KATIE KUTZ
Artist/ Student/ Art Educator
Quality Standard One: Teachers demonstrate mastery of and pedagogical expertise in the content they teach.
The elementary teacher is an expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches (e.g., science, social studies, arts, physical education, or world languages).
The secondary teacher has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s).
In my time at CSU in the Art Education and BFA program, I have had the opportunity to learn so many different art forms. I gained experience in traditional and contemporary 2D, 3D, and digital/photography art making. Along with my extensive studio experience I have gained experience working in the art room at various schools during my practicum experience. During this time I slowly gained more responsibilities with lesson planning and classroom management while working under the classroom art teachers. I would rate myself as proficient in Standard 1 due to my extensive studio and classroom experience. My goal is to keep learning more about art making and to share my knowledge with my students.
Element A: Teachers provide instruction that is aligned with the Colorado Academic Standards, their District’s organized plan of instruction, and the individual needs of their students.
The artifact I chose for standard 1 is a portion of a lesson that I wrote for 5th grade. This lesson addresses every aspect of art making from ideation and creation, to peer and self reflection. The objectives align with the Colorado State Academic Standards and responds to a need I found with my 5th grade class. This was a big project for this grade level, they had never completed a project that allowed for so much choice while also being conceptual. I wanted to give these students a chance to fully express themselves and create something on their own terms when it came to subject matter and medium. I put a focus on ideas with this project which required a lot of discussion, artist examples, and brainstorming.
Element B: Teachers develop and implement lessons that connect to a variety of content areas/disciplines and emphasize literacy and mathematical practices.
For element B of standard 1 the artifact I chose is a student's work from a comic book lesson I taught. I taught taught this lesson to both 1st and 2nd grade. for literacy I focused on sequences of storytelling, we discussed beginning, middle, and end and what happens in each of those sections. I had students fold their paper into 3rds to create a box for each section of their story. I spent time talking about how we were going to take a rectangle piece of paper and fold it to create three squares and that each square made up one third of the rectangle. This was a chance for students to use what they have learned about storytelling and math from their classroom and add that visual art element. It was interesting teaching it to both 1st and 2nd grade because I got to see the difference in understanding of storytelling and math.
Element C: Teachers demonstrate knowledge of the content, central concepts, disciplinary inquiry, appropriate evidence-based instructional practices and specialized characteristics of the disciplines being taught.
For element C I chose a presentation for a lesson about Murano Glass I taught my 4th graders. I wanted to introduce them to a new art form of glass blowing that has historical traditions that are still being used today. We talked about what glass blowing is and I showed a short video clip of Murano Glass being made. While it was playing I narrated what was happening and what tools the artist was using. We then took what we learned about Murano Glass and made Papier-Mache vases using a lot of bright colors much like how the Murano Glass looks.
