ART 309 Fall

Description of Grade 6: The focus of this lesson plan was environmentalism art and activism. We created jars or paperweights of the student's choice of an endangered animal. Aside from the jar or paperweight, the students created a poster, looked at environmental artists, and discussed their art with each other. The lesson had 7 unit objectives and involved 4 national art standards. All teachers created their own example and work with students throughout the process. There were demonstrations and language supports available for students.
Rationale for Grade 6: All teachers were able to discuss the project in depth with students. Individual work time allowed for personal connection and growth. This connection built collaborative relationships and foster their development. The teachers were able to flow and distribute the lesson evenly in an understandable way. Teachers showed their skill in the content throughout the lesson and can be seen when they are interacting with students, their examples, and student supports. Students were able to discuss with each other and build their projects. They can be seen interacting during the clips and in photos.

Evidence: Drive Link

Description of Grade 4: The main idea was mood and music. We created multiple pieces of art that combined medium experimentation and equating rhythm to mood. We did an introduction worksheet and an activity with included breaks. Artworks completed included planning, personal choice in their music, and given music. Students used chalk and oil pastels and colored pencils. 
Rationale for Grade 4: Students discussed with each other and students. This promoted teacher and student relationships. Activities and breaks developed student's cognitive, physical, social, and emotional work. Teacher knowledge can be seen with their examples, the high level of student work, the activities, and the handouts. Students were able to connect their personal lives an accomplish a higher level of artwork as evidenced in their conceptual art. 
Evidence: Drive Link
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Saturday Class Classroom Set-up Documentation
IPTS Standard 4 - Learning Environment - The competent teacher structures a safe and healthy learning environment that facilitates cultural and linguistic responsiveness, emotional well-being, self-efficacy, positive social interaction, mutual respect, active engagement, academic risk-taking, self-motivation, and personal goal setting. This includes a virtual environment and any learning aids used within a Google Drive.
7D: understands how to organize the instructional environment to maximize students’ learning.

Description: The classroom was set up with students in a curved row facing the screen. Beside the screen were language support posters and below the poster were teacher examples. Examples and the activity were the screens throughout class time. Supplies for the students were in a clear line at the side of the classroom. This setup was consistent and a routine was established. 
Rationale: Students can be seen interacting with each other with the setup. All students can see the teachers and fellow students. This promoted a positive learning environment and active engagement. Desks allowed teachers to discuss with students personally and encouraged responsiveness and feedback. A healthy learning environment can be seen when students are discussing their art and mutual respect between everyone in the classroom. Multiple supports and teacher feedback encourage self-motivation and personal goals.
Evidence: Drive Link
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Leadership Pal 1
Professionalism, Advocacy &
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 for students, parents or guardians, and the profession.

Description: The image is art from the artist Ilse Miller. This was one of many art pieces exhibited by ISU grad students. Some other pieces from Miller included glitter and other multi-media decorations.
Rationale: There were 3 ISU grad students exhibited at this gallery. I respected and exhibited professionalism and participated in the community. I discussed with fellow students as well as the artists.
Evidence: Drive Link
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Description: I visited a local gallery in uptown. Here I viewed local artists in the Bloomington-Normal area. There was a variety of artists and types of art. Depicted in the image is a mixed media piece by Charlie Rogucki. 
Rationale: Art is often seen by the community through social media or instalations. In this instance, I advocated for ISU and encouraged the community artists. I participated in a community event as supported local artists.
Evidence: Drive Link
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Professionalism, Advocacy & Leadership Pal 2
Illinois Professional Teaching 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 for students, parents or guardians, and the profession. 
7N: advances his or her knowledge of current developments in the field by participating in professional development activities (e.g., coursework, professional organizations, and workshops).

Description: This PAL was a window painting for ISU homecoming. This was led by Normal West HS Art Department Chair and ISU Clinical Assistant Professor Julie Hinman. Other students involved ranged from sororities to other art ed majors.
Rationale: This opportunity was a chance to interact with the community and fellow students. I showed leadership and professionalism as our group struggled to find paint. We found supplies and drew encouraging messages and images. We made conversation with those who passed by and created a happy environment for the community.
Evidence: Drive Link
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Description: This painting was done by me and submitted for NAEA community art. The subject was up to the artist and will be displayed alongside other student artwork. This will be displayed in the halls for ISU students to see. Senior students typically do not have many opportunities to create art. This provided an opportunity for the class community to come together and create art.
Rationale: Community is again important for this project. My art developed my skills to be a better teacher aside from coursework. This is displayed and handled professionally and will allow the community to learn about the next generations of students.
Evidence:  Drive Link