For my second fine arts lesson deconstruction paper, I observed an hour long art class instructed by Laura Calder at Goldfish Elementary School. This took place Friday October 13th from 9:55-10:55. There were around 25 1st grade students divided between 3 separate classes. To say the least, I was very excited to observe an art class because I have always been known for my love of arts and crafts. In Ms. Calder’s lesson, she followed the Illinois Art Standards Initiative Standards including The learning objective for this lesson was to For her pre-instruction, the evidence that Ms. Calder had that shows what her students can already do is knowledge of previous assignments that include the same steps student’s will be taking in this lesson. During instruction, in order for students to demonstrate achievement of the learning objective with guidance, she walked around the classroom making sure each student was caught up with the scarecrow making process and if not, she knew they needed additional guidance. For post-assessment, students with a complete and correctly attached scarecrow at the end of class will have shown Ms. Calder achievement of the learning objective. To continue, Mrs. Calder’s lesson plan mandated students to have materials such as scissors, a bag of scarecrow materials, glue, and sketchpads. Mrs. Calder needed a final copy example of the scarecrow, extra scarecrow parts, and a music player with a CD. Academic language includes students knowing or learning
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During my time as volunteer at Somerset Dade Academy, I was able to work closely with the elementary and middle school teacher. During each visit, I was able to follow Ms. Lee’s daily routine. In the morning, we had 30 minutes to plan and get her cart ready with supplies she needed for the day. Also, we would both create various model artworks to inspire her students to create something more original and imaginative. She wheeled her cart through certain elementary classes depending on her schedule. Depending on the grade level she was assign to that day, we were able to teach her students the fundamental concepts of arts and major art movements, all in 30 minutes. Every three weeks, she would focus on a concept, artist, or art movement. Additionally, she would assign vocabulary words, which her students would copy and also had access to them online on Quizlet. At the end, she would administer a summative test on everything they learned for the past three weeks. On the other hand, Ms. Lee’s middle school classes were different, more one-on-one, and it was a one-hour period. Her students were able to recreate impressionist and expressionist artworks, such as Monet’s Water Lilies, Van Gogh Starry Night and The Bedroom on wall-sized canvases.
315-317) was used throughout the lesson in order to give the students an example of how to use the strategies that were taught. Before children would work on assignments alone, the teacher would model exactly what is expected of them, and keep examples of what was modeled during the lesson so the students could look back to it if they need to. Read-alouds (Cooper, 2015, p. 37) were used in this lesson to really help children to focus on certain topics of the text. “Sometimes the best way to help children understand a particular piece of text is to read it aloud to them and discuss it with them” (Cooper, 2015, p. 37). Think-alouds (Cooper, 2015, p. 30) were incorporated into this lesson when trying to explain how to use the strategy of character mapping. Think-alouds are a great way to explain to students how to use a specific skill or strategy so that they can have a better time comprehending it. Semantic maps (Cooper, 2015, p.83) were used in this lesson for brainstorming ideas from the text to later reference when making illustrations and creating short responses to the text. This strategy is also a great tool for second-language-learners because it helps to narrow down the specific parts in the text to help create more details of the topic being taught. Cooperative “popcorn” sequencing(Annenburg Learner, 2015) was used in the lesson to allow a variety of students to participate in the
The students were very excited that none of them messed up on sounding it out. Then after all that was done, they did another circle and sounded out diagraphs and trigraphs. Mrs. Colorful seemed to know all about these and how to teach them to the students. The students were very knowledgeable about diagraphs and trigraphs they seemed to think it’s simple. Afterward, the student went to their seat and grabbed a textbook from their desk and opened it to a little short story. Then the teacher picked out a random student and they read out loud. When they first started the school year, I was told that they started with four pages to read. It has been about half a year and now they are reading about 12 pages together. This tactic seemed to work for the children, since they all seem to read somewhat fluently. Therefore, Mrs. Colorful was teaching very effectively and looked like she understood the state content and performance standard for TEKS (Texas Essential Knowledge and Skills). Observing this content could help me with teach elementary students because of Mrs. Colorful’s great ideas in instructing her students on what to do. For instance, the things she taught in the circle was an amazing way for students to learn in an interactive way.
The third cycle began with the children and the teacher still on the large carpet together. Mrs. Easy was guiding the children through an alphabet song, allowing the children to lead the activity with the pointer stick and the word wall. Some children who had begun to demonstrate a loss of interest in the previous cycle seemed even more restless now. The alphabet activity ended quickly and the teachers and children transitioned to a table where the Mrs. Eady introduced a math activity with the children using zip-lock bags and candy corns. Mrs. Eady used these materials to facilitate the concepts of more, less, plus and take away. While the children’s understanding of these concepts was fleeting, the teacher and children thoroughly enjoyed
Moreover, the instructional material uses complex terminology throughout the text, which indicates the obvious target age categories are individuals with a higher level of educational background such as, younger and middle-aged adults. In contrary, the material is not suitable for children under 16 years of age. Children learn best when instructional materials are presented in a storybook fashion that pertains many visual cues or if teaching reflects the social cognitivism theory like Bandura’s (1961) Bobo doll theory.
