Critical Problem Solving

E-portfolio- standard D

How is problem solving/critical thinking taught through art? What are some different strategies you have used to promote problem solving/critical thinking?

I have practiced and used questioning techniques to help students develop higher level thinking skills.  During instruction and individual critique asking students the following questions and, more importantly, follow up questions helps to develop their critical thinking skills:

- Describe what you see.

-What does it make you think about?
-How do you think the artist created this piece?
-What do you think the artist wanted the viewer to think about?

-What materials were used to make this?

-What do you want the viewer to think when they look at your piece?

-What do people think when they see your piece?
-How is this work successful?  

-How were you successful in your work?

I use these questioning techniques in introduction of a lesson/artist, in reflection on students own artwork, in critique of other's artwork and in large and small group discussions.  I have found that this helps students to think more critically.

Professional Development and Continuing Education

 E-portfolio- standard H –and your video

What do you see the role of professional development being in your career?

I see professional development as a way to continue to self-reflect on teaching style, learn what is current in educational research and to help keep my teaching methods relevant.

Continuing to learn about educational practices will help to serve as a reflection tool in the classroom and a reminder to push myself as an educator.  In my student teaching I have seen several veteran teachers that have used the same methods as when they began teaching, in some cases this works, but in many the teaching style is no longer relevant or successful with a new population of students.

Keeping up with educational research will help to develop new and different strategies in the classroom as well as to develop deeper understanding of the student population.  In my secondary student teaching assignment I was in a school with a majority of students living in poverty.  One assignment for professional development was to read the book "Teaching with Poverty in Mind: What Being Poor Does to Kids' Brains and What Schools Can Do about It", after reading the book we had small and large group discussion about the topic.  A few weeks later the teachers did a poverty simulation during a professional development day.  Both of these experiences were incredibly useful in helping to understand more about a part of the student population I was teaching and helped me to instruct in a more meaningful way.  

Technology in the Art Classroom

E-portfolio- standard J

How have you used technology to enhance your teaching- how do you want to in the future, what technology is necessary?

In my art classroom I have used several different technology resources to enhance my teaching.  Projection from a computer, video, Elmo, document camera and smart board.  While each of these technologies have helped with instruction, none are necessary in the art classroom.  I believe it is important to know how to use technology but also to be able to work without it.  

I have especially used power point and video to introduce a lesson or unit.  I have found that this helps students to relate images and words to the new material.  I integrate video into my power points.  With one lesson on street art I began each day with a video on a different street artist.  This served as an anticipatory set and inspired students while teaching them about various forms of street art.

While teaching a clay unit I had the opportunity to use a document camera to project my demonstration space to the classroom.  This was very helpful to describe visually and verbally to students the process I wanted them to use to make coil pots.  Using a document camera enabled me to show a larger group of students the process at once, cutting down on individual demonstration time and allowing students more studio time.

While I have used technology to enhance instruction I believe there are times when it is not helpful.  While teaching a Monet watercolor unit to 3rd graders, I found that large group instruction was not enough to teach the students the methods I wanted them to use.  Instead, I made demonstration posters for the stippling effect they were working towards in their watercolors and went around the classroom giving individual and small group instruction.  In this case, technology was not as advantageous.  This shows that the instructor needs to be aware and considerate of use of technology in the classroom.

Art Education Advocacy and Community Involvement

E-portfolio- standards F & I

In what ways do the roles of art teacher and art education advocate overlap? In what ways can advocacy be used as a communication tool? What is your view of the importance of teachers’ relationships with their school community, parents/guardians, and the larger community – include in your discussion the role of professional ethics and school or community projects in which you were involved.

Being an advocate for the arts as a teacher is important in building community support for your program and helping both students and community members understand the importance of arts education.

Studies show that students with arts education perform better on tests, have lower drop-out rates and feel more connected to school I think these results speak for themselves on why we should have arts education in schools.

Being an advocate for anything can tread into dangerous territory, no one really likes to be told what to do or what (you think) is right. Especially in teaching, which is a very public position, I can see that being overzealous in advocating for arts could be a turn off for parents and community members. I do however, think that arts advocacy is incredibly important and a necessary part of being an art teacher. It will be important to know who to reach out to in the community and how, and it may be necessary to start to build a great art program slowly. Having community support will be invaluable for promoting arts and I think that parents and school administrators are probably the place to start.

