Standard 3: Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.
I am developing towards proficiency in this standard. Although I feel that I can effectively plan and deliver effective instruction in most cases, I am still working out some kinks in how to make my lessons more clear and relatable for students. I feel that my content knowledge allows me to understand the learning objectives that should be attained by students, but I still am learning how to scaffold instruction towards these objectives. My experience in Mrs.Cronen’s 2D design class has helped me to see how to design lessons and activities that help students build their technical artistic skills gradually with our facilitation and I would like to carry this on in my future lesson planning. One thing I do well when it comes to effective instruction is to plan my lessons with many different learning styles in mind. In each lesson I try to incorporate visual, auditory, written, and tactile elements for students who learn in different ways. I also attempt to plan for students who may be already exceeding learning objectives or those who may not be close to the baseline of the average student through differentiation of instruction. A lot of this differentiation is on an individual student basis as I assist throughout drawing activities. For example, I have some students who struggle to even begin a drawing and for them I encourage free-sketching activities that get their mind and body into a mindset appropriate for drawing. I have other students who don’t feel challenged by the basic skill activities and for them I develop ways to challenge them such as adding color or choosing more challenging subjects. An example of a lesson that incorporates many different learning modalities can be observed in the link below. This is the power point presentation that accompanied my contour portrait lesson which showed two different videos of practicing contemporary artists, drawings by another contour artist, and a comprehensive list of the learning objectives for the day. The lesson also included a blind-contour practice to get students in “drawing mode.” In this way the lesson appealed to those who learn by seeing, hearing, reading, and doing.
I am developing towards proficiency in this standard. Although I feel that I can effectively plan and deliver effective instruction in most cases, I am still working out some kinks in how to make my lessons more clear and relatable for students. I feel that my content knowledge allows me to understand the learning objectives that should be attained by students, but I still am learning how to scaffold instruction towards these objectives. My experience in Mrs.Cronen’s 2D design class has helped me to see how to design lessons and activities that help students build their technical artistic skills gradually with our facilitation and I would like to carry this on in my future lesson planning. One thing I do well when it comes to effective instruction is to plan my lessons with many different learning styles in mind. In each lesson I try to incorporate visual, auditory, written, and tactile elements for students who learn in different ways. I also attempt to plan for students who may be already exceeding learning objectives or those who may not be close to the baseline of the average student through differentiation of instruction. A lot of this differentiation is on an individual student basis as I assist throughout drawing activities. For example, I have some students who struggle to even begin a drawing and for them I encourage free-sketching activities that get their mind and body into a mindset appropriate for drawing. I have other students who don’t feel challenged by the basic skill activities and for them I develop ways to challenge them such as adding color or choosing more challenging subjects. An example of a lesson that incorporates many different learning modalities can be observed in the link below. This is the power point presentation that accompanied my contour portrait lesson which showed two different videos of practicing contemporary artists, drawings by another contour artist, and a comprehensive list of the learning objectives for the day. The lesson also included a blind-contour practice to get students in “drawing mode.” In this way the lesson appealed to those who learn by seeing, hearing, reading, and doing.
contour_portraits_power_point.pptx | |
File Size: | 2031 kb |
File Type: | pptx |
In general, I try to foster a classroom model that encourages students to see themselves as developing artists working in a studio. TAB, or teaching for artistic behavior, stresses the importance of facilitating students in thinking like artists rather than considering themselves students in an art classroom. In my future classroom I would like to incorporate this learning model into my management plan as a way to encourage students to take responsibility for their behavior and their educational success. The exact plan for my classroom layout can be seen in the following link to my ideal management plan:
managment_plan-_rmhs.docx | |
File Size: | 19 kb |
File Type: | docx |