This course had lessons that were co-taught, and as such these lessons were equally created by all members of our group.
Below you will find all lesson plans created for and taught in this class, as well as my reflections for each class. The reflections are based on these questions asked by Dr. Fahey:
1. Relate this event to theory, research and readings. What is your interpretation of these events based on current class readings and discussions.? What worked well for this art experience? Why? Consider your preparation and teaching.
2. Consider the meaning your teaching experience has for you as an individual. What does this experience mean to you personally? What didn’t work well for this art experience? Why? Consider your preparation and teaching.
3. Relate your interpretation of the meaning of your teaching as it pertains to your education as a future art teacher. How will you configure or reconfigure your future actions as an art teacher as a result of this experience? What would you do differently? Why? Consider your preparation and teaching
1. Relate this event to theory, research and readings. What is your interpretation of these events based on current class readings and discussions.? What worked well for this art experience? Why? Consider your preparation and teaching.
2. Consider the meaning your teaching experience has for you as an individual. What does this experience mean to you personally? What didn’t work well for this art experience? Why? Consider your preparation and teaching.
3. Relate your interpretation of the meaning of your teaching as it pertains to your education as a future art teacher. How will you configure or reconfigure your future actions as an art teacher as a result of this experience? What would you do differently? Why? Consider your preparation and teaching
I would say this art experience worked well because it engaged the learners in originality; they were able to be engaged in their creation and thus they were interested to finish it. Only Jack needed adjustments, as he was not loving making coils, but he loved rolling the clay with a roller and using the fork to texture the surface. It was so neat seeing an "Aha!" moment in some of the learners, where they figured out how to roll the clay efficiently and not have it break apart. We prepared in a good way, I would say, having an activity that was very open to adjustments if students needed. I think we did well at having synergistic extrinsic motivators to keep students on track, and having enough intrinsic motivation to keep them rolling.
This teaching experience taught me to be more creative in my problem solving. For instance, ____ was frustrated with his base not being perfectly circular. Alison saw this and grabbed a cup of that size for him to mold his shape into. It was ingenious, and I hope to problem solve as quickly as she did. ___ was also having trouble, but when he responded to my questions I couldn't understand him, which frustrated us both. I was trying to keep inspiring him to build another coil, score his base, and layer it on top. He didn't want to. Alison saw this and asked if he'd like to use the roller to roll out the clay, and they did. I have a lot to learn, and I can't wait to learn it. I also was humbled in how glad I was that they all could walk - I can imagine how if I didn't learn art education here, I would have never had that thought as a teacher, which is really unfortunate. I would definitely spend more time on pre assessment as a teacher, and I would after this experience be an even more creative problem solver. I'm still coming to terms with fairness and how fair is it if I give everyone different assignments, and if another student says they want that too... Emergent curricula seem to be the way to go, and I hadn't thought of them before this class (art ed). I really want to meet my students where they are at, and spend time discussing with each so I know where I'm at as a teacher. |
This art experience went well. The students had fun going outside to find objects to use as textures, and the fact that they could make their textures however they wanted seemed to guide them. The students were very engaged, and I enjoyed asking them questions about what was making the textures and how the textures related to the objects. This line of questioning reminded me of Mr. Miller's class from our Monday reading. The teacher asks questions that inspire thought, that don't indicate preference, and they seem to further the ideas.
The rolling of clay out was tedious for some students. Some got frustrated at the clay sticking to their rolling pins, or at how much force and work it took to flatten the clay. I am so happy to have had this experience, as I dealt with some students very well I'd say. I needed the first class push to know the students, and this experience helped me further my knowledge of the students as they arrived early. I got to see Jack smile, and I now know how to talk to him; he needs time and focus, but he understands us. I got to help students with their rolling pins and do the demonstration, which was really neat but I forgot how we had originally planned to have two demonstrations. Out of nervousness, I put both demonstrations at the same time, which probably confused some students. I think the textures needed more focus as to an image they were representing, but overall this seemed to be a good experience of students testing materials. I think we could have tied the lesson together better. Because of this art experience, I have a greater respect of adapting the lesson for the students. Sometimes, the students are really into certain elements of a project, and pushing them a bit leads to greater ideas. I want to be able to work with the students to create work that is more Passionate, Pertinent, and Personal. I also want to make sure I get a good measure of what difficulty level the students are at, as I think the box was easier for these students to make than the coil pot. I also think planning lessons at the bare bones is more useful than overplanning, for my head at least; with too much detail, I get lost and if things don't go as planned I flounder. Bullet point planning might be useful for me in the future. For this class, in the future, I think we should make sure to have a distinct ending and beginning to the class. I think we should do better at relating to the topic throughout the lesson, as I think this lesson turned into a more loose "we are making texture in clay" than a thought of the greater implications. |
In this art experience, we did well in planning an engaging topic and leading into the topic fluidly. We encouraged fluidity of ideas, with the many options of animal photos to look at to consider animal combos. Students were engaged with the idea of making a "mad scientist zoo" (Heidi suggested what kind of zoo these all would go in, and that was the agreed name). Only Jack wasn't interested from the start. I don't think we met his interests enough; I tried to make it fun for him by asking him to make texture. We had a lot of excitement with us making a list of animals on the board and asking the students what animals they would be if they could be an animal.
