Media Techniques & Inquiry for Secondary Schools
211 Studio Assignment
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 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 |
Rationale |
For the unit I planned this semester, the goal was to complete a piece of work that illustrated juxtaposition. The photo shown below is an example artwork I made to show my students what a design of juxtaposition looks like while keeping the unit vocabulary in mind (composition, balance, rhythm, and unity). This relates to our unit on juxtaposition due to the dream-like addition of the beach in the hourglass. This isn’t something we see every day; it is unlike reality which is something we want to strive for in this unit. This design makes a whole new reality, but it says something about our reality and the time we have. In this unit, our big idea is to create a piece unlike something we’ve seen before, but it means something personal or has an important meaning. For this piece, I was very influenced by artist Myeongbeom Kim, as he creates many pieces that combine nature and man-made to evoke his opinion on our daily lives and to demonstrate his perception of reality. I strived to create something with such an impact as Kim’s work.
|
I believe this artwork demonstrates that I as a teacher can meet this standard stated above. It not only relates to the unit goal that I hope for my students to achieve, as stated in the artist statement below, but it also shows my technical skills and understanding of artistic vocabulary. The idea of good composition is achieved in this piece due to there being balance, rhythm, and unity. I tried to create a good balance with this piece by having it at a slant and filling up as much of the page as I could, so it wasn't too top or bottom heavy. This choice to fill up the page as much as I could led to there being rhythm, essentially meaning the viewer's eye moves around the whole piece. There is also unity in this piece due to all the elements being cohesive together and all working together to achieve the overall meaning, which is also stated in the artist statement below. I believe that this shows my technical skills as an artist, as well as my ability to work in colored pencil to achieve a realistic design for an unrealistic idea. My artist statement for this piece also helps me achieve this standard as it shows my knowledge on how to create an affective artist statement, something all art students will in class at some point.
|
Artist StatementA slanted hourglass with aged, rich brown wood fills up the page at an angle. The sand seeps down the clear, bulbous glass, filling both the top and bottom sphere only halfway. Viewers become aware that sand belongs to a beach that lies inside the hourglass, as there is a vibrant, leaning palm tree at the bottom, and delicate, black birds soaring at the top. There is beautiful blue water that rests behind the creamy-colored sand in the bottom sphere.
With this piece, I hope to share how life can be dreamlike, and with the time we have, we should make the most out of it. We have limited time that keeps passing, this isn’t something that we should be stressed about, yet see the beauty and relaxation in it. Essentially, “life is like a beach”. By including the sand dripping down the hourglass, this shows how time is continually passing. But with the rich brown wood, creamy sand, palm tree, and water, the warm vibrant colors used for these items are to show the relaxation and warmth you should receive from life. The lean of the hourglass is to not only create a better composition but to show how we can essentially slow down time if we are making the most of it. Some people believe that time just passes by. But this lean is to show if you take time to notice the beauty, time won’t just feel like a blur. |
211 Unit Plan
IPTS (2013) - 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 |
Rationale |
In this unit designed for high school students, they will be creating a 2-D piece that shows a juxtaposition of 2 or more subjects/elements. The students will be expected to learn 5 important vocabulary words (juxtaposition, composition, balance, unity, and rhythm) and be able to apply this to their final piece. Students will first be exposed to juxtaposition by viewing a couple artists and discussing how the work relates to the vocabulary words. This will give the students first hand examples that they can learn the vocabulary from and refer back to when needed. The students will begin the unit by completing a brainstorming project where they use magazine clippings to create a juxtaposed page in their sketchbook. This allows the students to practice juxtaposition before beginning the final project, while also being able to ask the teacher any questions they may have.
