What I learned about teaching?
Being able to teach 10 classes in our own classroom setting has been a great experience that has shaped my practice as well as philosophies in art education. This semester spent at Polaris Expeditionary Learning school in a kindergarten classroom was a brand-new teaching practicum for me. I had never worked with young children and had misconceptions about what I could teach. The following are various areas where I made mistakes but could reshape them per the student’s needs.
Classroom Management
Early on my teaching group decided the importance of classroom behaviors specific to the art classroom. We taught students to attending skills using, “Show Me Your Mona Lisa’s’” which prompted students to sit quietly, with their hands to themselves, and their eyes on the speaker. Using this worked well with Kindergartners because it gave them an example to follow that they understood. Though we came prepared with this strategy, we struggled with balancing logistics in an early childhood classroom. I learned that it is important to have protocols for more than just behavior. Through teaching our group implemented cleaning protocols, how to talk about our art, and how to talk about other’s art. I underestimated student’s abilities at the beginning and realized early on that students at this age can give in depth analysis of themselves in their art when properly assessed.
Studio Thinking Habits and Depth vs Breadth
During my time at Polaris Expeditionary Learning School, I relied heavily on my art making experience to shape the lessons our group taught. Being able to reflect on our own processes was crucial when putting together the various parts of the lesson. At first this was extremely difficult; we did not properly plan assessment of outcomes or how to include the various art learnings in each lesson. This took the whole semester to begin to grasp how all the components in a lesson work together and help students. I consistently had to think about how to guide students through the studio thinking habits so it becomes normal to them. We accomplished this through questioning throughout the lesson, sharing with classmates, a high emphasis on planning and recording information, as well as making time for experimentation. This was always a difficult balance, figuring out how much time to spend on experimentation and when to teach more techniques and materials. Throughout the Unit we covered multiple 2d and 3d art, but were also able to have at least two class periods for students to experiment with the medium. The unit theme of time traveling through art was our way of helping students understand themselves and their art.
Classroom Management
Early on my teaching group decided the importance of classroom behaviors specific to the art classroom. We taught students to attending skills using, “Show Me Your Mona Lisa’s’” which prompted students to sit quietly, with their hands to themselves, and their eyes on the speaker. Using this worked well with Kindergartners because it gave them an example to follow that they understood. Though we came prepared with this strategy, we struggled with balancing logistics in an early childhood classroom. I learned that it is important to have protocols for more than just behavior. Through teaching our group implemented cleaning protocols, how to talk about our art, and how to talk about other’s art. I underestimated student’s abilities at the beginning and realized early on that students at this age can give in depth analysis of themselves in their art when properly assessed.
Studio Thinking Habits and Depth vs Breadth
During my time at Polaris Expeditionary Learning School, I relied heavily on my art making experience to shape the lessons our group taught. Being able to reflect on our own processes was crucial when putting together the various parts of the lesson. At first this was extremely difficult; we did not properly plan assessment of outcomes or how to include the various art learnings in each lesson. This took the whole semester to begin to grasp how all the components in a lesson work together and help students. I consistently had to think about how to guide students through the studio thinking habits so it becomes normal to them. We accomplished this through questioning throughout the lesson, sharing with classmates, a high emphasis on planning and recording information, as well as making time for experimentation. This was always a difficult balance, figuring out how much time to spend on experimentation and when to teach more techniques and materials. Throughout the Unit we covered multiple 2d and 3d art, but were also able to have at least two class periods for students to experiment with the medium. The unit theme of time traveling through art was our way of helping students understand themselves and their art.
Ideation/ Image Examples
Despite seeing students talk about various parts of their art and identify themes and techniques it was difficult to create ideation experiences that helped students dig deeper when planning works of art. This first came up during our Exploring the Past lesson, students struggled with creating an artifact that represented them. Learning to be flexible with planning was also a valuable lesson for myself. Being able to assess the students process and interests prompted us to continue clay exploration for one more class period. This showed us what students created without teaching them proper techniques, and gave us another class to talk about technique and how to change your ideas after experimenting. During this lesson, I learned the importance of choosing image examples. When analyzing what might be considered “modern artifacts” I showed a picture of an R2D2 toy, this quickly got the students attention and it became hard to get their attention back to the project. In a later lesson during Planes, trains and Automobiles, we could use images to get the students excited about the project. When we were looking at images of current modes of transportation students knew most of the examples. When we showed various modes of transportation from other culture students stood up and chose their favorite, they were excited about the colors, and how different/similar they were to ours. This helped students with their ideation for their futuristic cars.
Reflection
As an artist reflection is a cohesive part of the art making process, learning how to make time for students to practice this was difficult and sometimes was left behind. We had a discovery board but didn’t have time to ask students at the end of every class; until we realized that students were making discoveries and sharing them out loud during the class, we just had to listen and write them down. This was the best option since students were also just learning how to write. By the end of the class each student had various discoveries that were used to show their process in the exhibition. Trying to make each lesson meaningful we knew that refllection was an important part. At the beginning of each class we talked about past lessons to remind students of their accomplishments but also to make connections. One lessont hat we really mastered this was during Planes, Trains, and Automobiles. During ideation we prepared materials and time for students to experiment with hot glue and uncoventional 3d building materials. By the beginning of the next class students rememebered components they struggled with as well as how their drawings (plans) could be re-created through cardboard, pipe cleaners, and fabrics. Refelction on our own was also an integral part of planning. Being able to talk as a group about what worked and what didn't helped us shape our lesson plans, as well as prepare instruction just in case some students finish early. Talking about each student's needs aided us in scaffolding lessons and being prepared.