This teaching experience was a bit of a trial. We had students worrying about the weather, and students worried about tests they were about to take, and we had students who sped through this experience as well as students who were running out of time. All students except for one had an idea almost immediately, and the one student wasn't grasping the assignment; I couldn't teach it successfully enough. There were also moments where one student would work up the energy to talk, then I couldn't understand what they said. I want to be able to understand my students in the future, and I kind of want to learn to read lips to fulfill that hope. I was able to uncover why one student was unmotivated to continue after he was finished with his creature; he was stressed about a test, and I tried to get him refocused on this lesson. Another student was having trouble getting finished in time, so I helped her by having her make the texture on the animal while I attached her already made limb to its body. It was a successful way to get her animal finished in a way before the class ended, as it was so close to being finished. I think as a future art teacher I want to have more focus on all the students. I feel like I never rotate to some students, and I want to change that. I want to understand all my students and meet their needs where they were at, equity wise. I would have prepared extra plans to keep students who worked quicker engaged and having fun. I would have been more conscientious of time and would have alerted students to finish up soon cause the time was running out. I think I would have managed conversations better to deescalate the situation before a situation of nervousness arises. |
This art experience offered choice and the students all were ready to work. They each ideated well, with a few questions about whether they were going to paint them purposefully thinking of keeping their piece or whether they were going to give their piece to another person as a gift. They all were also familiar with painting and glazing. I think we could have, as educators, prepared better and I personally could have done more to prepare myself to the topic. While, as educators, we need to know our subjects, it is important to remember that we can't know everything and that we can discover with the students.This experience helped me realize how much it matters to understand the content before delivery. I feel like an entire scenario could have been avoided had I known about another way to fire objects, and I can only learn more from that. I should have acknowledged the student's emotions and then proceeded, but I didn't, and so in the future I will keep that in mind. I also feel that one student was frustrated for some reason, but I couldn't figure out why, and that frustrated me. I really loved working with the students though - they were super excited to color their projects. As stated before, I would acknowledge the students' feelings before proceeding with solutions in the future, as well as do better to prepare myself for the teaching.
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This class was an excellent ending to an excellent experience. I believe the biggest success was the option to throw on a wheel rather than a requirement. All those who threw on the wheel had a good time, from what I saw. I was on the monster making side of the class, where I was ensuring no one got bored. Some of the students wanted to self manage more than I was allowing, so I had to loosen the reins a bit for that student. I think that the students all had a lot of fun though; it is important to learn the balance between a challenge and too much of a push for sanity of everyone's minds, something that was important to know for this lesson.
This experience taught me a lot about planning extra or adequate lessons to keep the students engaged. I wanted to let them bring another project home, and some of the students made several projects while others only made a few. Those that made a few tended to be the students who attempted the kiln process. I feel like the demonstration could have been better, I need to gather my thoughts better before I speak in the future. I want to be as clear to my students as possible. I also need to come up with better ways to inspire the students, but I wouldn't say I hindered any of their art. One of the students was having an upset stomach, so I asked if we could perhaps distract ourselves from the pain by illustrating what it feels like. I would personally change the approach to the lesson, developing more ideas for what the students can do while they aren't throwing pottery. I would also explain vocabulary better and have better transitions between activities. I would also ensure that I had all my materials accounted for beforehand and I would be more prepared. Thank you for this opportunity to learn and grow with the students! It was super fun and I'm going to miss them. |