Teaching Portfolio
Art 201 Media Techniques & Inquiry for Elementary & Middle Level schools
Artist Research
2I) evaluates teaching resources and materials for appropriateness as related to curricular content and each student’s needs;
For this assignment we were asked to research a contemporary and how the artist can be used in the classroom. The artist I researched was Hebru Brantley. Hebru Brantley is a contemporary, pop artist who creates murals, sculpture, and street art. Hebru Brantley can be used to talk about contemporary art, mural painting, and community art.
docs.google.com/presentation/d/1ZRr-B4RAQBgzYieyfFBhDWc5PkxKDbxgncJLG11mY6I/edit?usp=sharing
For this assignment we were asked to research a contemporary and how the artist can be used in the classroom. The artist I researched was Hebru Brantley. Hebru Brantley is a contemporary, pop artist who creates murals, sculpture, and street art. Hebru Brantley can be used to talk about contemporary art, mural painting, and community art.
docs.google.com/presentation/d/1ZRr-B4RAQBgzYieyfFBhDWc5PkxKDbxgncJLG11mY6I/edit?usp=sharing
Elementary Lesson Plan
2K) engages students in the processes of critical thinking and inquiry and addresses standards of evidence of the disciplines;
3B) understands how to develop short- and long-range plans, including transition plans, consistent with curriculum goals, student diversity, and learning theory;
7B) understands that assessment is a means of evaluating how students learn and what they know and are able to do in order to meet the Illinois Learning Standards;
In this assignment we were asked to create a elementary level lesson plan. For my lesson plan I emphasized themes of community through mural making. Students were asked to create a mural, in small groups, that represent their school or outside community. Students will have the opportunity to explore different mediums and ideas surrounding community. Students will also be asked to investigate things or ideas that make up or represent their communities. Students will learn about a variety of mural artist such as: Banksy, Jean-Micheal Basquiat, Hebru Brantley, Jacob Lawrence, and Diego Rivera.
3B) understands how to develop short- and long-range plans, including transition plans, consistent with curriculum goals, student diversity, and learning theory;
7B) understands that assessment is a means of evaluating how students learn and what they know and are able to do in order to meet the Illinois Learning Standards;
In this assignment we were asked to create a elementary level lesson plan. For my lesson plan I emphasized themes of community through mural making. Students were asked to create a mural, in small groups, that represent their school or outside community. Students will have the opportunity to explore different mediums and ideas surrounding community. Students will also be asked to investigate things or ideas that make up or represent their communities. Students will learn about a variety of mural artist such as: Banksy, Jean-Micheal Basquiat, Hebru Brantley, Jacob Lawrence, and Diego Rivera.
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
lesson_plan_201.docx | |
File Size: | 182 kb |
File Type: | docx |
Clinical Observation Written Reflection
7A: understands child development and the psychological principles of learning and how they apply to visual arts education.
For my clinical observations, I volunteered at Illinois Art Station. Illinois Art Station is an non profit organization that provides children and families with art making activities. I attended a family art making session with elementary aged students. Families created fall leaves and learned about patterns and motifs. I also attended two "Saturday Artmaking" classes at ISU. In these classes students created art using impressions and stencils and also created a quilt together out of paper, referencing the artist Bisa Butler.
For my clinical observations, I volunteered at Illinois Art Station. Illinois Art Station is an non profit organization that provides children and families with art making activities. I attended a family art making session with elementary aged students. Families created fall leaves and learned about patterns and motifs. I also attended two "Saturday Artmaking" classes at ISU. In these classes students created art using impressions and stencils and also created a quilt together out of paper, referencing the artist Bisa Butler.
PAL 1
7G: understands the need for continuing study, self-evaluation, and professional growth.
For my PAL 1, I attended the University Galleries and seen exibitions by Caroline Kent and T.J. Dedeaux-Norris. I enjoyed interacting with work by these artist, I appreciated T.J.'s range of mediums from 3D works, painting, and video.
