. I will research each standard and exemplar lesson plans being used to teach the standards, including any art connections that have already been explored. I will analyze the art standards and see which (if many) art standards can be applied to the math standard. For each pairing, I will create an infographic that includes three things: an explanation of each standard, their connection, and a detailed lesson plan. Each pairing will also come with the completed art project and sample handouts for the lesson.

In my process notebook, I will record all the research I have done. I also want to create a web/table to explore my options for pairing. I will also have a section on past related lessons and information on how to create the best lessons. I will also take notes on my opinions of what the art standards entail and any math concepts that come to mind. I want to include pictures and drawings of my ideas for the art projects and different techniques in which they can be carried out.

 Fourth Grade Geometry Math Standards:

CCSS: (Domain) Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

CCSS.MATH.CONTENT.4.G.A.1 (This is the first standard under the domain.)

Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

CCSS.MATH.CONTENT.4.G.A.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. 

CCSS.MATH.CONTENT.4.G.A.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.

 National Arts Standards:

Creating: Conceiving and developing new artistic ideas and work.

1. Generate and conceptualize artistic ideas and work.

2. Organize and develop artistic ideas and work

3. Refine and complete artistic work.

 Presenting (visual arts): Interpreting and sharing artistic work.

4. Select, analyze and interpret artistic work for presentation.

5. Develop and refine artistic techniques and work for presentation.

6. Convey meaning through the presentation of artistic work.

 Responding: Understanding and evaluating how the arts convey meaning.

7. Perceive and analyze artistic work.

8. Interpret intent and meaning in artistic work.

9. Apply criteria to evaluate artistic work.

 Connecting: Relating artistic ideas and work with personal meaning and external context.

10. Synthesize and relate knowledge and personal experiences to make art.

11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

 Resources:

http://www.nationalartsstandards.org/content/national-core-arts-standards-anchor-standards#creating

http://www.corestandards.org/Math/Content/4/G/

http://ideas.time.com/2013/11/29/there-is-no-left-brainright-brain-divide/

https://www.whatdowedoallday.com/math-art-projects-kids/

https://educationcloset.com/4-8-arts-integration-lessons/

www.opencolleges.edu.au/informed/features/how-integrating-arts-into-other-subjects-makes-learning-come-alive/   http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1076393&site=ehost-live

 Project Timeline: Include dates and deadlines set by the course syllabus, as well as self-imposed benchmarks for what you would like to have done at certain points in the semester.

Feb. 14- Finish research on math and arts standards. Have every math standard paired with at least one arts standard. Finish research on existing lessons for the standards. Be prepared to spend the next week working on the first look presentation.

Feb. 21- Have objectives and indicators for each standard and project.

First Look presentation week 1.

Feb. 28- First look presentations week 2. This is the week I am presenting.

Mar. 14- Completed infographics for all 3 lessons/ Faculty advising meeting #2.

Apr. 12- Have all three art projects and example handouts completed/ Second look presentations week 1.

Apr. 19- Second look presentations week 2.

Apr. 28- All exhibit materials need to be completed and printed/Arts Fest

May 2- Dress Rehearsal

May 4- Academic Showcase

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Next Steps:

Here is the list of the national art standards that I will be using:

Presenting (visual arts): Interpreting and sharing artistic work. Creating: Conceiving and developing new artistic ideas and work. Anchor Standard #1. Generate and conceptualize artistic ideas and work. Anchor Standard #2. Organize and develop artistic ideas and work Anchor Standard #3. Refine and complete artistic work. Anchor Standard #4. Select, analyze and interpret artistic work for presentation. Anchor Standard #5. Develop and refine artistic techniques and work for presentation. Anchor Standard #6. Convey meaning through the presentation of artistic work.

Responding: Understanding and evaluating how the arts convey meaning. Anchor Standard #7. Perceive and analyze artistic work. Anchor Standard #8. Interpret intent and meaning in artistic work. Anchor Standard #9. Apply criteria to evaluate artistic work.   Connecting: Relating artistic ideas and work with personal meaning and external context. Anchor Standard #10. Synthesize and relate knowledge and personal experiences to make art. Anchor Standard #11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

Since I have already used 7-9 on the first standard; I am going to aim to match the next two math standards among the art ones I haven't used yet.

4th grade Geometry

CCSS: Draw and identify lines and angles, and classify shapes by properties of their lines and angles.  (This is the fourth grade geometry domain.)

Here are the other two standards under this domain:

CCSS.MATH.CONTENT.4.G.A.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. 

For this lesson, I am looking into a lesson that models Piet Mondrian’s work. Students will have 2 sheets of paper. One where they can only draw vertical and horizontal straight lines (parallel to one side, measuring 90 degrees at intersections) and the other where they can draw any straight line in any direction on the page. Then they will color in enclosed shapes according to the shape they form. They will notice that on the first sheet, there are only rectangles and squares, and be able to identify other shapes on the other sheet. This would be using the first, second, and eleventh standards.

CCSS.MATH.CONTENT.4.G.A.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.

For this standard, I am looking into a lesson that possibly includes cutting out paper snowflakes by folding and cutting, ink blotting, or tracing tessellation's with pattern blocks. This would be using the third and fifth art standards.

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First Lesson idea

 The image below: Mediterranean Landscape, 1953 by Pablo Picasso 

Students would identify and label 5 different angles in the art using a protractor.  Students would create their own geometric artwork with at least 5 different angles. 

4th grade Geometry 

CCSS: Draw and identify lines and angles, and classify shapes by properties of their lines and angles.  (This is the fourth grade geometry domain.)

CCSS.MATH.CONTENT.4.G.A.1 (This is the first standard under the domain.) Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

Anchor Stnadard#7: Perceive and analyze artistic work. 

Anchor Standard#8: Interpret and meaning in artistic work. 

Anchor Standard#9: Apply criteria to evaluate artistic work.

Objectives:

SWBAT analyze both artistic and mathematic features in a painting, see art as both visual and mathematical, and create designs in their own artwork by measuring and drawing angles.

Identifiers: Students will identify angles in a picture. Students will measure angles with a protractor. Students will use angles to create their own art.