High School Unit Plan
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.
Honoring our Environment was the first unit I taught for Painting at Carl Sandburg High School. In the unit the students were asked to research a location that was facing an environmental threat (pollution, melting ice caps, wild fires, invasive species, etc...). They would then make a watercolor painting of the location as a way of honoring and preserving our landscape. After working with the class and knowing their demographics I added a second option. The class saw a range of students 9th-12th grade, varying art experiences, 40% with IEPs, and 5 with an aid. The second option was to paint a location with a personal connection to you, without the need to do research. For two students with more support needs we focused on building watercolor skills without the added concept. All courses of action provided the students with choice and the ability to feel connected to the work they were producing.
Prior to introducing the project we went over watercolor techniques. I demonstrated and they followed wet on wet, wet on dry, dry on wet, and wet on dry. After practicing using watercolor we moved on to color mixing. The students created a color wheel with primary, secondary, and tertiary colors. Once the foundational skills were taught I moved on to the project itself. Using contemporary artists, Jill Pelto, Georgia O’Keeffe, and Jennifer Tyres, we discussed the application of watercolor techniques in a full painting and atmospheric perspective. The artists paintings also related to our theme of honoring the environment. The students then selected their image and I taught them how to grid their paper to transfer the image. Before starting their final paintings they completed two small color studies. With the color studies they were able to different styles, techniques, color harmonies, and get to know the image. Originally I asked for four studies but based on the speed at which they worked I opted for quality over quantity. When finished with their studies the students were able to start their final 9"x12" watercolor painting. Once finished they completed an artist statement asking them to describe their artwork and reflect on the process and research that went into the final product.
Unit Plan
Presentation
Artist Statement
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.
Honoring our Environment was the first unit I taught for Painting at Carl Sandburg High School. In the unit the students were asked to research a location that was facing an environmental threat (pollution, melting ice caps, wild fires, invasive species, etc...). They would then make a watercolor painting of the location as a way of honoring and preserving our landscape. After working with the class and knowing their demographics I added a second option. The class saw a range of students 9th-12th grade, varying art experiences, 40% with IEPs, and 5 with an aid. The second option was to paint a location with a personal connection to you, without the need to do research. For two students with more support needs we focused on building watercolor skills without the added concept. All courses of action provided the students with choice and the ability to feel connected to the work they were producing.
Prior to introducing the project we went over watercolor techniques. I demonstrated and they followed wet on wet, wet on dry, dry on wet, and wet on dry. After practicing using watercolor we moved on to color mixing. The students created a color wheel with primary, secondary, and tertiary colors. Once the foundational skills were taught I moved on to the project itself. Using contemporary artists, Jill Pelto, Georgia O’Keeffe, and Jennifer Tyres, we discussed the application of watercolor techniques in a full painting and atmospheric perspective. The artists paintings also related to our theme of honoring the environment. The students then selected their image and I taught them how to grid their paper to transfer the image. Before starting their final paintings they completed two small color studies. With the color studies they were able to different styles, techniques, color harmonies, and get to know the image. Originally I asked for four studies but based on the speed at which they worked I opted for quality over quantity. When finished with their studies the students were able to start their final 9"x12" watercolor painting. Once finished they completed an artist statement asking them to describe their artwork and reflect on the process and research that went into the final product.
Unit Plan
Presentation
Artist Statement
Assessment Methods
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.
The Honoring our Environment provided three opportunities for formative assessment and two for summative. The first formative assessment was the color wheel. The color wheel acted as an introductory tool to color mixing and painting. It offered a first look at the student's paint handling and craftsmanship as well as their ability to something. It was graded with a rubric checking for decision making, technique, and time spent working. The color studies, another formative assessment was graded with the same rubric. The color studies gave students the opportunity to further apply their color mixing to a cohesive color palette. They were also able to experiment with watercolor techniques beyond the flat application on the wheel. The last formative assessment was the class discussion on the unit artists and big idea. A class discussion allows the students to voice their opinions and for me to check their understanding of applied skills and concepts.
The two summative assessments were the final watercolor landscape and artist statement. Before the students began their final painting I provided feedback on their formative assessments in terms of craftsmanship and application of skills. Thus once they began they were aware of their strengths and areas of improvement. The rubric also checked for decision making, technique, and time spent working in class just at a higher point scale. The artist statement reflected their growth from class discussions and informal conversations about their work and goals. It was graded with a rubric checking for quality of writing, organization, and evidence of thinking.
