Today was my first day teaching a lesson for this practicum and although there were a lot of things that happened today, I want to discuss mainly my experience teaching and highlight only a few noteworthy points from the rest of the day.
I began the lesson fairly confident with my lesson plan and what I was going to do with the students. I began by asking the students a couple questions about music and what their favorite types of music are since we are doing a project related to jazz. The students were incredibly excited, which made me even more so. I began reading Ben's Trumpet, by Rachel Isadora. The students were very interested in the book, and I paused a couple of times to point of some things or ask questions like, "Is Ben holding a trumpet?" and we discussed how the trumpet was imaginary in order to foreshadow what we were going to be doing the rest of the day. Next I pulled up an image search of various musical instruments on the board. I asked the students to raise their hands I called on various students to come up to the Mimeo (which is very similar to a Smartboard) and they got to click on an instrument with the Mimeo pointer and tell the class what it was. The students began to get squirmy and restless, however I still needed to go over my demo for their worksheet they were going to be doing in class. In hindsight, I believe I could have shortened everything up a little bit or cut out one of the portions of my lesson. I think all portions were important, but they were very ready for their assignment and were actually very competent with the very short demo I gave. I handed out a worksheet with musicians that were holding their hands as if they had instruments in them and the students got to pick which instrument from another handout I gave them goes where. I was a little nervous that the students would not understand the concept entirely, however the were amazingly creative and ingenious with the worksheet! I struggled keeping the classroom down to a medium level of noise. My cooperating teacher told me that overall the lesson went well and a little bit of the noise and goofiness of the students was due to having a new teacher in front of them who did not know their names so they could test their boundaries. I used a clapping pattern for the students to repeat and to get their attention when I needed to, which always worked long enough for me to tell them the next instructions, but the noise level still escalated afterwards. I was planning on playing some jazz music throughout their work time, but to keep the chaos level down I left the music off for today and will hopefully be able to use it tomorrow.
On a lighter note I was not expecting to have this "first" today: I made my first student cry. I have always been scared for this day to come in the past, however I am okay with how this incident played out. One of the first graders was running around the classroom with a piece of leftover scratch paper that he cut out and rolled up and was running around the room with his "paper axe." I took it away from him, asked him to take his seat, and then threw the scrap in the garbage. The student returned to his seat but not without a small tantrum and a couple tears.
Thursday, February 27, 2014
Tuesday, February 25, 2014
2/14/14
First Practicum Day for 308:
Today was the first day for my practicum experience this semester and I absolutely loved it. I was a little nervous about being in an elementary school, but I actually really enjoyed my time. My cooperating teaching, Ms. K., was very inviting, comforting, and relaxed, however, she was incredibly busy. She teaches nine sections of students every single day. 1st grade, 2nd grade, 3rd grade, a computer class, Kindergarten, 1st grade, 2nd grade, 3rd grade, 4th grade. Most of these classes were 20 to 25 students. Each class consisted of generally one and a half classes as far as where they come from in their normal classrooms.
I was very impressed with the behavior of the students in the classes. There were really no major behavioral problems or safety problems. Students were allowed to talk while doing artwork, but had to keep quiet during the actual lesson or while Ms. K. was talking. The entire school had a 1-3 scale on voice level. Three is outside voices, 2 is inside voices, and 1 is silent.
on Third grade read part of Faith Ringold's, Tar Beach, and then Ms. K. explained the project of a story quilt, and the students brainstormed two sentences on the back of the project to help them prepare for their next art class. Second grade learned about Clause Oldenburg, and his pop art food. The students began making pop art sandwiches of their choice, using a black construction paper background and different colors construction paper for each piece of the sandwich. 1st graders worked on amazing Eric Carle inspired animals. Ms. K. and I walked around the classroom handing out two layers of paint for the students to make patterns with and then later cut out into their chosen animal. 5th grade took a quiz on the elements of art and what the definitions were after she did a quick review at the beginning of class. The class continued to work on their 20 logo designs using color, their name and/or interests. In the afternoon we repeated this same crazy schedule backwards.
Today was the first day for my practicum experience this semester and I absolutely loved it. I was a little nervous about being in an elementary school, but I actually really enjoyed my time. My cooperating teaching, Ms. K., was very inviting, comforting, and relaxed, however, she was incredibly busy. She teaches nine sections of students every single day. 1st grade, 2nd grade, 3rd grade, a computer class, Kindergarten, 1st grade, 2nd grade, 3rd grade, 4th grade. Most of these classes were 20 to 25 students. Each class consisted of generally one and a half classes as far as where they come from in their normal classrooms.
I was very impressed with the behavior of the students in the classes. There were really no major behavioral problems or safety problems. Students were allowed to talk while doing artwork, but had to keep quiet during the actual lesson or while Ms. K. was talking. The entire school had a 1-3 scale on voice level. Three is outside voices, 2 is inside voices, and 1 is silent.
on Third grade read part of Faith Ringold's, Tar Beach, and then Ms. K. explained the project of a story quilt, and the students brainstormed two sentences on the back of the project to help them prepare for their next art class. Second grade learned about Clause Oldenburg, and his pop art food. The students began making pop art sandwiches of their choice, using a black construction paper background and different colors construction paper for each piece of the sandwich. 1st graders worked on amazing Eric Carle inspired animals. Ms. K. and I walked around the classroom handing out two layers of paint for the students to make patterns with and then later cut out into their chosen animal. 5th grade took a quiz on the elements of art and what the definitions were after she did a quick review at the beginning of class. The class continued to work on their 20 logo designs using color, their name and/or interests. In the afternoon we repeated this same crazy schedule backwards.