For my PAL 1, I attended the University Galleries and seen exibitions by Caroline Kent and T.J. Dedeaux-Norris. I enjoyed interacting with work by these artist, I appreciated T.J.'s range of mediums from 3D works, painting, and video.
Art 211 Media, Techniques & Inquiry For Secondary Schools
Art 211 Studio Assignment
![Picture](/uploads/1/4/0/1/140138778/editor/image-6487327.jpg?1660598199)
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 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.
Description: This is an example of the studio project for my intersectionality unit plan along with the artist statement.
Rationale: This example demonstrates understanding of materials and tools by showing the artist ability to color mix as well as incorporate multiple materials for elements of collage. This example also shows understanding of the units ideas of identity and intersectionality by the style in which the figure is painted, color, and the added elements of collage.
Evidence:
Description: This is an example of the studio project for my intersectionality unit plan along with the artist statement.
Rationale: This example demonstrates understanding of materials and tools by showing the artist ability to color mix as well as incorporate multiple materials for elements of collage. This example also shows understanding of the units ideas of identity and intersectionality by the style in which the figure is painted, color, and the added elements of collage.
Evidence:
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
Artist Statement | |
File Size: | 53 kb |
File Type: |
Art 211 Unit plan
IPTS (2013) - 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.
Description: In this lesson students will be learning about intersectionality, identity, and how to represent themselves through portraiture. Students will be creating at least 8"x8" portraits that represent themselves using acrylic paint and an option of elements of collage.
Rationale: Students will know what intersectionality is and how to represent themselves and convey meaning through their work. Students will know how to convey meaning using composition, color, and other elements of design.
Evidence:
Rationale: Students will know what intersectionality is and how to represent themselves and convey meaning through their work. Students will know how to convey meaning using composition, color, and other elements of design.
Evidence:
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
Intersectionality Unit Plan | |
File Size: | 4510 kb |
File Type: |
211 STUDIO ASSIGNMENT ASSESSMENT
IPTS (2013) -STANDARD 7 - Assessment - The competent teacher understands and uses appropriate formative and summative assessment 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: students will be assessed on active participation in discussions, and activities. Students will be assessed on understanding proportions when creating thumbnail sketches, understanding of color mixing by creating a 6'"x6" landscape painting. Student portraits will be assessed by craftsmanship, understanding of materials and concepts such as composition, and the ability to relate to the units theme of intersectionality.
Rationale: Students will be assessed on the topics above to demonstrate their ability to create or convey meaning through their work and their ability to interpret and respond to visual art.
Evidence:
Rationale: Students will be assessed on the topics above to demonstrate their ability to create or convey meaning through their work and their ability to interpret and respond to visual art.
Evidence:
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
Intersectionality Rubric | |
File Size: | 52 kb |
File Type: |
Artist Handout and Powerpoint
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 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.
Description: In this unit students look at artist Kerry James Marshall, an artist who through his work tells stories bout events in his life and different parts of his culture or community.
Rationale: The questions from my artist handout interrogate the conceptual frameworks and use the frames for deeper understanding of content and cultural and societal context by asking students to think about the way in which they view art and draw meaning form it. The questions also encourage students to think about what artist share about themselves and their identity and how they can do so in their own work.
Evidence: Powerpoint- https://docs.google.com/presentation/d/1HOZ4X9sO2B3RoegHYF54PJd_EUjAv7ohU_Hc0VwNFgs/edit?usp=sharing
Rationale: The questions from my artist handout interrogate the conceptual frameworks and use the frames for deeper understanding of content and cultural and societal context by asking students to think about the way in which they view art and draw meaning form it. The questions also encourage students to think about what artist share about themselves and their identity and how they can do so in their own work.
Evidence: Powerpoint- https://docs.google.com/presentation/d/1HOZ4X9sO2B3RoegHYF54PJd_EUjAv7ohU_Hc0VwNFgs/edit?usp=sharing
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
Artist Handout Kerry James Marshall | |
File Size: | 1836 kb |
File Type: |
Professionalism, Advocacy & Leadership: PAL 1
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: For my PAL 1 I visited the university galleries student annual show.
