Journal entry: New teaching philosophy#LearnedObservations Most of my ideas regarding my teaching philosophy list has remained the same. I changed a couple of things regarding the clarification of words and things that I would like to see happen or initiate into my own classroom. I added the use of open choice and Ideation, these ideas were very prominent this semester and I enjoyed the idea of them in a classroom environment. I added exploration as well, since I found with my time at the elementary school, and high school the students really enjoy and take a liking to having time to explore their materials before they are asked to utilize them in a project. The next two things that I added where critiques and conversations after projects and an open student/teacher communication. Both these ideas have come from my time at the high school in my 450 class, one that I don't see happening that I wish happened more often to benefit the students abilities to look and talk about artwork. And the other is one I see from the high school students and the teacher, they have an open communication regarding how the process of their artwork is going, if they need more time, are confused, or even if they just need to talk about life, the teachers have that open communication with students.
The things that i didn't change where just because I had already had a clear understanding as to why I wanted them part of my philosophy. Music because with every art class i've seen since ive been observing the art room, there has always been music. At the high school level its more open, students can work to their own music while the teacher plays age appropriate music. I have relaxed being at the top of my list because I personally don't feel that art or the creation of art should be stress inducing for students young and old, young adults, adults and elders alike. Art is about being free and feeling like you can create anything, without limits or restraints of creativity. The use of art to represent this idea of a change in teaching philosophy you can explore the use of having to correlating yet different artworks, one with the original ideas and one with the new updated ideas. The different types of material when I think about a changed or related change from one thing to the next, in my brain I link it to fiber art. The use of yarn and weaving is a movement from the start to finish yet you can't go back after a certain time so you just change what was messed up from the beginning to the next portion of the artwork. I would have a link between the two art pieces in the areas that changed and got better from one to the next, having a piece of yarn connecting the two artworks, showing the connection yet that they aren't still together. Exhibits the idea that they were once related through the same idea or topic yet now they are distant. My path still hasn't changed from the first time that I wrote about my journey, ive just added different elements and things that i've seen that I can see myself doing because i see the outcome from students is greater than what I had envisioned.
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Journal #11#FormativeAssesmentsVs.SummativeAssesments Lately in my education classes we have been talking a lot about assessments in the classroom. This has been a point for me this past week where ive found myself reflecting on the idea of assessments in my own art classroom, where i've seen assessments in the art classroom as a student observer and as a past art student in high school. Now I think that I might be an abnormal case of knowing a lot more about the assessments that I was doing in the art room during my high school years, as I was very active in the art room as a teaching assistant. From my recollection of that time, and doing assessments it was very few and far between we would have an actual assessment rather than our final art piece or whatever class I was helping out in. Typically it wasn't seen to have any quizzes or tests in my drawing, painting, and AP art studio. Besides the final art pieces counting as a summative grade that was about all that was being graded typically. Other then the final artwork counting as a summative grade, most things in the classes where formative grades, my teacher would hand out a small reflection mid-way through a project to just gather info on how the students were feeling and to get some points into the grade book. Other formative things would be mid-way sketchbook grades, movie worksheets when we had subs, and other smaller activities students would do of fill out. But again, these weren't common as we had a lot of choice art projects and we could work for long periods of time on projects.