Formative and Summative Assessments
The Honoring our Environment provided three opportunities for formative assessment and two for summative. The first formative assessment was the color wheel. The color wheel acted as an introductory tool to color mixing and painting. It offered a first look at the student's paint handling and craftsmanship as well as their ability to something. It was graded with a rubric checking for decision making, technique, and time spent working. The color studies, another formative assessment was graded with the same rubric. The color studies gave students the opportunity to further apply their color mixing to a cohesive color palette. They were also able to experiment with watercolor techniques beyond the flat application on the wheel. The last formative assessment was the class discussion on the unit artists and big idea. A class discussion allows the students to voice their opinions and for me to check their understanding of applied skills and concepts.
The two summative assessments were the final watercolor landscape and artist statement. Before the students began their final painting I provided feedback on their formative assessments in terms of craftsmanship and application of skills. Thus once they began they were aware of their strengths and areas of improvement. The rubric also checked for decision making, technique, and time spent working in class just at a higher point scale. The artist statement reflected their growth from class discussions and informal conversations about their work and goals. It was graded with a rubric checking for quality of writing, organization, and evidence of thinking.
Formative and Summative Assessments
Elementary Unit Plan
To the 4th grade classes at Lane and Hazelgreen Elementary I taught a unit on Chinese Dragon Masks. The curriculum at the schools is organized based on the elements of art so at the time the students had just finished a line unit and the Dragon Masks would fulfill the shape/form unit. It is in 4th grade when form is introduced so a paper mask offered the perfect transition from 2D to 3D art.
At the beginning of the unit I gave a presentation introducing students to the project. We went over the history and significance of dragons within Chinese culture and looked at Chinese artifacts with dragon iconography. Chinese dragons are seen as wise, kind, and powerful, and their colors identify them symbolically. Knowing this history the students were asked to choose a theme for their dragon related to nature or emotions and use color, lines, and shape to illustrate their chosen theme. Before starting their mask they completed a planning worksheet asking them to make decisions on theme, color, line, and shape and sketch out their dragon.
Making the masks required a lot of attention and patience from both parties. With each step I had to give a demonstration as they followed along. The long and short of the process was folding paper in half, drawing a design, and cutting it out to create a symmetrical design. After the first day I saw places for clarification in instruction. Many students had difficulty grasping the steps needed to make a symmetrical design. They would not fold the paper, or fold it but then cut with it unfolded, or draw and cut opposite the fold so they had two separate pieces. For the next classes I made sure to clearly show my process and check in more with students around the room. The snout become the 3D element as it was cut, folded, and glued so it could stand up on the face. Although the process required the students to follow instruction closely they were still able to be very creative with their choices so each mask came out differently. To finish up the project they uploaded a photo of their mask to Artsonia, an online portfolio site and wrote a guided critique for two classmates. This gave them the opportunity to take ownership of their work and support the work of their classmates.
Unit Plan
Presentation
Planning Worksheet
Critique
At the beginning of the unit I gave a presentation introducing students to the project. We went over the history and significance of dragons within Chinese culture and looked at Chinese artifacts with dragon iconography. Chinese dragons are seen as wise, kind, and powerful, and their colors identify them symbolically. Knowing this history the students were asked to choose a theme for their dragon related to nature or emotions and use color, lines, and shape to illustrate their chosen theme. Before starting their mask they completed a planning worksheet asking them to make decisions on theme, color, line, and shape and sketch out their dragon.
Making the masks required a lot of attention and patience from both parties. With each step I had to give a demonstration as they followed along. The long and short of the process was folding paper in half, drawing a design, and cutting it out to create a symmetrical design. After the first day I saw places for clarification in instruction. Many students had difficulty grasping the steps needed to make a symmetrical design. They would not fold the paper, or fold it but then cut with it unfolded, or draw and cut opposite the fold so they had two separate pieces. For the next classes I made sure to clearly show my process and check in more with students around the room. The snout become the 3D element as it was cut, folded, and glued so it could stand up on the face. Although the process required the students to follow instruction closely they were still able to be very creative with their choices so each mask came out differently. To finish up the project they uploaded a photo of their mask to Artsonia, an online portfolio site and wrote a guided critique for two classmates. This gave them the opportunity to take ownership of their work and support the work of their classmates.
