IPTS (2013) STANDARD 2 - Content Area and Pedagogical Knowledge
-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
For the focus of stamp printing, students were tasked with creating works of art, using a hand-made stamp, that utilized color, repetition, and balance. On the side is my teacher artwork example. Rationale In my work, Pattern and Repetition, I had used a multicolored, red and purple, color scheme, which allowed for the design to be a bit more complex. The composition became very chaotic and filling, even though the pattern changed very little. This allowed for more of a focus on color and less of a focus on the arrangement of the stamp. First, I had decided on the two colors I had wanted to use, then focused on that color before moving to the second color in the pattern. This allowed me to focus on the use of space and the repetitive nature of the pattern. Evidence Artwork Example Attached |
IPTS (2013) - STANDARD 1 - Teaching Diverse Students
- 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 addresses a multiple tiered system of print-making that addressed three types of printmaking, all with the overarching theme of nature and natural materials. Students were tasked with Gel Printing with natural materials, Stamp Making with a man-made or natural material, and Linoleum Printing with man -made and natural materials. The purpose of this project was to expand on students knowledge of positive, negative space, but also the replication and natural and man-made pattens.
Rationale
Since teaching this lesson, students were able to positively identify positive and negative space, distinguish organic (natural) materials from man-made, and replicate important patterns and figures from everyday life into their printed artworks. Students were skilled and carving, printing, and discussing their works of art.
Evidence
Unit Plan
This unit plan addresses a multiple tiered system of print-making that addressed three types of printmaking, all with the overarching theme of nature and natural materials. Students were tasked with Gel Printing with natural materials, Stamp Making with a man-made or natural material, and Linoleum Printing with man -made and natural materials. The purpose of this project was to expand on students knowledge of positive, negative space, but also the replication and natural and man-made pattens.
Rationale
Since teaching this lesson, students were able to positively identify positive and negative space, distinguish organic (natural) materials from man-made, and replicate important patterns and figures from everyday life into their printed artworks. Students were skilled and carving, printing, and discussing their works of art.
Evidence
Unit Plan
IPTS (2013) -STANDARD 7 - Assessment
- 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
To assess student's understanding of the materials, they were given an exit ticket with zones of comfort to fill out, such as: I can do by myself; I can do with help; and I cannot do at all. Students would fill in a zone, then answer an SEL question, such as "What do you anticipate might go wrong in this project?" I would make adjustments accordingly if students felt behind, or if students had addressable concerns such as how to print more clearly. The summative assessment were the students prints as they were the best indicators of the students printing abilities.
Rationale
The formative assessments allowed me to prepare students and to see which students may still be uncomfortable with the printing process. The formative assessments also allowed for students to express any concerns they may have for the printing or carving process that may be worth addressing to the whole class. The summative assessment allowed me to see how well the students were printing, and their specific strengths in the printing process. Students would be given direct verbal feedback upon the completion of their projects.
Evidence
Rubric and Zone of Comfort Example
To assess student's understanding of the materials, they were given an exit ticket with zones of comfort to fill out, such as: I can do by myself; I can do with help; and I cannot do at all. Students would fill in a zone, then answer an SEL question, such as "What do you anticipate might go wrong in this project?" I would make adjustments accordingly if students felt behind, or if students had addressable concerns such as how to print more clearly. The summative assessment were the students prints as they were the best indicators of the students printing abilities.
Rationale
The formative assessments allowed me to prepare students and to see which students may still be uncomfortable with the printing process. The formative assessments also allowed for students to express any concerns they may have for the printing or carving process that may be worth addressing to the whole class. The summative assessment allowed me to see how well the students were printing, and their specific strengths in the printing process. Students would be given direct verbal feedback upon the completion of their projects.
Evidence
Rubric and Zone of Comfort Example
IPTS (2013) 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.
Description
For the Gel printing aspect of this lesson, I had made an artist handout that includes works from Linda Germain and Kim Herringe, both female artists. The vocabulary that I had focused on for this lesson was gel printing, pattern, repetition, and organic materials. The further questions I had prompted from this handout discussed mood, repetition, audience, and the ways in which the artist captures the world. Lastly, I had suggested that students go for a nature walk, gather natural materials from the local area, and organize those pieces into an arrangement (composition). If they had printing materials, I, also, suggested creating a few small prints with the organic materials.
Rationale
As stated before, I had prompted questions that ask students to think of the reasoning for making gel prints, such as the imagery and mood that the art depicts, the audience this artwork would be for, and the ways in which the artist uses this artworks to capture the world around them.
Evidence
Artist Handout and Gel Powerpoint
For the Gel printing aspect of this lesson, I had made an artist handout that includes works from Linda Germain and Kim Herringe, both female artists. The vocabulary that I had focused on for this lesson was gel printing, pattern, repetition, and organic materials. The further questions I had prompted from this handout discussed mood, repetition, audience, and the ways in which the artist captures the world. Lastly, I had suggested that students go for a nature walk, gather natural materials from the local area, and organize those pieces into an arrangement (composition). If they had printing materials, I, also, suggested creating a few small prints with the organic materials.
Rationale
As stated before, I had prompted questions that ask students to think of the reasoning for making gel prints, such as the imagery and mood that the art depicts, the audience this artwork would be for, and the ways in which the artist uses this artworks to capture the world around them.
Evidence
Artist Handout and Gel Powerpoint
Personal Development
PAL 1: Observing Illinois State University gallery show, Melanie Portnov, State of Flux. This show inspired many creative thoughts about future ceramic projects.
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PAL 1:
Observing public art displays, Indianapolis, Indiana. This public display was especially great at generating artistic ideas from simple forms, and how that may connect to nature. |
PAL 2: Working alongside a professional ceramicist, Tim's Ceramics. (Pictured: moon jar that I had constructed) Working alongside Tim's Ceramics has made me more knowledgeable about affordable ceramic projects and the ceramic process itself.
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PAL 2: Reading The Art of Craft Magazine for project inspiration to bring to my future classrooms. Such inspiration includes paper mache, collaging, dyeing, and printing.
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