Student Teaching Experience Speaker

• Days are minute by minute
• Taught three classes
• Get in teaching as soon as possible: DAY 1!!!
• Projects:
• Additive and subtractive clay busts (represents you, literally or figuratively)
• Allow students to do what they want: it could be the difference between them showing up or not
• Focus on symbolism
• Andy Goldsworthy Lesson:
• Focus on principles of art and design
• Hand outs on what Goldsworthy made
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• Necessity of students planning their pieces
• Sculptures from nature
•  Kinetic Sculptures
• Wire hanger with nylon on top
• Worked to make academic context and art history
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• Writes lesson plans in the way your head to retain better
• edTPA stress
• Took break between lessons and gave little information
• Contemporary sculpture ideas
• Difficult concepts
• Discussion can work dependent on class dynamics
• Planning and meaning in artwork
• Doesn't need to "look cool"
• How to tie meanings in
• Ceramics:
• Half the class hand building, half on the wheel
• Ceramic boxes - creative with closed lid
• Getting technique and form down
• Scoring and Slipping
• Guarded Tumblers
• TIME MANAGEMENT 
• Designate duties: pug mills, cleaning sink, cleaning tables, by name
• HAVE A PLAN OF ATTACK
• Remind the students that it is all practice
• Troubleshoot 
• Show students what can go wrong and what can go right
• THIS is why something went wrong
• If instruction doesn't work change it for the next class!
• Intro to Art
• Surrealism Unit
• Dealt with students dealing with "Crafty" who was all about having fun, not learning in depth
• Students struggled learning with a different type of teacher
• Rendering, shading, form
• Key terms
• Creating the Persona
• Gradual
• Need to learn to know which kids to be less strict with
• Students need to respect
• Establish authority and knowledge
• Ease into fun and joking
• BE YOURSELF
• Use technical language but be relatable
• Tweak teacher's lessons or create your own lessons
• PLC Meetings
• Make contacts early on
• Unexpected Things:
• Somehow get up, go to school, teach, don't let them know your own problems
• Use your own self as personal stories to benefit them
• Students have problems
• Deal well with rumors
• Elementary
• Sat back and learned
• Teacher was all about planning
• Had sketchbooks and did drawings (about two per day)
• Lesson on Eastern Artwork
• Scope and sequence with cooperating teacher
• Wayne Thiebaud
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• Different textures for different things
• Coy fish on top
• Already had learned texture and some of the materials
• Crinkle tissue paper
• Clay coy fish tea pots
• "Be quiet and we'll do clay"
• Printmaking for 3rd grade
• Do things you find passion in
• 4th grade did scratch art
• No erasing

edTPA OBSERVATIONS

• Introduce teacher for observations
• Treat it like any other day
• Tell students she might ask questions 

MAIN POINTS

• Ask meaningful questions that go somewhere
• "Why do you say that?"
• "What do you see that makes you say that?"
• Be flexible in how you teach things
• Make connections and be relatable, but be professional
• Do homework on the subject
• Find passions in the lessons being taught
• Think about what you NEED to convey
• Be clear with directions and what was expected
• Struggle happens
• Be consistent with persona 
• Foreshadow problems
• Talk through problems with cooperating teacher
• Own the classroom
• Have fun

Presentations cont.

What is DBAE

-Implemented in 1980’s by Getty Center for Education in the Arts

-Reform education so a more comprehensive arts-integrated curriculum is taught to all students

-Develop students abilities to understand and appreciate art

-Standardized framework for evaluation

-Four components necessary for well-rounded understanding of art

Four Components

Art Production

-Making of art and the various components of making art

-use of tool

-manipulation of media

-form and expression

Art Criticism

-Examination and discussion of style, formal principals of design and elements of art (in terms of color, line, perspective, texture, and shading)

Art History

-History of objects and the history of people through art. Studying historical works not only gives us insight into the past, but can also provide valuable insight and information about the present.

Aesthetics

-       Philosophy of art

-       Seemingly unanswerable questions

-       Answers are less important than engaging the students’ brains

-       Gets students to think about what they are learning, and feeling about art

-       What is art? What is good art? What is beauty?

How is it implemented?

-Common in schools as evidence in lesson plans and curriculum

-Art production

-Art Criticism

-Art History

-Aesthetics

 What is art?

How does this pertain to me as a teacher?

-Helps us structure our lessons

-Helps us stay organized

-Having us learn DBAE helps give us better understanding students to learn

How does this pertain to your students?

-Four sections help students get well rounded understanding of what art really is in all its components

-High student achievement

What role do you play as the art teacher in the trend?

-Our job to be as knowledgeable about these trends as possible

-Be the best educators we can be

-Must keep up to date as education reform

-While DBAE is effective now, it may be replaced with better newer trends, which we must keep up with 

Presentations cont.

Walker Art Center's New Elements and Principles of Today's Art

• Traditional elements and principles of art: building blocks of art and design used to express ideas or emotions

• Contemporary artists go beyond these 
• Necessary to learn language of art
• Postmodernism: Art became about content or meaning rather than just aesthetic choice
• Appropriation: giving new identities to old objects
• Push the limits of art
• Reproduced: photographically/digitally
• Re-created: altering scale or style to create nw meaning
• Juxtaposition: layering/redefining
• Time
• Performance art: activity or event performed in front of life audience: music, dance, poetry, theater, visual, etc.
• Performative Art: explores the process mood or actions used to create art
• Space traditionally creates the illusion of space or even abstracted space or positive and negative space
• Walker elements of space: can be installation art, virtual space, or space of sky or surroundings
• Hybridity traditionally is mixing of two species
• Walker concept of hybridity: culture or material

 

Traditional elements and principles of art: building blocks of art and design (used to express ideas or emotions)

Contemporary artists go beyond these elements and principles.