Unit Plan
Presentation
Planning Worksheet
Critique
Assessment Methods
The Chinese Dragon Mask unit allowed for two opportunities of both formative and summative assessments. The first formative assessment was the class discussion on the unit artwork, history, and themes. Through this assessment I was able to gauge their initial understanding and engagement with the project. The other formative assessment was their planning worksheet. With the planning worksheet the students were able to demonstrate their ability to build a cohesive project by planning each element - theme, color, line, shape. The planning worksheet is graded by a rubric of meets, emerging, and not meets, of the associated standard (VA:Cr1.1.4: Brainstorm multiple approaches to a creative art or design problem).
The summative assessments were their finished artwork and its published photograph. The finished artwork was graded based on its corresponding standard (VA:Cn10 .1.4: Create works of art that reflect community or cultural traditions) with the rubric of meets, emerging, and not meets. After finishing the planning worksheet the finished artwork should implement the each element they decided on prior to demonstrate their understanding of how Chinese Dragons act as symbolic imagery based on color and style. The photograph is also graded based on their ability to meet the corresponding standard (VA:Pr4.1.4: Analyze the various considerations for presenting and protecting art in various locations, indoor or outdoor settings, in temporary or permanent forms, and in physical or digital formats). The photograph shows their care in preserving and highlighting their artwork for presentation. The students had to adapt their knowledge of photographing 2D art to their 3D mask to capture the entire artwork.
Formative and Summative Assessments
The summative assessments were their finished artwork and its published photograph. The finished artwork was graded based on its corresponding standard (VA:Cn10 .1.4: Create works of art that reflect community or cultural traditions) with the rubric of meets, emerging, and not meets. After finishing the planning worksheet the finished artwork should implement the each element they decided on prior to demonstrate their understanding of how Chinese Dragons act as symbolic imagery based on color and style. The photograph is also graded based on their ability to meet the corresponding standard (VA:Pr4.1.4: Analyze the various considerations for presenting and protecting art in various locations, indoor or outdoor settings, in temporary or permanent forms, and in physical or digital formats). The photograph shows their care in preserving and highlighting their artwork for presentation. The students had to adapt their knowledge of photographing 2D art to their 3D mask to capture the entire artwork.
Formative and Summative Assessments
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.
Illinois Art Education Association Conference: I attended my first art education conference in this fall and had an amazing time. While at the conference I was able to hear from and meet many amazing art educators. One of the keynote speakers was Paula Liz, a founder of Anti-Racist Art Teachers. From the start of my art teacher education I followed the Anti-Racist Art Teachers website to find artists and lessons and now I got to meet one of its creators. Paula Liz spoke on her own art education and how it shaped her outlook on education.
Another seminar I attended was on setting up an AP Art History program at your school. As an art history major this was something I am interested in developing. Art history is an excellent way of introducing students to the art world if they are not keen on making art itself. The seminar was attended only by one other person which allowed for us to get to know each other and have specific conversations.
I experienced many other great seminars but we'd be here forever if I kept going. I will be attending more conferences in the future.
Illinois Art Education Association Conference: I attended my first art education conference in this fall and had an amazing time. While at the conference I was able to hear from and meet many amazing art educators. One of the keynote speakers was Paula Liz, a founder of Anti-Racist Art Teachers. From the start of my art teacher education I followed the Anti-Racist Art Teachers website to find artists and lessons and now I got to meet one of its creators. Paula Liz spoke on her own art education and how it shaped her outlook on education.
Another seminar I attended was on setting up an AP Art History program at your school. As an art history major this was something I am interested in developing. Art history is an excellent way of introducing students to the art world if they are not keen on making art itself. The seminar was attended only by one other person which allowed for us to get to know each other and have specific conversations.
I experienced many other great seminars but we'd be here forever if I kept going. I will be attending more conferences in the future.
Professionalism, Advocacy, & Leadership: PAL 2
West Leyden Murals: Thanks to the wonderful friendships and connections I have made while at ISU I was given the opportunity to paint murals. Fellow Art Ed student Lisett Lopez was commissioned by her former high school to paint seven murals. Lisett digitally created and presented her designs for the school. When they were approved she asked me and another Art Ed student, Hilene Quiroz to help paint them. It was such a fun and exhausting learning experience. With each mural we became more prepared with prepping the walls, mixing paint, using lasers and projectors, and preparing supplies. While we are very thankful for this opportunity provided by the school we will also know how to better advocate for fair compensation for the amount of work we put in.