Rationale: Visiting the university gallery demonstrates engaging with artwork within the community.
Description: For my PAL 1 I visited the university galleries student annual show.
Rationale: Visiting the university gallery demonstrates engaging with artwork within the community.
Professionalism, Advocacy & Leadership: PAL 2
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: For my PAL 2s I participated in showing my work in 2 exhibits one student show for the rso "Hear my soul" and another for Contextos Gallery "I am..."
Rationale: Participation in these shows demonstrates participation in sharing artwork with the community.
Evidence:
Description: For my PAL 2s I participated in showing my work in 2 exhibits one student show for the rso "Hear my soul" and another for Contextos Gallery "I am..."
Rationale: Participation in these shows demonstrates participation in sharing artwork with the community.
Evidence:
Art 309 Professional Art Education Sequence
Two Saturday Class Lesson Plans
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 teachers creates meaningful learning experiences for each student based upon interactions among content area and pedagogical knowledge, and evidence-based practice.
IPTS Standard 8- Collaborative Relationships - The competent teacher builds and maintains collaborative relationships to foster cognitive, linguistic, physical, and social and emotional development. This teacher works as a team with professional colleagues, students, parents or guardians, and community members.
IPTS Standard 8- Collaborative Relationships - The competent teacher builds and maintains collaborative relationships to foster cognitive, linguistic, physical, and social and emotional development. This teacher works as a team with professional colleagues, students, parents or guardians, and community members.
Plan 1
Description: In this lesson, students will use the overarching theme of outer space and imagination to create there own creatures and planets. Students will use clay to create their own aliens, paint to create their own planets and will make a collaborative mural using mixed media.
Rationale: Students will know how to use their imagination to relate their own ideas t to context and convey meaning through their work. Students will know how to use a range of materials and techniques such as slipping and scoring as well as how to work collaboratively with others.
Evidence:
Description: In this lesson, students will use the overarching theme of outer space and imagination to create there own creatures and planets. Students will use clay to create their own aliens, paint to create their own planets and will make a collaborative mural using mixed media.
Rationale: Students will know how to use their imagination to relate their own ideas t to context and convey meaning through their work. Students will know how to use a range of materials and techniques such as slipping and scoring as well as how to work collaboratively with others.
Evidence:
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
space_lesson_.pdf | |
File Size: | 1090 kb |
File Type: |
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chris_ryniak_-_artist_handout_week_1.docx.pdf | |
File Size: | 3541 kb |
File Type: |
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
copy_of_linz_sepe_handout.pdf | |
File Size: | 4656 kb |
File Type: |
Plan 2
Description: In this lesson students will use themes of community to collaboratively work to plan and build their own city or town using found and built materials.
Rationale: Students will learn how to work together collaboratively to put their ideas together to express an idea. Students will also know how to examine he world around them and how they engage with their community in their everyday lives.
Evidence:
Description: In this lesson students will use themes of community to collaboratively work to plan and build their own city or town using found and built materials.
Rationale: Students will learn how to work together collaboratively to put their ideas together to express an idea. Students will also know how to examine he world around them and how they engage with their community in their everyday lives.
Evidence:
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
Community plan | |
File Size: | 2097 kb |
File Type: |
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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 in activity stations. One table was set up for painting and glazing students creatures, one table was set up for pour painting planets and another table was just for materials.
Rationale: This set up helped the lesson flow and transition more easily. Students are able to transition to the next activity quicker because they don't need to clean up materials in between. Having materials in a designated area makes everything more accessible and organized.
Evidence:
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 in activity stations. One table was set up for painting and glazing students creatures, one table was set up for pour painting planets and another table was just for materials.
Rationale: This set up helped the lesson flow and transition more easily. Students are able to transition to the next activity quicker because they don't need to clean up materials in between. Having materials in a designated area makes everything more accessible and organized.
Evidence:
PROFESSIONALISM, ADVOCACY & LEADERSHIP: PAL 1
IPTS 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: For my PAL 1 I an visited university galleries exhibition.
