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.
Description:The art work that my clinical group and I created were mostly based on patterns, designs and organic materials translated into printmaking. We had 3 different types of printmaking that we covered which consisted of Gelli, Stamp, And Linocut Printmaking.
Rationale:Our artwork has a clear showing of both design and usage/reflection of organic materials which was the main lesson points we taught to our students. The artist statement of the gelli print also reflect this and shows that nature can produce amazing textures and designs we would want students to understand and have the ability to use for their own artwork.
IPTS (2013) - STANDARD 1 - Teaching Diverse Students - The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop and learn within the context of their social, economic, cultural, linguistic, and academic experiences. The teacher uses these experiences to create instructional opportunities that maximize student learning.
Description: This unit plan was a collaboration between me and my two groupmates that were assigned to the same clinical together. It is a full plan that lays out what we did for our lesson and contains our objectives, standards that would be addressed, supplies we used, vocabulary used and more specific details for each parts of our lessons.
Rationale: Using this unit plan we were able to effectively teach our clinical students how to create and use different types of printmaking and the tools necessary for it, along with how to incorporate natural and man made objects into their artworks.
Formative and Summative Assessments/Rubrics, description, rationale, evidence
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 6 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.
Description: Our formative assessments were a check in with students after our class day was completed and we created a diagram for students to fill out along with questions for them to answer in our power points. Our summative assessments were their final projects that they selected during their curation day and would be graded with a rubric.
Rationale: The formative was used to gage were students understanding of the lesson was at while we taught so we could make any adjustments or have conversations with students to help them get full understanding. Our summative was a curation where students would look at all of their works and experiments and select which of those were the best to present to us and their tablemates where they would have small critique conversations on their artwork. We then would grade their final curation pieces based on our Summative Rubric.
Artist Handout and Power points, description, rational, evidence
IPTS (2013) Standard 6 - Reading, Writing, and Oral Communication – The competent teacher has foundational knowledge of reading, writing, and oral communication within the content area and recognizes and addresses student reading, writing, and oral communication needs to facilitate the acquisition of content knowledge.
Description: For our unit, each lesson was given it's own power point (being gel printing, stamp printing, linocut printing and curation), with some having multiple days on it as it was a lesson that required more planning or time to create the artworks than some of the others. Our group each had their own artist handout for each lesson, which mine was on linocut printmaking by Kayla Rich.
Rationale: Splitting the power point presentations gave us more organization and we were able to give them their own them to separate the lessons apart from each other. This would help students be able to differentiate the types of print making and what vocabulary was associated with which presentation/printmaking form. This also allowed us more time to work on presentations that were at the end of our student teaching time as well as to organize artist handouts, tutorials and assessments with them. The artist handouts had the same rationale to keep more organized and slip the work as evenly as possible between members of our group.
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: This semester for my Pal 1's, I had done research on formalist and abstract paintings in the Milner Library, and had conversations with another student about his art work style, how he had been making his work and even inquired about purchasing one of his pieces. As for my Pal 2's I had Tried out and made the Illinois State Cheer team and participated in many of their events, and I also tried out and was selected to be our School Mascot for a Nationals Routine Competition in Orlando.
Rationale: For the Pal 1's I had been meaning to create new paintings for awhile and was going to base them off of the two styles of formalism and abstraction, so going to Milner was the perfect thing to do for reassert on some artists. The other Pal 1 was when I found interesting and cool artwork of Mike Tyson in one of my classrooms laying around and I wanted to know who made it, so I ended up finding them and we met up and talked for a while until I asked them about purchasing their work. They were willing to sell it but at a higher price than what I was able to afford at the time, so we shared contact information if he still had his work by the end of the summer. Moving to my Pal 2's, I had done cheer in highschool and was more than happy to actively go and tryout for the ISU team and I have been enjoying it for the last 3 years. Along with the cheer team came an opportunity I could have to be our school's mascot for a National competition. It was a rare chance so I went and was able to secure that role and it was an absolute blast!
Evidence Below
As for the rules on all university mascots, there can be no pictures or videos of mascots without their heads on so you'll just have to believe that it's me standing with my parents ;)