211 Studio Assignment
IPTS 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 the 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.
Description: This is my teacher example for the wearable paper sculpture unit plan my partner created for our Ceramics and Sculpture 2 class at an Urban High School. I used glue, tape, and paper only. For my design, I wanted to create a wearable gantlet using three different folding techniques to display for the students. On the hand portion, it has a flower made out of 2 different petal techniques. On the arm, it has fringed paper to give texture. Rationale: My artist example shows that I understood the requirements for the lesson (no visible tape, or staples) and used at least 3 folding techniques. It also shows that I understand how to manipulate and change the paper material to fit my desired idea/plan. My artist statement shows that I had a centered theme of growth with my example showing how I value what I do/make with my hands. Evidence: My example is pictured above, to the right is my Artist Statement. 211 Unit Plan |
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IPTS - STANDARD 1 - Teaching Diverse Students - The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop and learn within the context of their social, economic, cultural, linguistic, and academic experiences. The teacher uses these experiences to create instructional opportunities that maximize student learning.
Description: This unit plan was created between my project partner and I to engage and influence students to create a paper wearable sculpture that represented themselves in terms of personality or identity, or it could just be something they liked. The students have already created paper sculptures prior to this lesson, so they were familiar with materials and ways to build the project. The purpose of this lesson was to have students explore their identities and create wearable fashion in paper to model for other students. Rationale: After teaching this lesson, the students have a better understanding of what they can create in paper, and how they structure things can affect the strength of a sculpture or wearable. They understand what they identify with, and what they see themselves in. Overall, there wasn't much student engagement with students who made sound sculptures, but those who did really engaged with the topic and explored it. Evidence: Unit plan to the right. 211 Studio AssessmentIPTS - STANDARD 7 - Assessment - The competent teacher understands and uses appropriate formative and summative assessment 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.
Description: We were assessing the students ability to keep with their creative journal throughout the entirety of the project. Students were asked to upload progress photos for each day of the lesson (5-6 days worth) and at the end, reflect on the project as a whole. The progress notes and idea note-taking is more formative to check in to make sure students understand the lesson. The reflection at the end is what they answer last when they submit portfolio images of their work. This can be compared to summative assessment. Rationale: Overall, we did go to each table and student to do check-ins every day as well. Most students remained on track. For the few journals I graded, I noticed that most were pretty good about updating their journal and understood the assignment well. Most reflections connected the pieces and had a theme going, most tended to just like what they were creating which was good either way. Evidence: Rubric pictured above and creative Journal to the right. Artist Handout and PowerpointIPTS - STANDARD 6 - Reading, Writing, and Oral Communication - The competent teacher has foundational knowledge of reading, writing, and oral communication within the content area and recognizes and addresses student reading, writing, and oral communication needs to facilitate the acquisition of content knowledge.
Description: My artist handout focuses on Isabelle De Borchgrave, our key artist, as well as Francesca Vitali. For our key artist, I discuss where she's from, what she does, and how she might create these sculptures. As for Francesca, I wanted to include another artist who may be younger and focuses on more abstract pieces of jewelry. She also sells these works on her website. There are questions listed on the handout for students to start thinking critically about these artists. For the presentation, it is the one we showed in class about Isabelle. It includes other artist examples, as well as a fun origami activity for students, and some folding techniques. Rationale: The presentation allows the students to get an idea or inspiration from key artists in the unit. It also serves as an example of artists who are still alive today if they are strictly familiar with dead, old artists. The Origami activity was done in class, and was a pretty big hit with the students. Evidence: Powerpoint and my artist handout to the right. |
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Professional, Advocacy, and Leadership: PAL 1's
IPTS - STANDARD 9 - Professionalism, Leadership, and Advocacy - The competent teacher is an ethical and reflective practitioner who exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession.
Description: I attended an art event/artist talk about graphic novels at University Galleries. The artist's name was Amy Kurzweil. She talked about her two books, "Flying Couch" and "Artificial". These two books are about both her families sides and the three generations including herself. She writes her books and then illustrates her images on paper before scanning them in for the pages. Her grandparents' stories reflected their times as jews during World War 2 and how they got to America. She also discussed how she dealt with being an American citizen and often tried to relate to them, but struggled.
Rationale: After listening to Amy's talk about her work and her time trying to learn about her family members through their memories or even just their writing, I found it touching that people still cared about their history and wanting to honor that. I also found it interesting and touching how she wanted to tell her grandparents' stories even if they couldn't anymore.
Evidence: Pictured to the left.
Description: I attended the Graphic Design BFA showing during my Digital Media 1 class with Vitoria. There were many students there who had work on display and many many people attending to see to the point where it was hard to walk around. Each display/exhibit had little goodies you could take with you like flower seeds, hot cocoa bombs, pins, 'candy', stickers, and more. It was interesting to see everyones work on display in a professional setting.
Rationale: My professor was excited to have us all come to see student work being displayed. I learned that digital art isn't my personal media, but it works and is successful for so many others. The messages they were sending and raising awareness of was interesting to see.
Evidence: I unfortunately do not have any evidence that I went, but it was on April 23rd with an ISU professor in attendance with my class.
Description: I attended an art event/artist talk about graphic novels at University Galleries. The artist's name was Amy Kurzweil. She talked about her two books, "Flying Couch" and "Artificial". These two books are about both her families sides and the three generations including herself. She writes her books and then illustrates her images on paper before scanning them in for the pages. Her grandparents' stories reflected their times as jews during World War 2 and how they got to America. She also discussed how she dealt with being an American citizen and often tried to relate to them, but struggled.
Rationale: After listening to Amy's talk about her work and her time trying to learn about her family members through their memories or even just their writing, I found it touching that people still cared about their history and wanting to honor that. I also found it interesting and touching how she wanted to tell her grandparents' stories even if they couldn't anymore.
Evidence: Pictured to the left.
Description: I attended the Graphic Design BFA showing during my Digital Media 1 class with Vitoria. There were many students there who had work on display and many many people attending to see to the point where it was hard to walk around. Each display/exhibit had little goodies you could take with you like flower seeds, hot cocoa bombs, pins, 'candy', stickers, and more. It was interesting to see everyones work on display in a professional setting.
Rationale: My professor was excited to have us all come to see student work being displayed. I learned that digital art isn't my personal media, but it works and is successful for so many others. The messages they were sending and raising awareness of was interesting to see.
Evidence: I unfortunately do not have any evidence that I went, but it was on April 23rd with an ISU professor in attendance with my class.
Professional, Advocacy, and Leadership: PAL 2's
IPTS - STANDARD 9 - Professionalism, Leadership, and Advocacy - The competent teacher is an ethical and reflective practitioner who exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession.
Description: I share my work on facebook for others to see on my own personal art page. It is linked already on this website under the 'about me' section. Rationale: This allows other people to see and get an audience for my work. It also opens up commissions and other opportunities. As well as that, I get to see how I grow as an artist over time. Evidence: Linked under my about page. Description: Heart of Illinois Conference at ISU on March 1st I volunteered to help in the afternoon. There, I helped the student teacher candidate run her classroom of high schoolers. I cleaned up after them, and made sure everything was in order. I also went around discussing their ideas with them just to seem friendly. Rationale: I learned a lot from who I was paired with. She may have been nervous with the technological problems, but she quickly regained herself and charged forward. She offered different alternatives for students who had trouble coming up with ideas and assisted with the materials. I liked her confidence in the lesson and how comfortable she felt in the class. Evidence: to the right |