From now viewing the formative assessments in the middle and high school, I didn't see much formative assessments besides the end of project grades, a majority of those grades where the summative. In the high school though, ive seen more formative and summative grades being taken from the students, now it is an art history and studio class combined so it's easier to give those short unit tests, with the final unit project and count it as a summative assessment. From the point I am at right now and viewing into my past regarding the past assessments ive taken in the art class, I definitely feel that having it more relaxed in the art room that I grew up with in high school is the way to go, students aren't as scared to expand their work as the grade isn't stressed upon them at the beginning of the project or lesson, like say it is in math, english and history classes where your taking unit tests every other week. In my art regarding this topic I think one good way of showing this idea or way of thinking I have is to push the limits of creating artwork, exploring new materials and spending more time on an art piece without the stress of having it be graded for a big portion of my grade. This could be an exploration of materials, clay, fabric, drawing mediums, and painting. Looking at ways of creating the same subject matter but exploring those materials in an amount of time typical for working on projects in a high school environment. Journal entry #10#BeingInHighSchoolAgain As I haven't been to beattie in about two weeks ive decided to reflect on my time in my 450 class at Fossil Ridge High school. I've greatly enjoyed my time their in my 450 class twice a week and it's been a great learning experience for me in terms of interacting with and teaching at the high school level. One event that I recall the most is from my first lesson teaching at the high school level. I was very nervous as I’ve never taught a lesson to older students, and these being 10th graders the student can be a lot more judgemental and defiant then the middle schoolers. This was more of a moment that I would like to reflect on as the overall lesson and introduction to the art history portion went very well in terms of delivering the content to students. A couple of things that I observed was that students in high school need a routine that they do, in order to gather and recall information. The students have small sketchbooks where they are to take notes, glue in artwork from the lecture and write down key information that is being said in the lesson. This all helps them later on during their projects in order to recale and create information. This can be one element of educational learning for high schoolers is that repetition and the more you say something the more likely everyone will remember that information. For me it was a great learning experience, I never was very fond of the idea of teaching high schoolers, for multiple reasons, and after being in 450 I am still hesitant but more open to being a high school art teacher later on in my teaching career. But again one thing I learned from this time is to repeat key information for students, don't stress about if they remember the small information or sometimes the big stuff, as long as you give them the means to collect and keep notes, like the sketchbooks, they at the high school age should start taking their own notes into their own hands. As one problem ive noticed with the 9-12th grades is the use of technology, especially the airpods. Knowing this information as a teacher it personally helps me to look in the future at what to look for from my students and help prevent the sneaky airpods behind the hair/hoodie trick ive seen happening.
Journal Entry #9#DifferentTimes In my academic life there isn't a large number of moments, events and experiences that first stick out in my mind in the beginning of my ideation process. I've already journaled about my experiences in elementary school, being bullied in middle school, and my high school having very low expectations for a large majority of their student population. But the last thing that I usually think about, that relates to all three ideas and events is the transition from each, elementary school, middle school, high school and even into college life. The main three elements from this topic that I will be reflecting on is through friendships, technology, and of course the academics of each.
Now in elementary school I started originally in first grade, I didn't attend your average kindergarten in the district like most kids, so this was one reason I was academically behind according to the districts standards. But one thing that I remember about Woodglenn elementary school was my friends, everyone was friends with each other, in terms of bullying it did really exists from what I know of. Now, not every elementary school from what I learned after moving to a different one and observing at Beattie is like Woodglenn. And compared to middle school it was a lot more difficult to make friends, a common theme if found from gathering people's reflection about middle school. In all 6th-8th grade is just a difficult time for students from all generations, its harder to make friends because of drama, the chemical makeup of students in 6th-8th grade is just all out of whack from hormones. Friends for me became easier in high school as I didn't care much about making friends or wanting to be accepted, after three years of being bullied in middle school I lost interest in trying to impress the “popular students”. And in college I didn't start out wanting to make friends but being in the dorms living with the same people and rooming with my best friend from high school it actually became a lot easier to make friends because we all had multiple things in common and got to know each other. Now in my life from friends I have about two friends from high school still in my life, and the rest are from becoming friends in the dorms at Newsom. Now technology, again I've written about how technology has affected my life briefly, and the drastic increase of it in the last 10 years. But this goes back from starting at my kindergarten at the parochial school to college life now. Comparing my kindergarten with the ones I have at Beattie its very drastically different regarding the use of tech. From what the teacher has told us is, she's noticed a lack of motor skills, critical thinking and creativity from the Kinders, and she’s linked them to the greater use of technology in the younger kids. When I was 4 or 5 we had one large computer at home, a TV, Radio, and a home phone. So overall my childhood was mostly spent watching tv if we looked at my use of tech at that age, the most I could do was play a VHS tape onto the TV, and call my grandma on the home phone. My creative experience was great because of my mom, she drew cartoons and painted often with me from a young age, so without the technology I was able to be more creative, explore art and Praxis. Kids in the 21st century are not doing this with their parents from what I’ve observed. And finishing up with reflection on academics, that for me didn't become more of my priority till I got into high school, as I just skated by in 6th-8th grade, doing what needed to be done to get by. But in high school and comparing to college, I feel that in college I definitely saw a difference in curriculum and how I looked at homework then I did in high school. Some of it could be that I wasn't in advanced college prep classes in high school, so getting into college it became somewhat daunting and a shock for me about the workload. Maybe that's why I chose to pursue art because it was a familiar feeling and knowledge from highschool to college. This subject is a good topic to explore when it comes to creating art and showing the change or revisions made as the whole K-college experience was one big revision regarding the three topics I wrote about. You could easily create an art collection for each grade, how I felt from each grade, exploring different mediums for the emotions that are being felt. For example in 7th grade it was my lowest I’ve ever felt regarding my mental health, bullying and constant sickness that I experienced made me drained, physically and mentally, so I would use darker colors, charcoal, and very abstract forms to exhibit how I was feeling during this time in my life. Finally as an art teacher keeping in mind all these three topics as I see that students know these are their three main concerns in K-12 life. Friends (social status), Technology, and Academics are things as a teacher in any subject you have to keep in mind with your students, and even yourself. I think that we forget sometimes in college to have an actual life outside of academics, and that's doing things with friends and now a days I find that I go to technology to help relieve stress, through Youtube videos, writing on a blog like this, and creating artwork digitally helps with stress. Journal entry #8#OneTooTwoOptions From my observations at Beattie last week it got kinda crazy. One moment in particular that stood out for me was with a student regarding discipline. Now this event relates back to my idea about my own personal teaching theory and research during my time at the elementary level. As I've been an active participant with teaching and interacting with the middle schools for the last two years, it feels like I can say I know how to handle students better at this age level. They are better able to articulate what they feel at the middle school age, unlike at the elementary grades of 3rd and kindergarten. Now I know that being at the elementary was going to be different and the way you interact with, teach and discipline students behavior is different, I'm learning in this experience that they are drastically different. Last friday, I had a kindergarten student that was having a rough day, i've witnesses before him having a hard day in the past with the art teacher their and it became quickly apparent to me that he struggles with behavior. But for me on Friday, without their regular art teacher their, reacting to behavior was solely on me. A lot of questions came into my mind about how to react to his recent behavior, he was possibly putting himself in harm's way as he was balancing on the edge of his chair, he wasn't listening to two teachers re-directs, wasn't making eye contact or following the lesson instructions. I found myself asking, what do I do? So in this moment I found this a new learning experience personally, it challenged me to think on the spot of, “what would mrs.noel do?” It also meant that what I said, and how I reacted with this student for the rest of the class was going to shape how we both saw the situation. The longer I let his behavior go the more the student thinks it's okay, but I am losing at the discipline battle, and that of those in the future. In that moment I decided the best way to go about this was giving them two options, they could sit in the chair correctly or go sit in break time for 10min and I will talk with them afterwards. Now for the future, I think this is the way to go, giving the students the choice to choose their own consequences, they can in the moment fix what they are doing, or go to the “break time” and think about why they chose the option they did, and if they see what was wrong about it. This event overall lead me to think about my new topic and way of creating for the journal entry, after the time to reflect on my semester so far, I had enough time to think about what I want to focus on creating, and giving myself two options. To either draw out the idea, story, reflection, teaching event, moment, life moment, anything and everything into one drawing on what would be in a way, a tile. The tile can be either drawn out on a 6x6 square, paper, fabric, woven fabric, canvas, or through digital medium and it focuses on one symbol from the journal entry. As I already know this journal entry will come out later than the due date, and the art portion will not look as great as future tiles, im giving myself options now to grow. With having more choices it limits what my brain thinks about when I go to create. Similarly to what I was trying to do with the student last friday, by restricting their options for behavior it’s trying to have them focus on what their doing in the moment rather than what they can do later on in the future.
#ArtActivism Journal entry #7Art has been a long lasting method in society since people were drawing on cave walls. It’s been the main way for communicating ideas, traditions, stories and so much more from century to century. In the 21st century we see art in different forms, you still have the traditional art, painting, drawing and sculpture, but in 2019 we are seeing new forms. Art has transformed into mass media, through instagram pictures, to Youtube being a new form of art as it still communicates knowledge, ideas, and stories just as artwork does.
