Overall I am mostly satisfied in how the lesson went. Together Michelle and I worked hard and made a lot of preparations prior to the day of our lesson. I think this showed through during the presentation. I agree with all of the suggestions written on our observation forms. I think the most important change would have been to warn students about the thinness of the newspaper. During student’s work time I believe they would have been less frustrated if they had been given warning. During the demonstration Michelle should have spent more time showing students what they could do with the pastels (blending and building colors upon each other). Maybe both of us could have shown the students various techniques. There could have been more improvements during clean up time. You’re right about having students do more rather then the teachers doing the majority of clean up. For next time I will have to come up with a better method of cleaning up. This experience has been very helpful. I understand that the class is limited with time but it would have been more helpful if we could have taught a lesson plan alone rather then in pairs. As time goes on and as I spend more time in classrooms I think I will start feeling more and more comfortable while leading lesson plans.
I meant to include this earlier but here is the peer-evaluation Michelle and I had students fill out after the completion of our lesson at Beacon High School. The answers we received were all positive!
Project/Teacher Evaluation
Michelle Brand and Lauren Hutton
Please honestly answer all of the questions with as much information as possible. It will be really
helpful to know everyone's feedback about our project for future lessons along with student
teaching. Feel free to write on the back for additional comments. Thanks!
1. Overall what are your opinions about the project? What didn't you like about it? What did you
like about it? Did you learn something new?
2. Do you think the way we instructed the class was successful? What worked? What should have
been different?
3. If you had to rate yourself on a scale of 1-10 how well do you think you did on this project?
Please explain your answer.
Wednesday, November 23, 2011
Tuesday, November 15, 2011
Ideas for Unit???
Our unit lesson plan is due in about a month. I know I should start brainstorming ideas now so I don't get behind. The overall theme of the unit will be bring hybridization into the classroom. In this particular context this means creating art on objects that are not commonly used in the art classroom or in the artwork. Essentially the art is hybrid because it is something new and combines to different things. I'm going to have to do a lot of thinking to develop a unit but right now I'm stuck!
But here's some easy tips I found on writing lesson plans
But here's some easy tips I found on writing lesson plans
Tuesday, November 8, 2011
Themse Based Lesson
Michelle and I presented our theme based lesson to the class this week. The lesson was called "Responding to the News." Here is the lesson overview: "This lesson asks students to respond to a news publication while using the influences of Faith Ringgold and Robert Rauschenberg to create a hybridized artwork on newspaper."
Overall I am very satisfied with the way our lesson went. The class seemed to enjoy our activity and classroom leadership qualities. We began with going over hybridization revisiting the artists Faith Ringgold and Robert Rauschenberg. Students established Ringgold's themes as personal, community, and cultural connections and Rauschenberg's as current events and political. Choosing one of the artists to work with students were instructed to pick a newspaper article. They were to incorporate text from the article and make an illustration using charcoal and/or chalk pastels. Below is the bulletin board Michelle and I made prior to giving our lesson.
Overall I am very satisfied with the way our lesson went. The class seemed to enjoy our activity and classroom leadership qualities. We began with going over hybridization revisiting the artists Faith Ringgold and Robert Rauschenberg. Students established Ringgold's themes as personal, community, and cultural connections and Rauschenberg's as current events and political. Choosing one of the artists to work with students were instructed to pick a newspaper article. They were to incorporate text from the article and make an illustration using charcoal and/or chalk pastels. Below is the bulletin board Michelle and I made prior to giving our lesson.
Wednesday, November 2, 2011
Field Work
This semester I am completing my final fieldwork placement at Beacon High School in Mrs. Duke's classroom. After this semester I have a year to finish my BFA then time for student teaching! It seems to far away but I know time will fly. Anyway I am partnering with Michelle at Beacon High School. Here is the schedule of our day.
Period 1- Advanced Ceramics
Period 2- Prep
Period 3- Studio Art
Period 4- Study Hall
Period 5- Digital Art I
Period 6- Studio Art
Period 7- Lunch
Period 8- Digital Art II
Michelle and I have chosen to work with the advanced Ceramics class for our lesson plan. Our lesson plan involves sculpting objects from nature then building an environment in which the object will be placed in. We were getting our artist influences from Andy Goldsworthy and Louise Bourgeois. Here are some examples of there work.
Period 1- Advanced Ceramics
Period 2- Prep
Period 3- Studio Art
Period 4- Study Hall
Period 5- Digital Art I
Period 6- Studio Art
Period 7- Lunch
Period 8- Digital Art II
Michelle and I have chosen to work with the advanced Ceramics class for our lesson plan. Our lesson plan involves sculpting objects from nature then building an environment in which the object will be placed in. We were getting our artist influences from Andy Goldsworthy and Louise Bourgeois. Here are some examples of there work.