Rationale: Visiting the university gallery demonstrates engaging with artwork within the community.
IPTS 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: For my PAL 1 I an visited university galleries exhibition.
Rationale: Visiting the university gallery demonstrates engaging with artwork within the community.
PROFESSIONALISM, ADVOCACY & LEADERSHIP: PAL 2
IPTS 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: For my pal 2 I engaged in an art making activity at university galleries.
Rationale: Visiting the university gallery demonstrates engaging with artwork within the community.
Evidence:
IPTS 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: For my pal 2 I engaged in an art making activity at university galleries.
Rationale: Visiting the university gallery demonstrates engaging with artwork within the community.
Evidence:
Description: For my PAL 2 I hosted an art making workshop with the campus RSO Hear My Soul
Rationale: This event brings students together on campus to use artmaking as a creative outlet.
Evidence:
Rationale: This event brings students together on campus to use artmaking as a creative outlet.
Evidence:
Art 309 Professional Art Education Sequence
HOIC Lesson
Illinois Professional Teaching Standard 3 - Planning for Differentiated Instruction – The competent teacher plans and designs instruction based on content area knowledge, diverse student characteristics, student performance data, curriculum goals, and the community context. The teacher plans for ongoing student growth and achievement.
Description: In this lesson, students will use multi media to create an artwork that represents what rhythm and movement mean to them.
Rationale: students will learn how to use principals of rhythm and movement and relate them to their own lives. students will know how to examine their every day lives and relate it to context.
Evidence:
Description: In this lesson, students will use multi media to create an artwork that represents what rhythm and movement mean to them.
Rationale: students will learn how to use principals of rhythm and movement and relate them to their own lives. students will know how to examine their every day lives and relate it to context.
Evidence:
How to video: https://drive.google.com/drive/folders/1nNVGHUUNntzro4o2K0hen--kLSh9pU0q?usp=sharing
Google slideshow: https://docs.google.com/presentation/d/154fjZPF84eScrcFOSf6CDW8beZ39HtbCL5KgVZWSRPw/edit?usp=sharing
Google slideshow: https://docs.google.com/presentation/d/154fjZPF84eScrcFOSf6CDW8beZ39HtbCL5KgVZWSRPw/edit?usp=sharing
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
Rythm and Movement | |
File Size: | 9253 kb |
File Type: | docx |
Unit Plan
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Rubric | |
File Size: | 8 kb |
File Type: | docx |
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
Jamel Shabazz Artist Handout | |
File Size: | 2178 kb |
File Type: | docx |
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Lesson Plan | |
File Size: | 3060 kb |
File Type: | docx |
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
Artist statement | |
File Size: | 47 kb |
File Type: |
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Artwork Example | |
File Size: | 4207 kb |
File Type: |
Illinois Professional Teaching 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. This teacher understands that the classroom is a dynamic environment requiring ongoing modification of instruction to enhance learning for each student.
Illinois Professional Teaching 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: In this lesson students, will take and edit 10 photos and use elements of photography to document the essence of their daily lives using the big idea of memory.
Rationale: Students will learn to use elements of photography to convey meaning and will learn to convey meaning through their work that represents their lives.
Evidence:
Illinois Professional Teaching 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: In this lesson students, will take and edit 10 photos and use elements of photography to document the essence of their daily lives using the big idea of memory.
Rationale: Students will learn to use elements of photography to convey meaning and will learn to convey meaning through their work that represents their lives.
Evidence:
Literacy Lesson
Illinois Professional Teaching 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.
Description: In this activity, students will participate in a Jamboard and practice responding to artwork.
Rationale: Students will use prior knowledge and unit vocabulary words to analyze, describe and respond to the work of Jamel Shabazz.
Evidence:
Jamboard: https://jamboard.google.com/d/1rqe0rLywcCzbLveCd4ndDlYve6OvnXZ13Xre6erzHm4/edit?usp=sharing
Description: In this activity, students will participate in a Jamboard and practice responding to artwork.
Rationale: Students will use prior knowledge and unit vocabulary words to analyze, describe and respond to the work of Jamel Shabazz.
