Teaching Portfolio 2020
Standard I: Visual Arts Educators Have a Thorough Understanding of the Visual Arts
How have you applied knowledge of cultural and historical contexts surrounding works of art and visual culture?
In a recent blog post on my website I wrote about Oceanic Art to try and gain some more knowledge of art history and culture for my Praxis II exam. I decided to focus on Micronesia and their stick charts and weather charms. To the right are some pictures of the ancient works of art. Here is a link to my post: Oceanic Art
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Standard II: Visual Arts Educators Understand Student Characteristics, Abilities, and Learning Styles
How have you observed and reflected on the understanding that individual differences exist in the classroom?
I recently did 10 hours of observation for Special Education at a high school. This helped me to gain knowledge about the individual differences students have and how I as a teacher can accommodate for every student's needs to give them the learning experience they all deserve. I will include a link to my Observation Reflection paper that describes my experience and what I learned while observing.
Standard III: Visual Arts Educators Understand Diverse Social and Cultural Constructions of Identity
How do you model the importance of understanding and valuing others? (Community members, peers, future students, current students...)
In my Classroom Management Philosophy I talk about my plan to let my students have a voice in my classroom, and I emphasize building relationships and having mutual respect as some of my core values, as well as making connections with peers and the community.
Standard IV: Visual Arts Educators Make Informed Selections of Art Content and Curricula
How have you developed curricula that allows students to create meaning through art making?
In one of my lesson plans, Rebuilding Our Connection With the Outdoors: Seeing Nature From a New Perspective, I talk about deepening my students' connections with nature through the process of making gelatin prints with solely natural materials. This lesson will be meaningful to students because they will be thinking about the big picture while making art: preserving the environment, learning about outdoor opportunities in the community, and being aware of the positive effects nature/being outside has on mental health. Click here to see my lesson plan.
Standard V: Visual Arts Educators Use Knowledge of Students as Learners to Plan Appropriate Instruction
How have you planned or implemented a repertoire of teaching strategies appropriate to the needs of all students?
I wrote an essay called the Best Practices in Practice. This was about the best teaching strategies used to help students with a wide range of abilities and learning styles to have the same opportunity for success as every other student.
Standard VI: Visual Arts Educators Use Contemporary Technology to Enhance Teaching and Learning
How have you planned for and implemented curricula that include art-making in new forms and media?
During my semester my class was able to spend our class time observing at a middle school in Manchester, NH. During that time we split up into groups of two and were placed at different middle schools in the area. The plan was to create an art-focused after school program for these students where we would plan out the entire six weeks with and implement lesson plans that all related to each other to touch on a certain essential theme. My theme was focused on getting these kids in touch with nature and embracing it. A lot of them said they barely get to spend any time outdoors and it ended up being the perfect theme for this group of students. Our art projects were definitely not typical and included media that was extremely new to these students. We wanted to focus on using either natural or recycled materials to try to teach the kids about nature and sustainability. I have attached one of my lesson plans here that shows how I implemented some curricula that included art-making with new media.
Standard VII: Visual Arts educators Conduct Meaningful and Appropriate Assessments of Student Learning
What are a few of the formative and summative assessment strategies that you used or would use to assess student work?
I have written one formative assessment for a lesson plan I created about Expressionistic Landscapes. I feel pretty confident with planning lessons but would like to practice with assessment more. Here is an example of the formative assessment I chose for my lesson.
Standard VIII: Visual Arts Educators Systematically Reflect on Their Own Teaching Practice
How did you or would you reflect on your teaching practice to extend your knowledge, improve your teaching, and refine your evolving philosophy of education?
Why is it important to observe and analyze the teaching practices of others and seek and accept qualified advice and constructive critiques of your teaching practice from arts supervisors, administrators, and colleagues?
Standard IX: Visual Arts Educators Assess Program Effectiveness
Why is it important to report results of assessments in appropriate ways to students, families, administrators, and the public?
Standard X: Visual Arts Educators Collaborate with Other Educators
How would you identify topics and art resources to support and enhance interdisciplinary study while maintaining the integrity of each discipline and encouraging the awareness of the arts as an essential component?
Standard XI: Visual Arts Educators Serve Their Schools and Communities
How would you advocate for your students and their work as a positive influence within the community?
Standard XII: Visual Arts Educators Continue Their Professional Development Throughout Their Careers
How would you further your professional development and encourage colleagues to do the same?
Standard XIII: Visual Arts Educators Contribute to the Growth of Their Profession
What professional organizations currently enhance your growth as a professional artist and/or educator?
COVID-19 Reflection
Transition to Remote Learning
Experience
Overall
Healing-Centered Engagement
Studio Practice