Tuesday, February 18, 2014
Interview Question 6
What are three words that describe you?
I am hard working, unique, and open-minded. Through the wide variety of activities and interests that I have acquired over the years, I learned to be very hard working to be able to succeed in everything that I desired to. I would also describe myself as very unique because I do have my own ideas and ways that I go about things that I have found are very different than what some other people may do. I would also describe myself as open-minded because I am open to and love to try new things.
I am hard working, unique, and open-minded. Through the wide variety of activities and interests that I have acquired over the years, I learned to be very hard working to be able to succeed in everything that I desired to. I would also describe myself as very unique because I do have my own ideas and ways that I go about things that I have found are very different than what some other people may do. I would also describe myself as open-minded because I am open to and love to try new things.
Thursday, February 13, 2014
Interview Question 5
How do you deal with safety in the classroom?
At the beginning of the year I will cover safety in the classroom over all. I will discuss the rules and how safety relates to them. I will have a no nonsense policy that if students are not following safety rules they will not be allowed to complete the project. I will also go over the rules for each tool that could be a safety problem throughout the year right before using the tool. I will make sure students know what to do if a safety problem occurs as well and the students will then be able to follow these procedures.
At the beginning of the year I will cover safety in the classroom over all. I will discuss the rules and how safety relates to them. I will have a no nonsense policy that if students are not following safety rules they will not be allowed to complete the project. I will also go over the rules for each tool that could be a safety problem throughout the year right before using the tool. I will make sure students know what to do if a safety problem occurs as well and the students will then be able to follow these procedures.
Tuesday, February 11, 2014
Interview Question 4
How do you assess student artwork?
There are many ways that I will assess student student artwork. I will begin by walking throughout the room using formative assessment, talking to the students about their work and what they like, dislike, and what is causing them trouble throughout the project in an in-progress critique. I will follow this up with a grading rubric that I will have the students fill out to analyze their own work and also answer a couple of short response questions to share their feelings, thoughts, and what they learned from the project. Next, I will use summative assessment with a grading rubric to grade the piece. The main things that I will be looking at in each students artwork is an understanding of the project, that they follow instructions, use class time wisely, and that they are reflective about their artwork through their responses on the grading sheet and their short answer questions.
There are many ways that I will assess student student artwork. I will begin by walking throughout the room using formative assessment, talking to the students about their work and what they like, dislike, and what is causing them trouble throughout the project in an in-progress critique. I will follow this up with a grading rubric that I will have the students fill out to analyze their own work and also answer a couple of short response questions to share their feelings, thoughts, and what they learned from the project. Next, I will use summative assessment with a grading rubric to grade the piece. The main things that I will be looking at in each students artwork is an understanding of the project, that they follow instructions, use class time wisely, and that they are reflective about their artwork through their responses on the grading sheet and their short answer questions.
Thursday, February 6, 2014
Interview Question 3
Do you teach a discipline-based art curriculum or a choice-based one?
I am a huge supporter of discipline-based art curriculum because I believe this gives students a well rounded background. All students learn differently, and I myself am an example of that. I always struggled learning history, however when I began learning art history I was able to make connections and really learn about both art and history together. I think it is very important for students to learn about art production, art history, art critique, and aesthetics to really get an understanding of art and why it is important. Aesthetics asks the questions, "What is art?" This can be taught in numerous ways beginning with the students thinking about why they are doing what they are doing in art class. Art production is the physical act of students creating their pieces through different medias, while art critique gives students to analyze and discuss their own and other students pieces in the classroom and ask, "What is successful?" What is unsuccessful?" "What do you like or dislike about the piece?" Art history gives students the chance to what art is and what other artists do.
I am a huge supporter of discipline-based art curriculum because I believe this gives students a well rounded background. All students learn differently, and I myself am an example of that. I always struggled learning history, however when I began learning art history I was able to make connections and really learn about both art and history together. I think it is very important for students to learn about art production, art history, art critique, and aesthetics to really get an understanding of art and why it is important. Aesthetics asks the questions, "What is art?" This can be taught in numerous ways beginning with the students thinking about why they are doing what they are doing in art class. Art production is the physical act of students creating their pieces through different medias, while art critique gives students to analyze and discuss their own and other students pieces in the classroom and ask, "What is successful?" What is unsuccessful?" "What do you like or dislike about the piece?" Art history gives students the chance to what art is and what other artists do.
Tuesday, February 4, 2014
Interview Question 2
Being an "Art Teacher," what is more important to you? Art or Teaching?
I don't believe I have a hierarchy whether art or teaching is more important to me. I have a passion for both. Education and teaching are incredibly important for all people and is really the only way to get to a happy place in life. Through education one can have ideas and can go forth with the information they were given. I find this incredibly important. Art uses this education and lets people express and invent themselves.
Do you need to be an artist to be an art teacher?
I believe you need to be an artist to be an art teacher to have the experience and the skills to teach students what it is to be an artist or to go into an art related field. Being an artist shows that one has the abilities to teach.
I don't believe I have a hierarchy whether art or teaching is more important to me. I have a passion for both. Education and teaching are incredibly important for all people and is really the only way to get to a happy place in life. Through education one can have ideas and can go forth with the information they were given. I find this incredibly important. Art uses this education and lets people express and invent themselves.
Do you need to be an artist to be an art teacher?
I believe you need to be an artist to be an art teacher to have the experience and the skills to teach students what it is to be an artist or to go into an art related field. Being an artist shows that one has the abilities to teach.
Subscribe to:
Posts (Atom)