SELF-CREATED UNIT PLANS WITH LESSON PLANS & TEACHING MATERIALS - One from each placement (elementary or middle school, middle school or high school) - unit plan, artist handout (if appropriate), Power Point (if appropriate), sample artwork, sample completed artist statement (if appropriate)
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 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.
IPTS (2013) 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. The teacher understands that the classroom is a dynamic environment requiring ongoing modification of instruction to enhance learning for each student.
Description:
Rationale: The materials attached below show my ability to create engaging lesson plans with a variety of supports for my students. My high school lesson shows my willingness and determination to come up with culturally relevant materials that students connect to in order to not only make aesthetically pleasing work, but introduce students to how artists can make work that holds important meaning and incites social change. The fifth grade lesson shows my ability to offer a wide range of supports for my students to successfully complete their lesson during e-learning.
Evidence:
Fifth Grade Lesson
Lesson Plan
Lesson Materials
https://docs.google.com/presentation/d/1J7RwI8GVH--BPXZyePlJ3u8QUSeyEvxXuu_ZHpM4T74/edit?usp=sharing
High School Lesson
Lesson Plan
Lesson Materials
https://padlet.com/skylarbuetow/zp1amkwz70yq
Gallery of Student Work
ASSESSMENT METHODS PORTFOLIO - One formative and summative assessment from each placement to match the plans above
IPTS (2013) 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.
Description:
Rationale: In the fifth grade lesson, it is evident in my planning that I scaffold student learning to build upon skills to assist in the creation of a final product that incorporates everything they learn in the lesson. Looking through my provided examples on the slides I attached along with my unit plan above, it is clear that I offer many supports for my students to learn the material such as my own examples and step by step videos and pictures. In the high school lesson, my formative assessment monitors how students are absorbing the watercolor techniques we learned in class and gives me the opportunity to check in with each student or assist them as needed. Had I let them jump in to their final painting for the project before practicing, they may have found it frustrating and many would start over because I didn't make sure they could perform the necessary techniques for a realistic watercolor painting. The summative assessment shows that I give the students the opportunity to share each piece of information they learned in the unit in a way that is comprehensive and simple to follow. For students who may have struggled with the painting aspect of the lesson, writing an artist statement proves to me that they still understand the big ideas of the unit.
Evidence:
Fifth Grade Lesson
Formative Assessment: Before completing a final drawing of their Rollin' Animal, the students will practice turning simple shapes into forms by choosing animals from the unit artist's animated video to draw. This allows me to check for their understanding of the differences between shape and form as well as the relationship between the two before the students move on to their final drawing.
Summative Assessment: Using all of their knowledge of shape and form, the students will create a drawing of their own "Rollin' Animal" in a silly situation that demonstrates that their ability to take shape and form and use them to execute a creative idea.
High School Lesson
Formative Assessment: Before beginning their final watercolor painting, the students needed to complete a practice painting following an example painting and specific instructions that included all 9 techniques we went over in class. This assessment was used to show evidence that the students could appropriately manipulate watercolor paint in the ways necessary for this project. Attached below are the directions to complete the practice painting.
Summative Assessment: After completing their watercolor painting, the students wrote an artist statement explaining the issue they chose to portray in their painting, their creative choices, as well as how they would choose to display their painting. Attached below is the rubric, an outline with guiding questions, and an example of student work with my comments and grades.
PROFESSIONALISM, ADVOCACY & LEADERSHIP: PAL 1 (at least 1 submission)
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 fro students, parents or guardians, and the profession.
Description: I wanted to be more proficient using digital media so I downloaded the app Autodesk Sketchbook to practice drawing digitally on my phone, the way many students do. I attached a few examples of drawings I created of landscapes.
Rationale: By practicing digital drawing that is used by my students, I am showing that I am interested in what my students are creating and want to be able to understand how to use the tools in order to assist them in their art making processes. As shown in the evidence below, I improved upon my digital drawing skills through practicing using different brushes and tools on the app.
Evidence:
PROFESSIONALISM, ADVOCACY & LEADERSHIP: PAL 2 (at least 1 submissions)
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 fro students, parents or guardians, and the profession.
Description: Because I didn't have the opportunity to work with the elementary students due to the school closures, I still wanted to at least try to teach someone in elementary school an art lesson. My 5th grade brother loves art but has never gotten to use acrylic paint before so I decided that we would paint his pet bird together.
Along with teaching my brother a painting lesson, I taught weekly lessons to my 8th grade sister who was missing art in the classroom. I created weekly plans and took time to ask her what she wanted to learn. We worked on an oil painting, a lot of pencil drawing techniques, and how to draw using realistic proportions.
Rationale: It is evident that learning experience with students is important to me as a teacher to develop my skills to teach and provide meaningful content to students. The examples I provided above show my determination to pass along my knowledge of art if I am teaching in a traditional classroom or not. Teaching art to my siblings communicated how important it is to me for them to take the skills they learned with them, even if they just learned how to ask questions or problem solve! Evidence of my sister's growth in proportion, mark making, and value is seen in her pencil drawings.
Evidence:
