Art 211
211 Studio Assignment
IPTS (2013) STANDARD 2 -Â Content Area and Pedagogical Knowledge -Â 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 paper sculpture was created as an example artwork for the "Natural World Paper Sculpture" unit plan. The materials used to construct this paper sculpture were construction paper, scissors, and liquid glue. Basic paper quilling techniques such as curling, leaf form, and teardrop were used. This paper sculpture will serve as a reference for the students as they will make their own paper sculpture based on an object from the natural world.
Rationale: The artist statement attached explains the reasoning and intent behind the paper sculpture. The artist statement also explains how the sculpture connects to the unit's artists: Debora Moore, Sydney Shen, and Sabeena Karnik. This paper sculpture demonstrates clear understanding of the materials and tools. Although this paper sculpture was created to resemble a flower floating in a pond, students have the freedom to create any object from the natural world including buildings or themselves.
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Evidence:
211 Unit Plan
IPTS (2013) - STANDARD 1 -Â Teaching Diverse Students -Â 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 focuses on the natural world and what it encompasses. Students will choose a natural object that holds meaning for them and draw 3 thumbnail sketches. The 3 thumbnail sketches will be of the natural object from different angles. Students will construct a paper sculpture of their chosen object using techniques from paper quilling and origami. Because this unit plan was developed during the COVID-19 pandemic, students can use recycled papers and add found objects to their artwork.
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Rationale: For this lesson, I want the students to observe how the unit's artists use their respective mediums to relay their messages. By showcasing artists like Sydney Shen's use of unconventional materials, I want to challenge students' views of what an artist should be. I want students to learn about different artists and various mediums. I would like the students to experiment with the paper medium and perhaps include found objects into their artworks.
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Evidence:
211 Studio Assignment Assessment
IPTS (2013) -STANDARD 7 -Â Assessment -Â 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: For this unit, I will be using a Google Form, an in-progress self-critique worksheet, and an in-progress peer-critique worksheet to formatively access the students. Summative assessment will include a full-class critique and a written rubric that requires a description of the artwork, self-critique, and an artist statement from the student.
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Rationale: The Google Form is a diagnostic assessment that will be filled out by the students in the beginning of the lesson to gauge the students' knowledge and experience on paper quilling and origami. The in-progress self and peer critique will be completed by the students during the mid-point of the unit. The in-progress self-critique encourages the student to step back and reflect on their work. The in-progress peer-critique allows students to receive feedback and learn tips from their classmates. The full-class critique will occur at the end of the unit and the written rubric will also be completed at the end. The full-class critique will expose the students to artworks outside of their own and allow students to provide compliments and construction criticism. The written rubric gives students to opportunity to explain their creative and logistical choices.
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Evidence:
Peer Critique:
https://docs.google.com/forms/d/1x67akW2Kq5TlxhYOwRhQn1k2gyb484N2cf3jDuiFgoQ/edit?usp=sharing
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Rubric:
https://docs.google.com/document/d/1YafvDvm9nKUYWPHUB-pkYu84lFOvg_98QhMS2vVn1kc/edit?usp=sharing
Artist Handout & PowerPoint
IPTS (2013) STANDARD 6 -Reading, Writing, and Oral Communication -Â 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: This handout contains information on the installation artist Sydney Shen who is one of the unit's key artists. This handout includes historical and critical information, websites, questions based on the Conceptual Frameworks and the Frames, vocabulary, and suggestions for further study and art making.
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Rationale: The questions were created based on the Conceptual Frameworks including structural, postmodern, cultural, and subjective frames. Asking questions on how the process, materials, and location affect the perception of the work provokes critical thinking and deeper understanding about Sydney Shen's work.
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Evidence:
PROFESSIONALISM, ADVOCACY & LEADERSHIP: PAL 1
IPTS (2013) STANDARD 9 -Â Professionalism, Leadership, and Advocacy -Â 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.
Visiting Artist: Kristy Luck
Description: I attended Kristy Luck's online lecture on ZOOM, which is part of the ISU Wonsook Kim School of Art’s Visiting Artist Lecture Series. Luck is a painter that likes to create improvised abstract works. Her paints vary in sizes from small (8x10) to relatively large (20x16).
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Rationale: During this lecture, Luck presented a timeline of how her work evolved. In the beginning of the presentation, Luck's works were purely abstract. As she continued with the slideshow, braids and shapes resembling human parts/bodies emerged in her paintings. Tornadoes and fireworks were re-occurring subjects in her works. Luck also mentioned that although she puts much though into the compositional structure of her paintings, she improvises some parts as she likes to be surprised. Through Luck's lecture, I learned how liberating it is to be spontaneous with your art. Spontaneity can also help one's art develop and move to a different direction. As a future educator, I would like to assure my students that it is okay to be impulsive when making art. ​
Evidence:
Visiting Artist: Tiffany Beatty
Description: I attended Tiffany (Tiff) Beatty's online lecture on ZOOM, which is also a part of the ISU Wonsook Kim School of Art’s Visiting Artist Lecture Series. Beatty is an arts and organizer in Chicago. She is also a spoken word poet. She is the organizer and host for Chicago's only bonfire Cypher, Art is Bonfire. Poets, storytellers, friends and family gather at this annual event. She is involved with the National Public Housing Museum and programs like Story Circles.​
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Rationale: I believe that educators need to be involved with their community and create connections. Beatty's passion for art and love for her community supported that belief. Beatty was involved in many programs and contributed to many projects that dealt with racial justice. As a future educator, I want to ensure a safe classroom community for my students.
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Evidence:
PROFESSIONALISM, ADVOCACY & LEADERSHIP: PAL 2
IPTS (2013) STANDARD 9 -Â Professionalism, Leadership, and Advocacy -Â 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.
NAEA Valentine's Day Card Making
Description: On Feburary 10, I participated in NAEA's Valentine's Day Social where we all created handmade cards and envelopes for the elderly residing in Bloomington-Normal, IL. ​
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Rationale: The materials I had at my apartment were limited because I was in isolation due to the COVID-19 pandemic. I had to be resourceful when gathering materials to make these handmade cards and envelopes. I was able to contribute to the community and spread some love to the elderly. I am grateful to NAEA for providing me opportunities to be involved with the Bloomington community.
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Evidence:
Teaching Basic Paper Quilling Techniques
Description: I taught my older sister basic paper quilling techniques over ZOOM. My older sister lives in the suburbs of Chicago, which is about 3 hours away from the ISU campus in Normal, IL.
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Rationale: My older sister recently gave birth, which meant that she had little time to spare as she had to take care of her infant daughter. The materials she had was limited to white computer paper, scissors, and a glue stick. Teaching my sister aided in developing my interpersonal and planning skills. My sister had little to no experience in paper quilling and because time was limited, I had to keep my instructions concise and easy to follow. I could not fit all the basic paper quilling techniques within the short time frame. Because of this, I had to decide which basic paper quilling technique would be best to teach in order to allow my sister to construct a developed sculpture.
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Evidence:
