Water-Color Resist

Today was my final day in the art room at Duran Jr./Sr. High School. I introduced a water color resist lesson where the students are going to use water colors and glue or oil pastels to resist. I began a lesson using the smart board to present a powerpoint to draw the interest of the students. In the powerpoint I covered our inspiration watercolor piece done by Helen Klebesadel (pictured below), talking specifically about her nature or tree themed piece. I also showed the students non-objective art, realism, and abstract art, looking at Josef Albers, Sonia Delaune, Leonardo DaVinci, Thomas Hart Benton, Pablo Picasso and Georgia O'Keeffe. I specifically asked engaging question that would entice students to talk about pattern, rhythm, symmetry and balance (symmetrical, radial, asymmetrical). Some of these questions were as follows: What do you see in this image, Who can tell me what non-objective art means, Why did Sonia Delauney title her painting Rhythm, Is there symmetry in this piece, What is this painting of and what immediately draws your eye in this piece. I taught this lesson to the art foundation course and art 8 (8th grade art). Of any lesson that I have ever taught today was the most I have eve engaged students, which is most likely because I consciously wrote down every question (and answer to that question). This was helpful because I felt that the students actually cared and were interested and engaged in what I was saying. Since the class sizes are so small I told the students that they could simply say answers out loud without raising their hand (although many of the students raised their hands). After the smartboard powerpoint I had the students get into groups of 2-3 and come up with 5 things from the environment (found in nature) that incorporate pattern, rhythm, balance and so on. I then had one of the strudents write down one of their things on the board. As a class we then discussed that what elements are apparent in these objects. Some of the things the students listed were animals, grass, waves, fire and wind among others. I then had the students make three thumbnails using thier list of ideas. As of today of felt more confident than ever before when I was teaching. It was as if the teaching gods were watching over me today. I talked to every student about their sketches where I was able to develop their ideas and help them open the door and deepen their ideas. This lesson is one of Ms.O's that she wrote and I am definitely going to "borrow" it to use for future reference. I am very excited to see that my teaching skills are developing and I am beginning to be more comfortable with each lesson being in front of the classroom.

Interview Q's

Describe a disciplinary issue that you have encountered with either a student or parent? How did you handle it?

While observing classes for a multiculturalism course, the student I was working with would often become off task and get distracted. At first I tried to tell the student how important it was to pay attention and get his work done but this did not seem to work. After being with him for a few classes I noticed that he often did not have all of the materials and was not very organized. This was apparent with materials and his notebooks, which he would use for multiple classes. As a result I helped the student by labeling his notebooks and folders to help keep him organized. As far as I could tell it helped the student remember where he had placed handout, assignments and homework. As for material I still had to remind him to grab his math book and a pencil etcetera. 

Work Day- Complete the Image

 4/10/13

Today I addressed the students on their complete the image drawings. Some of the students thought that they were finished but it was clear that there were areas that they needed to work on. I told them that they should increase the dark values of the drawings while keeping in mind the highlights. The students either worked on these drawings or a clay project that they are working on for Ms. O. After class was over I collected the students drawings and left sticky notes with comments on every drawing. I wrote about the areas of the drawing that the students need to focus on, some of these included; increasing dark values and erasing to enhance lighter values. Since this is a foundation course when some of the students think they cannot do something they are afraid to make mistakes. Some students did not understand my direction and didn't reflect the image but completed it, which can be attributed to my poor choice of naming the assignment, for future teachings of this lesson I plan on calling it reflect the image. I think that because drawing people can be difficult they become overwhelmed with certain areas of the drawing, which results in not drawing what they see in the printed image. The students are going to work on the drawings and complete them for next Wednesday. I am going to have a discussion with the students on what they thought was easy or difficult with the project, what they liked an didn't like, do any of the images stick out, Do any have a large range of values and so on. I think this will be helpful in formative assessment assure that the students understand the terms.

Bathroom breaks, Lockers, I pods etc.?
Student do not seem to abuse the use of the bathroom and drinking fountains. If students forget anything they are allowed to get any materials that they need. Students are allowed to use I pods during art production; most of the students use them. The radio (internet) is also provided if the students ask.

Lesson Plans and More...?
The instructor does use lesson plans, although most of these have been in use for some time. If the teacher wants to introduce a new lesson she writes a plan in order to incorporate it into her teaching.