Having after-school programs, community art shows, and mentoring programs are all places I would start in building an art program in a community. Also, making yourself personally available and getting involved in other extracurriculars as a teacher will show that you are invested in all aspects of a students' education.

Assessment

E-portfolio-standard G

What is the role/ importance of assessment in art education? What methods of assessments have you used?

Assessment is important in art education to ensure authentic learning.  Additionally, good assessment in the art classroom highlights the importance of art education.  

I have used a variety of assessment tools while student teaching and I believe this is the best way to get authentic assessment and impress the importance of art education to students and adults.  In my classroom I have used rubrics, self-evaluation, reflections, and oral presentations.  I have found that using a variety of techniques and describing them before beginning the project helps students to understand the expectations and to work to achieve a high standard.

Using assessment tools like writing reflections and self-evaluation are helpful not only in assessing student work but as artifacts to present to parents, administrators and colleagues helping to show that the art classroom is about more than "making cool stuff".  I have worked hard in my student teaching experience to create units of instruction and assessment that are interdisciplinary.  I usually require research and writing with each project.  I believe this helps not only to provide "proof" of the importance of art education but also makes the instruction more valuable to the students.

Subject Knowledge and Resources

The impact that subject knowledge has on teaching. What are some resources you can turn to for support in lesson planning ideas? People, places, websites…

In order to bring a wealth of subject knowledge to the classroom it is important to continue my own education- through courses (college or community art), research, reading and experience.

Collaborating with other art teachers or teachers in other disciplines is a great resource for both lesson plans and classroom management strategies. Building relationships with other teachers and colleagues will provide many individual resources for lesson planning ideas. I have already begun sharing lesson plan ideas with classmates and fellow teachers, working together can greatly enrich a lesson plan and strategies for implementation.

The internet is also a good resource for lesson planning and content. It is important to remember to be a discerning reader when using the internet as a resource in the classroom making sure to choose appropriate content. In addition to making sure content is relevant and appropriate it is also important to cite any resource (images, text, etc) that is used in the classroom- this will also help students to understand citing resources. There are many art education blogs and websites that have lesson plan starters, power points, flashcards and more. Some of these are: Artsonia, Deep Space Sparkle, and increasingly Pinterest.

The library is also a great resource, I often go to the public library and browse the stacks for ideas for content- specific artists, art styles, movements or project ideas.

Positive Learning Environment

What class rules are essential to a positive teaching/learning experience?

I think that the number one rule in any classroom should be respect. A common rule I have heard about this is: Respect Yourself, Respect the Materials, Respect Others. In addition to respect I would post the following class rules in the classroom and go over them at the beginning of the year and repeat as needed:

•Treat each member of the class with respect (unconditional positive regard)

•Be on time and prepared for class

•Complete all projects

oPut forth your best effort

oAsk questions when you don’t understand

oChallenge yourself to be creative

•Respect the equipment and materials

•Observe all safety rules (outlined in lectures and safety handout)

•Participate in class discussions

oListen quietly

oDon’t talk when others are talking

•Follow all school rules

In a nutshell: “Respect yourself, respect others, respect the materials, respect me.”

How do plan to create a positive learning environment when you have your own classroom?

I think that creating a positive learning environment involves classroom management, mutual respect and building individual relationships.

A way to begin to create a positive learning environment through classroom management is to establish clear and concise rules and consequences for the classroom. Classroom rules should be consistent with school rules and keep with the principles of learning. When establishing classroom rules, letting students have a say in classroom rules empowers them with control of their learning environment and will also maintain positive student-teacher relationships by establishing a pattern of mutual respect.

Researchers have found that the teachers who maintain better classroom behavior are those who set and maintain clear and concise classroom rules; keep rules simple and few in number; state rules in terms of what students should do rather than what students should not do; and keep rules posted and refer to them frequently. With these guidelines it is important for the teacher to remember that by changing his or her behavior, you can change the climate of the classroom. Focusing on the positive (what students should be doing and what they are doing well) instead of the negative (what they’re not doing and what they’re doing badly) helps both to foster a good learning environment and good behavior from students.

In addition to establishing rules for classroom behavior I believe that a positive learning environment naturally follows if teachers establish positive individual relationships with students. Getting to know each student and proving that you know and care about them will create a relationship that will help students want to follow classroom rules and engage in the learning environment. In the secondary art classroom this can be done through sketchbook and journaling exercises and reflection papers.

