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.
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November 2019
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