Student Teaching
Student Teaching Completed at Metamora Township High School
At my student teaching placement I taught three different classes, six periods total, that focused on 2D art and design.
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Unit Plan: "Imaginary Creatures"
Description:
The students used ink to create an imaginary monster/creature(s) of their own by using lines and line shading techniques. They also created a space/environment for their monster/creature(s) to exist in.
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Rationale:
This Unit plan focuses on the element of Line. The students learned about using a variety of lines and line techniques to create textures, value, and dimension.
2B) understands major concepts, assumptions, debates, and principles; processes of inquiry; and theories that are central to the disciplines;
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Assessment Methods
Description:
The students were given a work sheet before starting the project that prompted them to create different kinds of textures using line shading techniques such as hatching, cross-hatching, stippling, and scumbling. Once the students had completed their projects, they filled out a reflection sheet critiquing their own artwork. The rubric for the project was on the back for the students to review on how their project was going to be assessed.
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Rationale:
The students were given the line texture worksheet to practice the line shading techniques that they just learned about. This worksheet was also for them to see the possibilities that they could use or create for their projects before they started working on them. The reflection questions were for the students to evaluate their own work and to start to teach them how to evaluate and assess artwork, instead of just trying to meet the criteria.
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7B) understands that assessment is a means of evaluating how students learn and what they know and are able to do in order to meet the Illinois Learning Standards;
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Unit Plan: "Favorite Food But Make it Pop Art"
Description:
The students created six panels of a Pop Art version of their favorite food using different color combinations in each panel. This project took inspiration from Andy Warhol’s Pop Art food and the students learned about how commercialism is used in the arts.
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Rationale:
This Unit plan focuses on color schemes and color theory. The students learned about color mixing, making tints, shades, and tones to create more color combinations.
2B) understands major concepts, assumptions, debates, and principles; processes of inquiry; and theories that are central to the disciplines;
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Assessment Methods
Description:
The Color Wheel quiz was given at the beginning the color unit and again towards the end of the unit to assess the knowledge development over the content that was taught. Once the students had completed their Pop art project they were given a peer review sheet where they would critique a peer's artwork while their peer critiqued their artwork.
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Rationale:
The formative assessment that I created for this unit was the color wheel quiz. For the summative assessment in this unit, I had the students do a peer critique so they could practice giving and receiving feedback that correlated to the criteria of the project.
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7B) understands that assessment is a means of evaluating how students learn and what they know and are able to do in order to meet the Illinois Learning Standards;
Professionalism, Advocacy & Leadership: PAL 1
NAEA Student Chapter Virtual Card Making Event
Description:
I attended the NAEA Student Chapter Virtual Card making event on February 10th. The student chapter was focusing on making Valentine's Day Card for local Nursing Homes.
Rationale:
This event was a good way to welcome new members to the chapter and to create things together for other people in the community.
7N: advances his or her knowledge of current developments in the field by participating in professional development activities.
Professionalism, Advocacy & Leadership: PAL 2
"Imaginary Creatures" Bulletin Board
Description:
I created this display to show off the Art 1 students' first project that I taught. The students worked hard on these and most of the students even had background stories for their creatures that they created.
Rationale:
Displaying student artwork for the rest of the school, faculty, staff, and other students to see what the Art 1 students have created.
7G: understands the need for continuing study, self-evaluation, and professional growth.