|
After completing the brainstorming project, the students are expected to start sketching and creating thumbnails. This allows the student to think about what they are creating instead of just combining several random things on a page. This teaches them the process of planning work and its importance, something they will need to know in more advanced classes where they are allowed to do more self-choice projects. Once they show successful planning and come up with an idea, they are allowed to begin their final piece. Another thing I hope for students to learn is how to hold a proper critique, which is something they will practice during this lesson. They will have a mid-way critique as well as a final critique, but they are first taught how to have a helpful critique while remaining kind. Lastly, students are supposed to know how to create an artist statement after this unit. They will create a artist statement describing the peice as well as how it connects to the vocab so the teacher can check their understanding on that. This artist statement will be presented during the final critique.
|
211 Studio Assignment Assessment
IPTS (2013) - 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 |
Rationale |
For the formative assessment, the student is supposed to complete the brainstorming project where they combine three or more magazine clippings to create juxtaposition in their sketchbook. The student is graded on their demonstration of the vocabulary, their connection to an overall meaning or personal meaning, as well as their ability to remain focused on the project during work days.
For the summative assessment, the student is graded on their final project and involvement in the critiques. Similarly to the brainstorming project, the final project is graded based on their application of the vocabulary, overall meaning, and their continuous effort to work and remain focused during the work days. For this project, they are are also graded on their ability to effectively plan and develop their ideas throughout the project. Additionally, they are also graded on their participating during the critiques. |
The students are assessed on the formative scale for the brainstorming project because this is their first time demonstrating the unit vocabulary and creating a juxtaposed piece. This is entirely new to them therefore they first try shouldn't be graded on the summative scale. They are graded on their vocabulary and meaning considering these are two aspects that will be graded in the summative assessment and will be included in their artist statement. They are also graded on their ability to remain focused because this is a quicker unit plan and therefore everyone needs to stay on track.
For the final project the students are graded on the summative scale because at this point they have had time to practice and get opinion on how they can improve their work from the mid-way critique. The students are graded on the vocabulary and meaning since they relate to the overall objectives of this unit. Again, they are graded on their ability to remain focus for the same reason stated above. They are also graded summatively on their planning strategies and development of ideas since this unit allows a lot of time for that, and the mid-way critique should help develop their ideas further. They are also graded on their participation for this critique summatively because their involvement in the critique connects to their ability to communicate the vocabulary and meaning through the artist statement. |
Artist Handout and Powerpoint
IPTS (2013) 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 |
Rationale |
Down below the documents include an artist handout, a presentation associated with the handout, as well as an artist statement handout for this unit. This first handout talks about two artists that demonstrate juxtaposition, and are beneficial to the students understanding of the vocabulary. This handout not only allows them to see examples of what they could create, but it asks them questions related to four conceptual frames: postmodern, structural, cultural, and subjective. The second attached document is the powerpoint associated with the handout. This allows the students to see the artwork and questions on a larger scale. It also makes the questions a class discussion, instead of just reading them off the handout and answering them individually. The students are able to discuss amongst themselves and share out their opinions on the questions. Lastly, I attached the artist statement handout I created for this lesson. This breaks down what should be in an artist statement as this might be their first time creating an artist statement. It also makes it easier for any student that may have trouble writing or coming up with what to say.
|
The questions associated with the artist handout and presentation use the conceptual frameworks to further the student's understanding of juxtaposition. By being asked questions from several different frameworks, the students must look at the artwork from different perspectives. This allows them to think about he meaning and artistic choices on a different level, and possibly in a way that they never have done before. Thinking about these artists and artworks on a conceptual level helps the students think about what they could do for the juxtaposition project. It not only makes them think about what subject matter they could involve in their piece, but the frameworks help them dive deep into many meanings a piece could have. This can help them brainstorm what meaning they want their piece to have. By providing artists and question the students are also able to learn about aspects of our societies or different cultures that they might have not known before. This is something I like about this artist handout, they not only teaching the students the objectives of the unit but it can also teach them about things happening in the world that they can connect their artwork to if they so desire to.