Evidence:
Jamboard: https://jamboard.google.com/d/1rqe0rLywcCzbLveCd4ndDlYve6OvnXZ13Xre6erzHm4/edit?usp=sharing
PROFESSIONALISM, ADVOCACY & LEADERSHIP: PAL 1
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.
Description: I went to the the Art ed art show.
Rationale: Visiting the student show demonstrates community engagement.
Evidence:
Description: I attended the Anna Von Martens exhibit at university galleries.
Rationale: Visiting the gallery demonstrated community engagement.
Evidence:
Description: I went to the the Art ed art show.
Rationale: Visiting the student show demonstrates community engagement.
Evidence:
Description: I attended the Anna Von Martens exhibit at university galleries.
Rationale: Visiting the gallery demonstrated community engagement.
Evidence:
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: I participated in the Art Ed student art show.
Rationale: Participation shows advocacy and leadership for students on campus.
Evidence:
Description: I hosted a paint and sip with Hear My Soul and Delta Sigma Theta Sorority Inc.
Rationale: This event provided students a space to express their creativity.
Evidence:
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: I participated in the Art Ed student art show.
Rationale: Participation shows advocacy and leadership for students on campus.
Evidence:
Description: I hosted a paint and sip with Hear My Soul and Delta Sigma Theta Sorority Inc.
Rationale: This event provided students a space to express their creativity.
Evidence:
Student Teaching
SELF-CREATED UNIT PLANS WITH LESSON PLANS & TEACHING MATERIALS
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.
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: In this lesson, students will create an identity self portrait that incorporates at least 2 art movements using acrylic paint.
Rationale: Students will investigate, describe, and express their intersectionality through their self portrait.
Evidence: Powerpoint- https://docs.google.com/presentation/d/162hCepyznyPgWIw8RO3l3Oab8zaOeW9ICN1vWZ7kfPI/edit?usp=sharing
Rationale: Students will investigate, describe, and express their intersectionality through their self portrait.
Evidence: Powerpoint- https://docs.google.com/presentation/d/162hCepyznyPgWIw8RO3l3Oab8zaOeW9ICN1vWZ7kfPI/edit?usp=sharing
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Description: In this lesson students will explore the theme of place by creating a watercolor landscape
Rationale: Students will describe, analyze, and respond to the work of Edward Hopper.
Evidence: Powerpoint- https://docs.google.com/presentation/d/1bk-lmoDyS5dAkjsg9b2gs_ToBdmbg8uKX8CkY5xJM0M/edit?usp=sharing
Rationale: Students will describe, analyze, and respond to the work of Edward Hopper.
Evidence: Powerpoint- https://docs.google.com/presentation/d/1bk-lmoDyS5dAkjsg9b2gs_ToBdmbg8uKX8CkY5xJM0M/edit?usp=sharing
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
watercolor lesson plan | |
File Size: | 25 kb |
File Type: | docx |
ASSESSMENT METHODS PORTFOLIO
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: Students will be assessed on their understanding of proportion, intersectionality and art movements discussed in class.
Rationale: Students will self assess themselves and respond to their own work. Students also respond to peer work through critique(summative). students will complete the portrait mindmap as a formative assessment.
Evidence:
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: Students will be assessed on their understanding of proportion, intersectionality and art movements discussed in class.
Rationale: Students will self assess themselves and respond to their own work. Students also respond to peer work through critique(summative). students will complete the portrait mindmap as a formative assessment.
Evidence:
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
Identity Portrait Rubric | |
File Size: | 10 kb |
File Type: | docx |
Description: Students will be assessed on their understanding of foreground, middle ground, background. and their understanding of different water color techniques.
Rationale: Students will complete the painting and self assessment rubric as a summative assessment. Students will turn in a rough draft as a formative assessment.
Evidence:
Rationale: Students will complete the painting and self assessment rubric as a summative assessment. Students will turn in a rough draft as a formative assessment.
Evidence:
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
Watercolor assesment | |
File Size: | 93 kb |
File Type: |