Thursday, October 20, 2011
Presentation- Hybridization
Michelle and I presented our Hybridization presentation this week in class. Overall I think it went pretty successful. We were really good at scaffolding our questions but we didn't give students enough time to answer questions before answering them ourselves. I need to learn to embrace the silence in the classroom and not rush student responses. During the presentation we should have made more frequent references to hybridization. Classmates felt our theme was lost during the presentation. Below are the images we showed to the class.
Who's Afraid of Aunt Jemima? Faith Ringgold
Signs Robert Rauschenberg
The Flag is Bleeding Faith Ringgold
Hot Shot Robert Rauschenberg
Who's Afraid of Aunt Jemima? Faith Ringgold
Signs Robert Rauschenberg
The Flag is Bleeding Faith Ringgold
Hot Shot Robert Rauschenberg
Sunday, October 16, 2011
Accordion Book
A few weeks ago I was assigned to make an Accordion Book. The assignment is listed below.
Our in class activity and discussion highlighted the need for art educators to continue to innovate in
their curricular planning that goes beyond learning the skills and content of the Elements and
Principles of Design. Our in-class activity involved modifying a simple drawing activity that is outlined
in Line Art Game by re-designing the game by focusing on one or two of the postmodern themes that
were covered in the Barrett and/or Gude article.
The Elements & Principles Accordion Book MOD is a similar opportunity: look at the E + P book
instructions, re-design the activity to include postmodern themes, and then do the activity. The total
assignment includes two outcomes that need to be submitted to me:
• new instructions for an accordion book activity that is a result of including a postmodern theme
• an accordion book as both result of your exploration and possible teacher example
There are other outcomes that will come from the assignment:
• deeper understanding for postmodern themes related to a curricular activity
• exploration of the book art form
• possible visual research that will help you to understand the accordion book,
• relevant artist practices associated with book arts
• relevant artist practices associated with the particular postmodern theme you chose
• an activity and process that could be developed into a complete lesson plan
I choose to make my Accordion book using the technique of collage and mixed media. I began using only one work, "the." As my book continued the word "the changed size and began to incorporate text. Eventually the book involved collage photos from magazines and acrylic paint which interacted with the photos. Below are some examples of Accordion books.
Our in class activity and discussion highlighted the need for art educators to continue to innovate in
their curricular planning that goes beyond learning the skills and content of the Elements and
Principles of Design. Our in-class activity involved modifying a simple drawing activity that is outlined
in Line Art Game by re-designing the game by focusing on one or two of the postmodern themes that
were covered in the Barrett and/or Gude article.
The Elements & Principles Accordion Book MOD is a similar opportunity: look at the E + P book
instructions, re-design the activity to include postmodern themes, and then do the activity. The total
assignment includes two outcomes that need to be submitted to me:
• new instructions for an accordion book activity that is a result of including a postmodern theme
• an accordion book as both result of your exploration and possible teacher example
There are other outcomes that will come from the assignment:
• deeper understanding for postmodern themes related to a curricular activity
• exploration of the book art form
• possible visual research that will help you to understand the accordion book,
• relevant artist practices associated with book arts
• relevant artist practices associated with the particular postmodern theme you chose
• an activity and process that could be developed into a complete lesson plan
I choose to make my Accordion book using the technique of collage and mixed media. I began using only one work, "the." As my book continued the word "the changed size and began to incorporate text. Eventually the book involved collage photos from magazines and acrylic paint which interacted with the photos. Below are some examples of Accordion books.
Thursday, October 6, 2011
Talking with Kids about Art by Tom Anderson
This week in class we were assigned a reading by Tom Anderson called, Talking with Kids about Art. When I look back at my high school art experience I remember that getting students to talk about their art was a very difficult process. I believe that during adolescence children feel intimidated to talk about their work in front of peers. Anderson writes about art criticism and how painlessly incorporate it into the classroom.
Anderson uses "crit cards" to get students involved in the criticism. Crit cards are cards used by teachers to lead art criticism discussions. They can also be reproduced for student use. The questions on the crit cards are scaffolding. This allows for students to answer simple questions then build their thoughts to answer more complex questions. The four stages of cards are 1. Description 2. Interpretation and 3. Evaluation.
Anderson uses "crit cards" to get students involved in the criticism. Crit cards are cards used by teachers to lead art criticism discussions. They can also be reproduced for student use. The questions on the crit cards are scaffolding. This allows for students to answer simple questions then build their thoughts to answer more complex questions. The four stages of cards are 1. Description 2. Interpretation and 3. Evaluation.
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