My ideas about art contributing in society is that it's definitely a benefit for the community of people that look at the artwork. I'm more of an art history person, I enjoy the history behind art that influences people's ideas and perspectives on topics, because it really shows the power that art has among people. So you could say that my ideas transformed through my time here in college at CSU, taking art history 3 and art in the 19th century. In the modern terms art contributes again in a different form, it takes on a more social element, and even being a form of entertainment. Performance art pieces have become more popular than the traditional forms of creating a painting or drawing based off of a social movement or idea. Art activism as we talked about in class has always been around since the 17th and 18th century where people would create artwork to prove a point or express a different idea. Now in the 21st century we see art activism relating to politics, or a way to express an idea regarding a topic, for example mine was bullying. In class I created a lesson surrounding the subject of bullying, how that affects people's mental and physical health. This idea is more meaningful to me, as I have experienced bullying in my middle and high school years, even in college i've experienced bullying. So this definitely affects the way that I look at social justice, art activism, and art that has a message, when I look at the artwork. If I would have started creating artwork then, during the time I was being bullied, and created an art pieces that had that topic, it would have been mainly in graphite and paint. Digital art isn't starting to become a common medium as computers where still bulky, ipads had just came out on the market and I was still using a flip phone. So the technology would have been a road block, but it would show the progression of my ideas through mediums. As of right now, I feel like I would utilize technology to showcase the advancements art has made in different forms through the idea of art activism. Journal entry #6#Praxis&Play In the Beatte lesson during Friday's class, we focused on the exploration of materials through using tissue paper. The students were given an assortment of tissue paper in a variety of colors to explore with in their sketchbooks. During this lesson I witnessed students laying the tissue paper down flat, crumpling them up, and layering the tissue paper on top of each other to create different colors. While also watching the students view the tissue paper colors bleeding through onto their paper, and mixing into new colors. This whole project is an example of play and Praxis through materials, the students had a whole class to experiment with how the tissue paper reacted to the watered down glue, the use of other tissue paper, and the glueing down to the sketchbook paper.
This experience for me showed the importance again about having time for students to explore their materials. For the start of projects its good to give students time to utilize and play with the materials before they start creating their final projects. It connects back to the idea of Praxis and play that I really enjoyed learning about in the last semester's class, where we created projects solely on the play surrounding materials. Watching students interact with materials and creating what they want, while also watching the students learn what they can and can't do with the material. I think that from this practice with the tissue paper first, when they start to work on the final project of creating and adding to a tree, they can reflect on what they did. Did they crumple the paper up to create texture and add that to the tree for leaves, maybe they will use it to create texture on the tree, or around the tree. These are the things the 3rd and kindergarteners will learn from after the Praxis or the materials. In my next phase of teaching i'm definitely going to allow more time for exploration of materials in the sketchbooks so help them think deeper about the materials, and maybe effect the way they create the final project. #Smarties??? Journal Entry #5During my time at the middle school last semester in 350, I learned more about teaching and working with middle schoolers now then in any other class. Now a short story time on what happened to me personally when I taught my first lesson in the middle school, and decided to give them candy. For my lesson I was working with a 7th grade middle school class, it was a lesson about critiquing other students works while talking about their own artwork. I planned that students that showed their artwork to the whole class would get a smarties and student that answered questions and participated would get a smartie. Unfortunately students did not properly eat the candy but pretend to “smoke” the smarties by crushing them up. Reflecting on my past, in middle school it was something that I know other students in my grade and older did do, and should have reflected on this and remembered that middle schoolers don't think things through in the moment, but if it makes them feel or “look cool” then they just go for it. Now as for the present and the future, a couple things that I learned from this experience was this, one was to review, should I be giving out candy or find something else to reward students with. Second is to think about if giving out candy, maybe have a conversation beforehand with students about consequences, but this goes to my last and final reflection about the future of my classroom. Having a good classroom management and rules in place before this could happen so they already have pre-existing ideas about consequences. When you establish rules with your students the first couple days of class this solidifies to them what can and can't happen in the art room, even thinking about rules that could be kinda crazy, like rules regarding candy or toys this needs to be talked about regardless.
I could utilize art to represent my ideas and change in the way I reward the students, and classroom rules by creating class posters around the classroom with reminders about the classroom rules. I'm thinking about expanding on this idea about having posters I've designed for class rules, how to properly handle materials and eat food, and lastly how to brainstorm as some students might not want to raise their hands regarding the fact they might not have any ideas for the upcoming projects. Honestly I have no idea how I could utilize materials or forms to assist in expressing the change or revisions for this learned experience. The only thing I could think of, as of right now is utilizing wrappers of candy or exploring 3d materials #ArtMuseumInTheClassroom Journal #4 This week at Beattie Elementary we taught a lesson on creating sketchbook covers for the 3rd and Kindergarten class. But we also did an activity that in some way relates to the readings from this week about the role of a teacher in the museum. In the lesson a Beatte we started off with a mini activity before we did sketchbook, we introduced our artwork to the students but without telling them whos art belong to which teacher. This allowed the student to look at artwork, first hand in a classroom setting. Now in the reading about Contextual Knowledge in Art Museum education it talks about when you bring students into that environment, what the best ways to teach the group about the artwork they are seeing while also teaching proper art museum etiquette. We didn't realize at the time of the lesson but we somewhat brought those same ideas into the art room during last week's lesson. We showed them each person's artwork they created, with the basic knowledge that they would need to interpret the artwork further, while also reminding them of rules you utilize when viewing other people's works of art. After reading the article and teaching the “mystery artist” mini activity I can interpret that the students were able to understand and draw key concepts from what we said and link back to the artist's work of art. All the students in 3rd grade were able to identify the artwork to the artist and about 90% of the kindergarteners were able to do the same. So when we explained the artwork we gave the right amount of information for them to make connections back to the artwork.
