Art 309 - Professional Art Education Sequence
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.
Illinois State University Saturday Art Classes
Description:
This was a 2nd Grade SEL lesson for students to learn how we read emotions. Students discussed how facial expressions and colors represent emotions then used that knowledge in their own project. They sketched an emotion based character called a "feeling friend", then built it out of clay. Each step of the way students had to explain how their design choices represented the emotion they were creating. When the project was complete, students had a finished ceramic piece, a collage environment, and trading cards of their feeling friends to take home with them.
Rationale:
Social Emotional Learning is very important for students of this age. The project allowed them to explore their emotions more in depth while also learning the fundamentals of 2D and 3D art.
U-High Workshop at ISU
Description:
Students started this work shop with a glass blowing demo to go over the properties of glass and how it moves. They then used sheet glass and etching paste to etch a design of their choosing into the glass. They were prompted to "make a self-portrait with no human features". This prompted them to think about identity and symbolism in a more abstract way while experiencing a new medium.
Rationale:
At the high school level, reinventing old prompts in new or more in depth ways is helpful for them to see growth in their work. This prompt gave them a new way to think about themselves and how they want to be represented. It also reinforced their understanding or positive and negative space, and composition.
Normal Public Township Workshop
Description:
Normal Public Township provided us with a community space for people of all ages to attend this work shop. Participants were given 3 macramé patterns to choose from with several extra design choices to make them unique. This was a fitting project for a broad range of ages and skills due to its flexibility. Participants could make the patterns as difficult or easy as they wanted based on their design choices.
Rationale:
This was a fun community project that people could bond over and feel proud of. It is good practice of fine motor skill and design choices. It showed how one medium could be used decoratively or functionally, and taught a simple skill that people could continue at home if they wanted.
Formative:
summative:
Student Artwork Gallery
U-High Workshop
Saturday Class Gallery
Professional, Advocacy, & Leadership (PAL)
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:
I managed my own public art social media accounts and sales.
Rationale:
This is good real life and business experience. It helps me to learn how to price my work and reach the best sales audience.
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:
I attended and volunteered at Illinois Art Education Association Conference in Bloomington Normal, Illinois
Rationale:
IAEA helped expand my teaching resources and classroom management skills. It also built upon my organization and communication skills as ISU student chapter NAEA President.