|
|
|
|
Professionalism, Advocacy & Leadership: PAL 1
IPTS (2013) Standard 9 - Professionalism, Leadership, and Advocacy
DescriptionOn Thursday, March 3rd 2022 I attended a visiting artist seminar. The visiting artist was Emily Schroeder Willis who is a ceramic artist and she demonstrated how to make a pinch pot as well as different ceramic skills. She was there for any questions the audience had about ceramics and her process. She also showed some ceramic pieces that she has created over the years. It was an informal discussion about her artwork, questions, and demonstrations.
|
RationaleThis event educated me on several skills that I hope to take with me when I become a teacher. Although my main focus is drawing, I have taken a couple ceramics classes and feel as though I could teach a beginners level ceramic class. Emily Schroeder provided me with more information than I had learned in class, and seeing a demonstration first hand gave me an example of what a helpful demonstration would look like for ceramics. I hope to apply knowledge of ceramics Emily Schroeder shared that day to a future class of mine. I would love to use her artwork as an example for my possible future class. I think her abilities and background would be beneficial for my students to learn about if I were to teach a ceramic class.
RationaleThe Student Annual taught me a lot about community involvement. Unfortunately, I was not selected to be in the Student Annual, but I decided to go to support my fellow classmates as well as anyone else in the ISU community that I may not have met before. Community involvement and support is something I would love to teach my students in the future, and I think holding art shows is a great way to do that. I also enjoyed this event because the work display taught me about several issues that are going on today. It was a educational experience as much as it was a enjoyable experience for me. I would very much like to teach my students how they can be educational with their artwork, and point to any current issues that they would like to bring attention to.
|
Professionalism, Advocacy & Leadership: PAL 2
IPTS (2013) 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 |
Rationale |
Throughout the semester I worked at Little Jewels Learning Center, a daycare located near Illinois State University. Due to the time of day I came in, I was able to observe and participate in the art making of the students. During this particular day pictured below, the 4-5 year old students were working on a color by number page. This not only allowed them to work on their colors and coloring skills, but they also had to practice identifying the numbers. It was an educational art activity that I really enjoyed being a part of!
|
I really appreciate all the experience Little Jewels have given me over the years that I have worked there. Working with the 4-5 year olds this semester was beneficial to me as an art educator because at this age they can begin creating things on their own. Of course they still need extra help, but they are able to complete things more on their own than the students I have worked with before. For example, there were many students who were able to complete this worksheet all on their own! It was beneficial learning what this age group could achieve since I would be working with kids around this age if I worked with the younger students at an elementary school. It was also an opportunity to practice my leadership skills, as I was usually alone by this point of the day. I had to be in charge of the students every day that I was there, and usually solely in charge of the art activities. The leader role I had to take on in this classroom has definitely increased my leadership skills.
|
This semester I decided to open a shop on the website Redbubble. This is a website that allows you to upload designs that you create, and then shoppers can purchase your designs on a product of their choice. For example, I created that puppy drinking a starbucks coffee design, and someone could purchase it as a sticker! The artist will get a percentage of the final cost as it is their design, but Redbubble also receives a margin since they are printing and creating the products. It is just an easier way to make one's designs into products since the website does that for you. Below is the handle from my shop, as well as the puppy sticker on a water bottle!
|
This was a very fun way for me to be involved in the community as well as sell my own artwork! Creating a store and products has not only increased my professional skills but also made me more confident in my artwork. I hope to teach my students to not be scared about showcasing or selling their work. I was always scared to sell my work because I thought no one would want it, but so far I have sold 67 items! I think confidence as well as an ability to market your work is to important traits/skills that I would like to add into my hidden curriculum. Even though it is not apart of the curriculum in most schools, to my knowledge, I hope to encourage confidence and marketing skills in my art students. Even if they don't want to sell their work, developing confidence through your artwork can translate to how you feel on a daily basis, so I would love to teach my students how to feel more confident just like I did with myself with this PAL.
|