For me personally the teaching of these activities are important because even as the students get older, and less than half will decide to continue doing art into high school they will have that basic knowledge of art from K-8th grade, about how to look at art, and engage with it properly. These activities with showing students artwork, letting them view it up close teaches them not just about looking at art but how you never touch art unless it says somewhere its interactive, or the artist gives permission. While also looking at and reading art, are the two main things that I personally want students to take away from viewing artwork. Students don't need to draw or paint brilliantly, they just need to be able to think creatively, critically, and know how to engage with art. In my future as an art educator, it helps me see now how excited students get when they get to see an actual artist art up close and personal. When we first introduced the project to the student in the beginning they got really excited to see our artwork. Then when we added that element of a game, for the 3rd graders at least, it became even more fun for them, and increased their classroom engagement with the lesson. During the explanation about each artwork, they maintained full concentration on the questions and the artwork, with some students asking level 1 and 2 questions. Once the game came to voting whos art was whos, they all participated and were able to determine correctly each artists artwork. I find this exciting for my future classroom because it helps me brainstorm ideas for future fun art related activities and for students creates a fun art activity that's not just drawing or painting, and gets them excited to create their own artwork, it becomes motivation! #PastReflectionTime Journal entry 3 In my past education experiences, one key moment really shaped the way that I look at teaching and interact with students. In elementary school it was how my teachers approached me and the struggles academically and behaviorally I was having. In general I would consider myself well behaved my teacher(s) probably would say sometimes that was true, I then, as I still do now talk a lot. And it's a struggle to change that, Ive found personally ways to cope with that, my speech therapist in elementary school somewhat helped with that too. But with my academics during this time my teachers really didn’t do much, they signed me up for what we would call now a 504 and thought that was it, nothing else they needed to do. In reality I just needed that extra support in certain areas that should have been given at the beginning, avoiding any talk of a learning disabilities too. Now in reflection, this experience first hand with teachers that didn’t give support to they're struggling students (as I wasn’t the only one) and just shoving them under a behavior plan and called it good is really what I focus on when I'm looking at the idea of teaching students that might be struggling. I make sure to see who in my class needs more support and give them that, evaluating each student and distribute help to that students level of need. One of my EDUC professors said recently that teaching every student the same way, at the same amount, and same level, isn’t really teaching the majority it's teaching the minority, because each students at a different level and some might be further ahead or significantly behind then others.
My art honestly doesn’t change much as Im getting older, my ideas that I'm interested stay the same or I acquire new ones. I can utilize this more in showing the progression of ideas and expanding more on one idea, going further in depth, something I've done once or twice in my art creation. Looking back on past projects and creating or adding something more or creating new works of art from that one idea with a more detailed idea from the original topic. Utilizing different materials and mediums can help with the exploration of the idea and expanding on what you can or can’t create based on the material. For example I usually only painted in high school, as I got to college I still painted but with the exploration of oil painting it changed the way I mainly had to create works of art, considering more time and processes that when into the creation of one painting. Now for some reason my paintings still have the same look to them just with oil paints. Same with my fibers work you can tell my fibers work and sculpture work is all from me due to my corkiness and the amount of color and topics I focus on. With my path to become an art teacher, these two previous ideas of creating and looking at mediums shaping the ideas and process I take in creating an artwork. Im still finding it hard, even now to get further away from myself being and artist creating art and an educator just due to time commitments and classes. I personally go through periods of time where I just want to focus on creating artwork, and then solely focusing on my teaching. And I defiantly feel that now this semester just with being in k-12, Monday thru Friday and only being in one studio class, its hard for me to focus on doing both. While sometimes I miss creating artwork all the time, being the only thing I do, I feel that it's not something I want to do when I'm doing something else I equally love. |
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November 2019
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