With creating classroom rules it is also important to establish known consequences for breaking the rules, creating consequences after the fact is too late. Students need to feel that consequences are fair and reliable to respect them. Consequences should focus on the behavior that was wrong, not the individual and it should be emphasized to students that they have the power to chose their actions and control the outcome of their behavior. Encouraging students to reflect on their behavior will help them to understand why the behavior they did was wrong, not just because of the teacher’s authority or because they were caught. Lastly, helping students to consider what could be done differently in a situation will help them to correct their behavior before it occurs.

Diverse Learners

How do you approach planning and teaching to diverse learners?

I think that before you get to know your students it is important to plan for as many different kinds of learners as possible. In art it is possible to make accommodations through visual and verbal instructions and showing many examples and demonstrations. Students can help each other and older students can volunteer to help younger students (if allowed by the school schedule). As you get to know your students individually, it is easier to anticipate the different needs of each student.

What accommodations have you made for diverse learners?

In my classroom I have made accommodations for diverse learners by providing verbal and written instructions, giving demonstrations, and moving around the classroom to help students individually. In some cases I have called in an ELL specialist to help with writing activities. I have had students help each other-I find that this is beneficial to all students and builds different skills for each individual. Additionally, for students with difficulty using fine motor skills I will have them use tools like rulers and stencil to aid in their art. Using a light box or overhead project has helped students in my classroom with low vision or difficulty seeing contrast. I have also read tests and other written materials out loud to students with reading disability or students that have trouble concentrating.

High Expectations, Classroom Setting, and Community

Think back to influential classes you have taken. How were expectations set to promote student success?

I think the classes that I was most motivated in were the ones where I cared what the instructor thought about my work. Knowing or thinking that a teacher cares about you personally and academically is a big motivator helps with student success. In classroom management we learned that High Expectations plus Caring and Support equal Student Success. I think this is important to remember in the classroom. Having high (achievable) expectations for all students and giving them the support and structure they need to achieve these expectations leads to successful students. Setting achievable goals is also key in this equation. Creating opportunities for success for each student helps to ensure that they are motivated to continue succeeding.

Introduce your student teaching setting.

My classroom is in a beautiful 100 year old building with huge windows. The composition of my classes is very diverse and I love it. The school is located in an urban neighborhood that has a strong community and a lot of parental support. My cooperating teacher and I have been doing a lot of collaborating and team teaching while we transition to my lead teaching full-time. This has been a wonderful experience because I get a chance to lead but am still able to observe and have support.

How do you view the expectations and classroom community established in your current placement?

My cooperating teacher has high expectations for each student- she helps them to achieve success by working each individual and checking their progress between each step.

The community aspect of this classroom is very strong. Students are encouraged to help each other, give positive feedback and help with cleaning up. You often see students checking the behavior of others and helping to self-correct.

Student teaching, job search and clothes, oh my!

What do you find most daunting about finishing student teaching and graduating from college?

I am most worried about finding a job post-graduation- there are not a lot of job openings and finding full-time employment in art education is difficult. Although I am very nervous to begin student teaching, I think that I am prepared and ready to begin the next set of "training wheels". I do worry that I will get nervous and forget my words in front of the class, but I think that after a couple of times it will feel natural- and this is all about practice! I am also worried about getting along with my cooperating teachers- either with different personalities, teaching styles or control in the classroom. I plan to be very flexible, hard-working and accommodating so hopefully no conflicts will occur.

What was the pivotal event that made you decide to become a teacher and enter your teacher preparation program?

After I graduated from college I lived in Michigan and Chicago for a few years. I had a very unsatisfying job in Chicago and when my husband decided to return to school for law I saw my chance to return to school to do what I had always wanted to do but had been too afraid- become a teacher.

In what ways will your wardrobe change during student teaching and as a teaching professional?

Less jeans. But seriously, I have been collecting "teaching" clothes little by little over the past couple of years and feel good about my wardrobe selection. My teacher clothes are definitely more conservative than my regular clothes. I make sure to cover all my skin and to wear things that coordinate and look professional rather than trendy. Once concern I always have is the decolletage area- I tend to wear a lot of scarves to prevent any incidents.