Quality Standard Three: Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.

During my student teaching I learned a great deal about delivering effect instruction. What worked for one class did not always work for another. When the class was depended heavily on what the class needed. Morning classes in the high school were always so quiet, classes at the end of the day didn't have a lot of focus. My instruction needed to adapt for each of these classes. That's not the only thing to consider though, students have lot of emotional and developmental things going on, I find it important to consider how this might affect a student's learning. I also believe that it is important to address these life issues such as emotions and how to deal with them. Art gives the chance to express and explore these ideas. When the classroom is set up in a welcoming and safe environment, students will be more likely to be present and ready to participate and learn. I rate myself as proficient with standard three because I am always considering the different factors that affect a students learning

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Element A: Teachers demonstrate knowledge about the ways in which learning takes place, including the levels of intellectual, physical, social and emotional development of their students.

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For this element I chose part of a social-emotional lesson I taught to my 5th graders. We discussed what emotions are and how we feel them, then we discussed what happened when we feel an emotion. We talked about how something happens to cause the emotion, then our bodies feel is, and then we react. We went over different responses to different emotions such as anger. Students spent time sharing how they calm themselves down when they get really angry. After this discussion I had students spend multiple class periods creating an artwork that depicts an emotion. Some students decided to explore an emotion they had been feeling recently such as loss and anxiety. 

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Element B: Teachers use formal and informal methods to assess student learning, provide feedback, and use results to inform planning and instruction.

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During my high school placement even though it was a choice based class, we still did teach directed skill builder assignments. One of which was learning value. Students were able to choose which photo they wanted to paint from to show their understanding of value. These assignments were pass or fail, I used these assignments to guide my teaching. In instances where many students didn't seem to grasp the objective, I would re teach the skill the following class period. Because it is a choice based classroom, students who did understand the first time, would have the opportunity to challenge themselves with a more difficult photo to paint from. This artifact is a photo of one of my students value assignments, she chose to paint the sphere and had a very good understanding of how to create value using watercolor paint. Most students grasped the idea of value in this lesson so my following lesson was creating value using color.

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Element C: Teachers integrate and utilize appropriate available technology to engage students in higher level thinking skills.

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During one of my first lessons I taught my elementary students, we created landscapes using tissue paper. The next step was to use the green screen app of the iPads and put ourselves into our landscapes. After students were done creating the tissue paper landscapes, I had them pose in front of our green screen and I took photos for them and then showed them step by step how to use the app. This caused students to become more engaged with the lesson and their artwork and it also introduced students to a new way of interacting with art. This student thought ahead and created a soccer ball with tissue paper and used the app to make himself look as though he was kicking the ball. 

 

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Element D: Teachers establish and communicate high expectations and use processes, such as questioning, to support the development of critical thinking and problem-solving skills.

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Everyday when students walked into the art room at the high school, they would have a prompt on the board. They were to consider the prompt and write or draw in their sketchbook their thoughts surrounding it. We would then have a short discussion and I would show artists that created work based on said prompt. This was called inspiration station. The goal was to get students thinking about different ideas and ways of creating so when it came time for them to complete their assessment projects, they would have a few ideas and thoughts and also the skill to consider an idea and see how art can be made based in that idea. 

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Element E: Teachers provide students with opportunities to work in teams and develop leadership qualities.

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For my students unit 2 assessment we spent a class period looking

at artists works as a way to explore the concept of social justice.

I wanted to show my students four different artworks that dealt

with different themes with in social justice.. Instead of lecturing

about the artworks, I splits my class into eight small groups,

assigned each group an artwork and had them fill out this worksheet.

They had to explore what they saw, how they felt, and what they

thought about the work, then they spent a few minutes doing  some

research to learn more about the work, and then decided if their new

found information changed their thoughts and feeling about the work.

Since I had four artworks and eight groups, after ten minutes I had

students partner up with the other group that explored the same

artwork to share their thoughts. I instructed students to pick a speaker

for their group and be prepared to share out with the class what they

found out  about the artwork. This activity got students more engaged

with the artwork and as we came back together as a whole class we

got into some really deep conversations about some of the work. ​

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​Element F: Teachers communicate effectively, making learning objectives clear and providing appropriate models of language.

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For this element I provided a screen shot from a lesson I did with 5th grade when we were discussing appropriate ways to talk about our peer's artwork during a critique. This was one of the first times students were introduced to critiques so we went over the do's and don'ts. I emphasized descriptive words and how the work makes you feel or think. I made clear that it was not appropriate to say someone's artwork is bad. We discussed how everyone is entitled to their own opinion and we may not always agree with their opinion and that's okay. We also talked about how the great thing about art, is that not everyone sees it the same way as others or how it was maybe intended, but that's what makes art so awesome. Most students did really great with this and got some great feedback for their artwork. 

 

 

 

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