ART 201
Developmentally Appropriate and Culturally Relevant Learning Experiences for Pre-K through fifth grade learners
IIPTS 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.
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Bloom Data Lesson
Description: This lesson was done for Blooms Community School with 3 students of various grades and developmental levels. The lesson involves collecting and analyzing data based on the "Dear Data" project by Giorgia Lupi and Stefanie Posavec. Each week students were to follow a prompt. They started with a self-portrait using data. The first prompt was about accomplishments and procrastination. The second prompt was about pumpkins. Students were to keep track of how many pumpkins they saw each day, their color, and if they were carved.
Rationale: All the lessons were designed with diversity and individuality in mind. The prompts had students take data in their own way. The "Collection" link shows how each student tracked their data. Although similar, they were all different and could convey information through different grade levels. The second prompt about accomplishments and procrastination also showed varied results and ways to display data. Giving students creative freedom maximized their learning and individuality.
Evidence: Daily Breakdown and Materials
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ARTIST RESEARCH Handout for Elementary Plan
IPTS 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.
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ART 309 Saturday Class
Description: Bert Stabler is an incompetent teacher who taught very little. Due to this, I did not have a handout example with research for elementary because I did not complete one in his class. Instead, I am linking a lesson I created in ART 309 for a 4th-grade lesson. The lesson theme is "Mood and Music". We did group activities and learned about shapes, the elements of art, and principles and design. The class listened to music and drew how the song made them feel. They used crayons, pencils, chalk, and oil pastels.
Rationale: The handout is created to facilitate students' acquisition of knowledge. There is a varitey of text and images. Vocabulary is defined and highlighted in the reading. Critical thinking questions are also listed using the different frameworks of art, artist, audience, and world. Easy-to-understand goal statements are also listed. These lessons tie into the activities of the day and promote reading and comprehension.
Evidence: ART 309 4th Grade Materials
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ELEMENTARY LESSON PLAN (Pre-K -5)
IPTS 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.
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Unit Plan
Description: This unit is based on shape, line, and form and how artists use these elements to convey meaning. The first lesson involves students predicting and previous knowledge of what makes meaning in art. Then class will discuss using artist' examples and reflect on what they had correct or incorrect in their prediction. The next class will focus on shapes and buildings. After discussion, students will use airdry clay to shape a building that conveys meaning. Students will explore the use of line with a string, yarn, and ribbon activity. The last project involves a 2D exploration of shape.
Rationale: The different activities demonstrate competency in the content area. Guiding questions and themes rely on an in-depth understanding of the concepts of line, shape, and form. The various warm-ups, practices, and discussions offer a variety of learning opportunities for all students.