Despite seeing students talk about various parts of their art and identify themes and techniques it was difficult to create ideation experiences that helped students dig deeper when planning works of art. This first came up during our Exploring the Past lesson, students struggled with creating an artifact that represented them. Learning to be flexible with planning was also a valuable lesson for myself. Being able to assess the students process and interests prompted us to continue clay exploration for one more class period. This showed us what students created without teaching them proper techniques, and gave us another class to talk about technique and how to change your ideas after experimenting. During this lesson, I learned the importance of choosing image examples. When analyzing what might be considered “modern artifacts” I showed a picture of an R2D2 toy, this quickly got the students attention and it became hard to get their attention back to the project. In a later lesson during Planes, trains and Automobiles, we could use images to get the students excited about the project. When we were looking at images of current modes of transportation students knew most of the examples. When we showed various modes of transportation from other culture students stood up and chose their favorite, they were excited about the colors, and how different/similar they were to ours. This helped students with their ideation for their futuristic cars.
Reflection
As an artist reflection is a cohesive part of the art making process, learning how to make time for students to practice this was difficult and sometimes was left behind. We had a discovery board but didn’t have time to ask students at the end of every class; until we realized that students were making discoveries and sharing them out loud during the class, we just had to listen and write them down. This was the best option since students were also just learning how to write. By the end of the class each student had various discoveries that were used to show their process in the exhibition. Trying to make each lesson meaningful we knew that refllection was an important part. At the beginning of each class we talked about past lessons to remind students of their accomplishments but also to make connections. One lessont hat we really mastered this was during Planes, Trains, and Automobiles. During ideation we prepared materials and time for students to experiment with hot glue and uncoventional 3d building materials. By the beginning of the next class students rememebered components they struggled with as well as how their drawings (plans) could be re-created through cardboard, pipe cleaners, and fabrics. Refelction on our own was also an integral part of planning. Being able to talk as a group about what worked and what didn't helped us shape our lesson plans, as well as prepare instruction just in case some students finish early. Talking about each student's needs aided us in scaffolding lessons and being prepared.
Teacher Quality Standards
Demonstration of Mastery of Pedagogical Expertise in the Content (This is an assessment of your growth around: creating and writing lesson plans; developing effective ways for students to respond to their artwork; incorporating literacy and numeracy in art planning, making, and responding experiences; providing art experiences that are clear (scaffolding) and accommodate for all types of learners; creating art experiences that are pertinent, personal, and allow students to demonstrate passion about their investigations.)
Though I feel comfortable with various mediums in art I want to expand my knowledge for alternative methods that will be easier on a school budget but can still promote creative processes from students.This semester I was able to practice how to talk about student art but know that I still have a lot to learn. |
Safe, Inclusive and Respectful Learning Environment (This is an assessment of your growth around: consistently interacting with students; ensuring that all students have access to materials and that routines are evident; fostering an environment of mutual respect; showing concerns for issues of equity and social justice [recognizing individual uniqueness of students and what they want to investigate]; providing clear expectation for behavior; holding students accountable for behavior to maximize instructional time.)
For me this has always been a main standard for my classroom. I am still finding different modes to set up expecations for various protocols in the art room besides behaviour and cleaning. After artistic abilties it was made me aware of all of the issues that can arise for students with cognitive and physical disbilities. |
Plan and Deliver Effective Instruction (This is an assessment of your growth around: using appropriate language and instructional strategies for students’ intellectual and social levels; sharing specific learning targets aligned to the standards; designing assessments and instruction that meets the outcomes/objectives of the art experience; organizing instruction effectively; providing effective opportunities for students to reflect on their art work; monitoring progress and adjusting instruction properly; using technology effectively; communicating effectively with students.)
When it comess to planning and presenting information I need to work on creating multiple forms of assessment and instruction that will activiate creative from in various learning styles in my class. This semester helped me with understanding the relationship between outcomes and objectives which will help me when creating lesson plans for student teaching.
When it comess to planning and presenting information I need to work on creating multiple forms of assessment and instruction that will activiate creative from in various learning styles in my class. This semester helped me with understanding the relationship between outcomes and objectives which will help me when creating lesson plans for student teaching.
Reflection of Practice (This is an assessment of your growth around: collecting and analyzing student learning in multiple forms [blogs, artwork, teaching journal, images, video] to inform instructional practice; implementing observations and information from documentation; collaborating with colleagues to improve teaching and learning; maintaining positive relationships with peers.)
Throughout the semester I got better at documenting student art that showed their thought process and process. Having two co-teachers helped with collaborating and reflecting together o how to improve our class. I enjoy keeping a journal for myself and plan on promoting various student documentation styles that will keep student accountable. Demonstration of Leadership (This is an assessment of your growth around: taking responsibilities for assigned tasks; working collaboratively for the benefit of students; supporting the work of colleagues by sharing expertise and working together to support students’ growth and development; advocating for the teaching of art; adhering to standards of professional practice [dispositions].)
This semester I learned more about my leadership style and was able to work on weaknesses to help out my group. Being able to see all of the different ways to lead has helped me appreciate the leaders within the students as well. Being able to participate and present in a district meeting also helped with pushing me in professional development and the importance of being a life long learner. I also want to promote teaching from others besides me, and show students that I can learn just as much from them. |