Andrea Wojnowski edTPA help

 edTPA
-Can write lesson without knowing students (borrow lesson plans)
-Organize what you need to do etc. Keep a folder for lesson plan references (plan for anything and everything that can go wrong)
-Stay on the clock at 12:35 students need to begin working (structured schedule)
-Write things down immediately
-Video record - 10 minutes at a time etc. (no 30 sec. clips)

-Make a list of staff members: Principal, assistant principal, secretaries, art teachers, guidance counselor etc. 

Planning Commentaries:
Rubric tells you what to focus on in the lesson

DBAE in relation to from/ structure/ art production, art context or personal perspective

Elementary level- Making things relate to their experiences (on playground. shoulder to shoulder space)

-Give specific examples of throughout the video on why this is effective etc. (At 3:08 it can be seen that..... therefore .......)

Reflect by asking the students questions (formative assessment)

Suggest being a head teacher before participating in head week (Be prepared to stay late and do homework)

Create as many projects with the students to keep and reference for future lesson plans etc. (hoard and then organize later)

-Put all of the lesson documents on one file

(IN Acrobat)- created images in .pdf and create a 1 document .pdf file (medium file size combine files/ rename) etc. acrobat--file--create--combine files into single .pdf

Student Teacher binder- helpful to keep new lessons etc.
edTPA Binder- keep all edTPA- documents

-What do you expect from me before my head week and during (discipline)
-Moving students away from one another

-Do it in the first placement and you can can have a 2nd chance in second placement

-Inform the actual teacher or cooperating teacher for help etc.

-Be prepared that everything will take twice as long being a student teacher/ Have too many things planned (will be helpful because you never know how long things will take etc.)

Mr. Trey King (Fall Creek M.S./H.S. Art Teacher)

 Trey KING
Resume- Flare it out a bit (as art teachers you should)

Memes- can be used to along with rules and expectations to add dry humor

Student Teaching

Make the best out of the experience
Expectations: Don't expect to be let down be able to adjust with the students

-Try to influence the students to do things not forcing them-- motivating the students to do something
If you are not fully confident with sculpture or any other activity use technology to your advantage.

Classroom Management- Consistency, Confidence, Competence

Cooperating Teachers

University Supervisors

H.S. vs. Elementary- Talking with students and getting to know them- learning all names etc. across all age levels

Elementary- Step by step- micromanagement etc.

Learn how to fail and fail successfully- making 9 balls of clay today and throw them tomorrow fail 8 times and make 1 awesome vessel

Innovate

Google sketch up/ Blender

-Angry Parents
-Inspire Creativity
-Modification for students with special abilities
-Managing classroom
-Seeing them create artwork
-H.S. Classroom management
-Absorb and learn as much as possible
-Keep up with technology/ planning (lessons)
-Not connecting with all students
-Excited to only focus on teaching not school teaching etc.
-Unmotivated students
-Students who don't turn anything in
-Lesson plans, lesson plans, lesson plans.....
-Entire Day 7:45- 3:30

Crash Course- Micro manage etc.

Introduction to Lesson (Complete the Image)

The  LESSON 4/3/13
   
     Today I re-introduced the complete the image lesson in full. I informed the students on what the project was about (reflect B&W image); focus on using line, value and proportion to accurately depict the image. I also gave a brief demonstration on how to use a ruler to aid in the drawing process (mark off areas eyes, nose etc. to help with proportions). Some of the students did not come to class with the exact specification of the printed of image or their image was too dark; so I took these students down to the computer lab and helped them print off the image. Because I did this (took entire class) I was not able to be in the room. So Ms. O was in-charge of the classroom and she said the the student objected not to use a ruler (because I gave the option). She suggested that I require the use of the ruler because their proportions were incorrect and some of the students were rushing through the project. I think this will be helpful and I actually want to go through the use of a ruler (required) with the entire class so they will understand that it is a helpful tool. I think that this class is difficult because they often don't provide feedback they just say they understand but some of them clearly do not. I think that some of this has to do with my explanation of things and assuming that the students know more than they actually do.

I also tried to engage the students by asking them question but no one raised a hand or answered and to avoid the awkward silence I just told them the definitions of line, value and proportion. After talking with Ms. O  she was surprised that the students did not answer my question and suggested that I draw and image on the board of a zig-zag and ask what is this?... and where do you see this in everyday life? question that not only engage them with the project but also with the text. I think that this could also be used in my presentation of value and proportion by simply drawing on the board or using another media (prezi/ powerpoint etc.)

Classroom Management?
None of my cooperating teachers students are disrespectful, but on one occasion a student was falling asleep. The instructor moved close to the student and continued lecture. It was obvious that she was aware of proximity; once she was next to the student it was difficult to sleep because of her loud voice and continued instruction. The child had no choice but to stay awake and pay attention.