Art 309 Spring
Heart of Illinois Conference
​IPTS Standard 3 - Planning for Differentiated Instruction - The competent teacher plans and designs instruction based on content area knowledge, diverse student characteristics, student performance data, curriculum goals, and the community context. The teacher plans for ongoing student growth and achievement.
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Description: HOIC is an event where a selected number of students from high schools in the central Illinois area travel to Illinois State University. This is a one day event where these high school students choose to participate in workshops created and led by art education students.
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Rationale: Due to the event taking place in one day and each workshop session was given only 1 hour and 15 minutes, options were limited. My partner and I had to do a lot of troubleshooting to make our clay workshop work. We did plenty of brainstorming and experimenting, which allowed me to become more experienced in ceramics. We pushed the limits on this lesson plan and while the sessions were a bit shaky, we were able to deliver the students their wonderful clay pieces.
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Evidence:
Teacher Art Example & Artist Statement
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309 Unit Plan
IPTS Standard 5 - Instructional Delivery – The competent teacher differentiates instruction by using a variety of strategies that support critical and creative thinking, problem-solving, and continuous growth and learning. This teacher understands that the classroom is a dynamic environment requiring ongoing modification of instruction to enhance learning for each student.
ITPS Standard 7 - Assessment – The competent teacher understands and uses appropriate formative and summative assessments 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.
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Description: In this unit plan, students will work with different mediums such as watercolours, acrylic paint, drawing, collage, etc. Students will learn how to mix and layer colours to represent powerful human emotions and/or feelings. This unit will expand students' understanding of mixing and layering colours with different mediums.
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Rationale: I am aware that I will not always have or be able to acquire all the materials and mediums I want/need. I realize that my students may not have access to certain technology. I developed this unit plan that focuses on colours and emotions because these are easily accessible. This unit plan encourages students to develop the courage to experiment with different colours and examine how they feel about emotions and feelings.
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Evidence:
Literacy Lesson
IPTS 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.
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Description: This short literacy lesson is a small extension of my unit plan. The questions are similar to the ones in the Christine Ay Tjoe artist handout. Students will write a paragraph describing Tjoe's artworks using descriptive adjectives.
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Rationale: These questions will encourage students to think critically about Tjoe's work. Students are promoted to utilize language skills by writing a descriptive paragraph. It is essential for students to closely analyze Tjoe's artwork as she is the key artist in my unit plan. Examining Tjoe's paintings will help students to better understand layering in colours.
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Evidence:
Teaching Philosophy
7M: Articulates a logical rationale for the role of the visual arts in the school curriculum, including philosophical and social foundations for visual arts education.
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Description: My teaching philosophy stems from my experience as a student in an art classroom and an art educator who is still learning.
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Rationale: This teaching philosophy is a standard for me to uphold as I stand at the front of the classroom. This serves as a promise that I will try my best to provide students the assistance they need so that they leave the art classroom with valuable skills and knowledge.
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Evidence: As an art educator, it is my job to provide every student with the creative freedom and opportunities to represent their emotional, cultural, and social experiences through art making. I aim to teach students different styles and mediums they can use to express themselves by introducing diverse artists and through demonstrations of techniques. I will encourage students to think critically and provide feedback to their peers through the utilization of critique. I will give students the push they need to experiment and examine meaningful subjects external and internal from themselves.
PROFESSIONAL, ADVOCACY, & LEADERSHIP:Â PAL 1
IPTS 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.
Lydia Borko Artist Lecture
Description: This was an exhibition and artist lecture that was curated by my good friend, Lydia Borko. This exhibition included her pieces from her first semester to her last semester at ISU. Lydia graduated in winter of 2022 and flew back to Florida.
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Rationale: Lydia specialized in ceramics. Many of her pieces featured in this exhibition included not only clay, but found objects such as buttons. She also combined her crochets into a few of her works and weaved locks of her hair with the yarn. Lydia described all of her pieces that was featured in this exhibition as pieces of her. Although I had known Lydia for a year and a half at that point, I never realized just how intimate and vulnerable her art was. Each component was carefully places and weaved together. As I viewed her art pieces, I felt the desire to reciprocate her openness to be vulnerable. It was as if each of her pieces were clones of her welcoming me with open arms. And I wanted to hug her back. I have never felt so vulnerable while looking at an artist's work before, let alone be completely comfortable and wanting to let down my walls. I wanted to cry and I was okay with that.
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Evidence:
Bradley University Galleries
Cut From the Culture
Description: My colleagues from printmaking visited Bradley University Galleries with our professor, Alexander Martin. These exhibitions featured artwork created from members of the Peoria Guild of Black Artists (PGOBA).
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Rationale: I had the opportunity to visit these exhibitions with my colleagues and my professor, Alexander Martin. My professor had a few of her art pieces displayed and I was able to take my time closely examining them. There were a few pieces created from traditional mediums such as acrylic and oil paint. However, there were many other pieces that used found objects, puffy paint, cardboard, etc. that gave them unique textures and aesthetics. All of these works connected with various aspects of black culture such as hair and fashion.
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Evidence:
PROFESSIONAL, ADVOCACY, & LEADERSHIP:Â PAL 2
ITPS 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.
7N: advances his or her knowledge of current developments in the field by participating in professional development activities (e.g., coursework, professional organizations, and workshops).
Transpace Exhibition
Description: My classmates and I curated an exhibition with Tony Crowley featuring a few of our pieces from Drawing: Special Topics class.
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Rationale: My classmates and I had to take the number of submitted pieces and varying sizes into account. A few pieces were as small as 22x30 and others were as large as 60x60 so we had to think about how to effectively use the space. Because a few pieces were drawn from the same topics, it was easier to coordinate placements.
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Evidence:
Sol Lewitt (short) Lesson
Description: I taught my friend how to create a geometric drawing using Sol Lewitt's instructions as inspiration.
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Rationale: I created a short list of instructions for my friend to follow. She loves to draw her favourite characters in her free time; however, due to her job and school, she does not have enough time to flesh out her drawings. I gave her a short list of instructions that included directions such as draw X amount of circles. The instructions give a straightforward guideline, but also allows some freedom. For example, the placement, size, and thickness of the line was up to her. If 10 people were given the same instructions as my friend, the drawings would be similar but different.
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Evidence: