ART 309
TWO SATURDAY CLASS LESSON PLANS
IPTS Standard 2 - Content Area and Pedagogical Knowledge - The competent teacher has an in-depth understanding of content-area knowledge that includes central concepts, methods of inquiry, structures of the disciplines, and content area literacy. The teachers create meaningful learning experiences for each student based upon interactions among content areas and pedagogical knowledge, and evidence-based practice.
IPTS Standard 8 - Collaborative Relationships - The competent teacher builds and maintains collaborative relationships to foster cognitive, linguistic, physical, and social, and emotional development. This teacher works as a team with professional colleagues, students, parents or guardians, and community members.
Description of UNIT PLAN 1 - Grade 4
Symbolism in the Quilting Arts - Students have presented symmetry, asymmetry, symbols, and the art of quilting as introduction background for the lesson. Our cohort helped students learn knowledge of symbolism through the art of quilting. Artists and artwork included: group work coordinated by Gen Pilgrim Guracar, The People's Bicentennial Quilt, 1975, Mina K. Kuthe The All American Signature Quilt, 1974, Shelley Heffler, We Are Home, 2021, Michael James, Aubade (to the last) 2014, Michael James, Untitled (No.7) 2021, Bisa Butler, A New Day 2020, Bisa Butler, Time Magazine Wangari Maathai, 2020, People of the United States, Aids Quilt, 1987-2021. The quilts incorporated community, symbolism, politics, history, and a wide variety of meanings in the quilt samples. Students applied the knowledge acquired through the three lessons in creating quilting squares and a community class quilt. Students applied personal symbolism to individual squares as well as color symbolism, individual and group choice, asymmetry, and symmetry in their artwork. The book Stitchin' and Pullin' was referenced for color symbolism. Options were given in personal representation, group representation, color, symbols, and material choice in the artwork. Group work created a sense of community.
The rationale for UNIT PLAN 1 - Grade 4:
My cohort and I challenged students were asked thought-provoking questions to develop a deeper understanding of symbolism in the quilting arts. Students discussed their personal likes, representation of symbols, and their ideas of what colors represent to them. In addition, students expressed community through group work and choice.
Evidence:
The lesson plan and examples of student and teacher examples are shared below.
SATURDAY CLASS CLASSROOM SET-UP DOCUMENTATION - GRADE 4
IPTS Standard 4 - Learning Environment - The competent teacher structures a safe and healthy learning environment that facilitates cultural and linguistic responsiveness, emotional well-being, self-efficacy, positive social interaction, mutual respect, active engagement, academic risk-taking, self-motivation, and personal goal setting. This includes a virtual environment and any learning aids used within Google Drive.
IPTS Standard 7D - Understands how to organize the instructional environment to maximize students’ learning.
Description: The classroom was arranged so the desks face the smart board for presentations. During the first two days, the desks were arranged so students had ample room to use supplies. The materials were placed toward the side of the room. Quilts and posters referencing symmetry and asymmetry, artwork, and color wheels all hung on the walls. The book Stitchin' and Pullin' was left out for reference. Music was played in the background.
Rationale: Students faced the smart screen for presentations and had examples of quilts and artwork around the room for reference. Materials and tools were placed in an orderly fashion to the side of the room where students were able to choose from several different materials for the project. Students were encouraged to choose materials they wanted to explore as well as had the freedom to access materials at any time during the artmaking experience. A warm and open environment was created with quilts and informational references. Music was played to lighten the atmosphere. Desks were arranged for comfort to work with materials and also to create the community needed for making a community quilt.
TWO SATURDAY CLASS LESSON PLANS
IPTS Standard 2 - Content Area and Pedagogical Knowledge - The competent teacher has an in-depth understanding of content-area knowledge that includes central concepts, methods of inquiry, structures of the disciplines, and content area literacy. The teachers create meaningful learning experiences for each student based upon interactions among content areas and pedagogical knowledge, and evidence-based practice.
IPTS Standard 8 - Collaborative Relationships - The competent teacher builds and maintains collaborative relationships to foster cognitive, linguistic, physical, and social, and emotional development. This teacher works as a team with professional colleagues, students, parents or guardians, and community members.
Description of UNIT PLAN 2 - Grade 6
Exploring environments - Students analyzed their idea of a home and the environmental setting of their home from different perspectives. Students created a sense of their home, community, and worldview through the creation of mixed-media homes and environments. My cohort and I incorporated examples of artists Mary Mattingly, Andrea Zittel, Benjamin Wong, Olivia Kemp, Diana Thater, Maya Lin, and Bodys Isek Kingelez as examples of artists that explore home and the environment.
The rationale for UNIT PLAN 2 - Grade 6:
My cohort and I challenged students to think about their home and environment through the presentation of artists and thought-provoking questions. Students discussed their reasons behind where they would like to live, why they would build with certain materials, where they would get food, water, and living necessities. Students used their choices to create a representation of a home they would live in with materials of their choice. Students discussed their final pieces with the class.
Evidence:
The lesson plan and examples of student work are shared below.
SATURDAY CLASS CLASSROOM SET-UP DOCUMENTATION - GRADE 6
IPTS Standard 4 - Learning Environment - The competent teacher structures a safe and healthy learning environment that facilitates cultural and linguistic responsiveness, emotional well-being, self-efficacy, positive social interaction, mutual respect, active engagement, academic risk-taking, self-motivation, and personal goal setting. This includes a virtual environment and any learning aids used within a Google Drive.
IPTS Standard 7D - Understands how to organize the instructional environment to maximize students’ learning.
Description: Desks were arranged in a half-circle that faced the smart screen. Examples of homes were shown in front of the classroom and materials for students to choose from were placed at the side of the classroom.
Rationale: Students faced the screen for presentation and had the examples in a prominent viewing area for reference. Materials were placed in an orderly fashion to the side of the room where students were able to choose from several different materials for the project. Students were encouraged to choose any materials they wanted to explore as well as had the freedom to access materials at any time during the artmaking experience.
PROFESSIONALISM, ADVOCACY & LEADERSHIP: PAL 1
IPTS (2013) 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.
Description: University Galleries Artist Talk: Caroline Kent - What the stars can't tell us
Artist Caroline Kent presented an artist talk on her paintings and sculptures. The paintings were created from 2015-2021 and referenced humanity's long-term reliance on the cosmos for navigation and timekeeping while addressing how much of the universe remains invisible and unknown.
Rationale: Listening to and speaking with artists builds a larger knowledge base for teaching the arts.
Evidence Experience 1:
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PROFESSIONALISM, ADVOCACY & LEADERSHIP: PAL 1
IPTS (2013) 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.
Description: August 2021 Visiting the Chihuly Garden and Glass, 305 Harrison St. Seattle, WA. "The eight galleries and three Drawing Walls offer a comprehensive collection of Dale Chihuly’s significant series of work. The artworks demonstrate how he pushed the boundaries of glass as an art medium in concept, execution, and presentation. Chihuly has shown his artwork in botanical gardens all over the world, but this was his first time working with a landscape designer to create a space unlike that of any garden or exhibition elsewhere. The unique plant collection is specially chosen to complement Chihuly’s work and the striking colors and forms of the trees, plants, and flowers create a rich backdrop for the art. With an ever-changing, lush landscape, those who visit will enjoy a distinct experience with each new season." - https://www.chihulygardenandglass.com/about/exhibition
Rationale: Experiencing art museums and workshops broaden the range of art and media I am exposed to. Sharing these experiences fills in gaps of knowledge and expands students' minds when shared with a class.
Evidence Experience 2:
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PROFESSIONALISM, ADVOCACY & LEADERSHIP: PAL 2
IPTS (2013) 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.
Description: Board Meeting 9-27-2021-working within the community of Geneva and serving as a board member of the Geneva Foundation for the Arts towards art events in the community and the establishment of a community art center.
Rationale: Working in the community to help artists have events to show their work and represent artists in this matter helps to understand what artists need in the community.
Evidence Experience 1:
PROFESSIONALISM, ADVOCACY & LEADERSHIP: PAL 2
Description: Participation in the MOMA How to Make Comics with Ebony Flowers
Rationale: Participating in workshops with professional artists expands the skills I have to incorporate into the classroom.
Evidence Experience 2:
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