Mrs. Black attempted to make some connections to prior knowledge for the students, but unfortunately, they were not connecting. Mrs. Black use the word "spectrum" as an example of word with the root word "spect". The reference was the shopping center located here in Chino Hills; however, none of the students knew about it. My suggestion for the teacher to connect to prior knowledge by further probing the meaning of the word, a spectrum (glass when light shines on it creates a rainbow), etc. might have sparked a connection with some students. Mrs. Black used a selection of instructional strategies: board, word cards, chart, worksheet, oral, written, kinesthetic. However some of them weren't responsive to student needs. For
History is described as the timeline of events that can impact the future. History in turn influences everything around us. One of the most influential pieces of our history is art. Art is known as “the expression or application of creative skill that is in visual or physical form such as sculpture that is appreciated for its beauty and emotional power from creating the piece”(Oxford press).Art has different uses and means from different eras and times. Some eras in history use art for ritual means and practices while other eras use art as a representation of their wealth and use it to underscore their social class in society. Art is influenced by the point in time in which it was created. Because of this pre colonial, 1920s, 1940s and
In Elizabeth Bishop’s poem, One Art, it displays the acceptance Bishop has for losing things. Each stanza the losses get more significant, until she finally displays the one thing she can’t accept losing. Elizabeth Bishop uses techniques such as verse form and repetition to display her feelings toward those losses.
Ms. Collin’s class had lots of books placed throughout the classroom. There were also many comfortable places for the students to read. She has a word wall and alphabet center both easily seen by all students. I observed Ms. Collin’s class during an interactive read aloud. The students sat on a big rug in front of the teacher and listened as she read the book, How Rocket Learned to Read. Before she started reading she asked the students a few questions about the cover of the book. She choose a student to point out and read the title of the book, She asked the students to tell her where the author’s name was on the cover, she also asked the students what word to look for while searching for the author’s name. She called on several students to predict what they thought was going to happen in the book based on the cover photo and the title too. Throughout the book the teacher would allow students to finish sentences, predict what was going to happen next, and take notes on a chart divided into two sections; what we think and evidence. She discussed with the students what certain words mean throughout the book as well. After Ms. Collins was done reading, they had a whole group conversation about the notes they wrote on the chart.
This summer I spent my time on South Street, in a store that has a long history there. I came in as an intern and left a more experienced photographer. In this reflection essay I will discuss the place in which I interned, the information I researched about my field and what I ultimately learned by the end of this experience.
Rosemary Barilla, an eighth grade Language Arts teacher, felt an overwhelming need to incorporate fine arts into her teaching. With each book read or study taught, she added projects or outings that brought an aspect of the fine arts into the lesson. When she had the class read Sadako and the Thousand Paper Cranes, she had the students make one thousand Japanese origami paper cranes. During the class’s study of Haiku poetry, she had the class learn to do sum-e brushstrokes of bamboo. By combining art with the English curriculum, the students were better able to grasp the topic and retained the lesson in a deeper, more meaningful way. She often did this with the support and assistance of the school’s art teacher. Ms. Barilla stated,
My child study was inspired by the richly textured collages of Romare Bearden. I created an appropriate lesson plan for the developmental level of a third grade student. The student that I worked with was Leanna, she goes to PS.29. She is eight years old, and she loves to to dance and be creative. As a third grade student, Leanna does not have art class. Arts and crafts are done sporadically throughout the school year and sometimes during lunch. As a lover of the arts, Leanna really doesn’t like that her school doesn’t offer her art classes. When asked, she said her favorite form of art is origami. She loves to create origami hearts for valentine’s day. It is really unfortunate for creative students, like Leanna to be deprived from applying their creativity in art classes.
Scaffolding is Strategy that can be used to help students form a better understanding of lesson materials, topics, and other information learned in the classroom (GCU, 2015). Lessons will start from the ground up by first identifying and utilizing student pervious or background knowledge of a topic as a foundation to support understanding of new facts; which can encourage students to show more interest in classroom topics as subjects are already known and easily relatable (Diaz-Rico, 2013). The teacher will then use discussions, real life examples, tools, activities or assignments to build, support, and reinforce student comprehension of new information. Some other things that can be done by teachers are the use of real objects or real life
Over the course of the semester, there has been numerous amount of areas where I believe I have improved in comparison to high school. What has helped me in my writing is the writing class and the in-class writing workshop. The writing class that is located in the Kremen education building has helped me with my writing greatly because in the writing center the person in charge teach us lenses and we apply those lenses to the writing, draft, or reading that someone brings in. The in-class writing workshop has helped me because other students get to read my writing. This is helpful because I get feedback from many students and they let me know what needs to be fixed. A new tool I have been using is They Say I Say. The book is very helpful because of the information and examples it provides such as the templates. I have been applying the templates into my essays and I have seen a significant difference.
As a photography major, it was never clear to me on why I had to take a drawing class. I dreaded each class because of the known fact that I didn’t possess the skills to be a good drawer. When speaking to friends and family, I would always complain to them saying, “I’m going to fail this class. I have no idea why I have to take these drawing classes.” As the quarter went on and the more I learned about the different drawing techniques such as the use of lighting to create interesting shadows or the use of color to create a sense mood and emotion, I began to realize the parallels that drawing and photography have.