A Short History of Art Today

Elements and principles are a kind of language used in art; just like writers with words, artists can use line, shape, color, etc in different combinations to create meaning in art. It is necessary to learn the language of art in order to understand  and appreciate it.  Before the mid-19th cent. art was created to look realistic and express their ideas about subjects. (Unity, balance, and harmony.)

Modern artists began using elements to create abstract art, separating elements to remove from subject matter. (focusing on color, line, or shape alone.)

Postmodernism was a reaction to modernism - destroy traditional rules.

Traditional elements are often purposefully set aside. Now that content or meaning has become more important than materials used, shouldn't we use different elements?  There is an interest in engaging viewers conceptually that old elements could not adequately express.

Appropriation, Time, Performance, Space, and Hybridity: tools to understanding contemporary art.

	Traditional Elements	Walker’s Elements  / Contemporary
Appropriation Andy Warhol Sixteen Jackies   1964	·      Creating new work by taking a preexisting image/object from another source and giving it a new identity.	·      Re-created: altering scale or style to create new meaning                  Juxtaposition, layering, redefining ·      Reproduced: photographically/digitally ·      Some are politically charged, symbolic, ambiguous, or push limits of art.
Time Bruce Nauman Poke in the Eye/Nose/Ear 3/8/94 Edit 1994	·      Subject of the artwork: historical paintings o   Documentation of important events	·      Manipulate how the moment is experienced ·      Utilize the reference of time or an investment of time often through video and film
Performance Niki de Saint Phalle “Untitled from Edition MAT 64” 1964	Performance art: ·      Performed in front of a live audience ·      Often scripted but can be spontaneous ·      Includes music, dance, poetry, theater, visual art, video Performative Art: ·      An artist’s exploration of process, motions, and actions used to create an artwork	·      Performance has evolved to tests of endurance to large-scale, site-specific venues ·      Becoming multimedia ·      Public projects ·      Utilizing the body as a tool to produce art ·      Ritual, private performance, or multimedia event where an artwork is produced or is a by-product of these events
Space	·      Creating the illusion of space or depth on a flat surface. ·      Using one point perspective and/or light and shadow to create the illusion of space. ·      They may even abstract space such as Cubist style. ·      Traditional sculpture is described in positive and negative space	·      When an artist creates a work for a room or specific space, it is called INSTULATION ART. Most installations are temporary and sometimes engage multiple senses such as sight, smell and hearing. ·      Contemporary artists work with space by focusing on real space: the dimensions of a room, limited space of the sky of virtual space of the Internet ·      Materials include but are limited to fine-art or industrial materials, from wood and stone to steel and plastics to frame space or install a work to fill a space. ·      Viewers can be surrounded by art, or are led to a focused experience or perception of a real space.
Hybridity	·      In science, mixing the characteristic of two different species in order to create one that is better or stronger creates a hybrid. ·      In an automobile, a hybrid combines an electric motor with a gasoline engine.	·      The concept of hybridity in art can be applied to two ways ·      Material Hybridity and Cultural ·      Many contemporary artists have blended different cultures in their lives and work that explores issues of personal and cultural identity ·      Materials and media for creating art are wide open. ·      Understanding art today involves identifying what media and materials the artists chose and considering why they chose to work with them. ·      Some artists have selected new materials for their art, such as industrial or recycled materials, and technologies such as photography, video, or digital media ·      Combinations of still image, moving image, sound, digital media, and found objects can create new hybrid art forms that are beyond what traditional artists have ever imagined.

Presentations cont.

Flipped Classrooms

• Homework is part of the classroom, lecture is done at home
• Traditional Classroon
• Teacher: Sage on the Stage
• Flipped Classroom
• Teacher: Guide on the Side
•   Students can learn at his or her own speed 
• Positives
• Can increase interaction and personalized learning between students and teacher

• Students take responsibility for their own learning
• Absent students don't get left behind
• Content can be varied easy for differentiated learning
• Disadvantages
• Internet access
• Preparing videos for students
• Students who don't cover material are unprepared
• May lose fluidity of a classroom discussion
• More appropriate for secondary classrooms
• Flipped classroom is not:
• All about videos
• Replacing the teachers with videos
• Online course
• Students working without structure
• Students working in isolation
• In the art classroom
• Can allow for creative discussions online
• May be more comfortable voicing opinions online
• Allows for more studio time 
• Many schools supply technology
• Google Docs

Partnership for 21st Century Skills (P21)

•  Schools infuse technology into curriculum
• Prepares students for future technology and living
• Emphasizes core subjects, but has been expanding
• The more students learn early on, the more they can learn later
• Teaches students how to learn and how to think instead of what to think
• Teaches information and communication, thinking and problem solving, interpersonal and self-directional skills
• Using computers, networking, audio, and video multimedia tools
• Make content relevant to students lives
• Brings the world into the classroom
• Gives students a way to interact with each other
• Learns global awareness, financial, economic, and business literacy
• Assessments
• Standardized testing 
• Assessment must be reinforced through instruction
• Makes teachers stay in touch with technology
• Helps students get the most out of education and prepares for student learning and the future 
• 4 Components
• Creativity
• Communication
• Collaboration
• Critical Thinking

Visual Culture Studies

What is it?

- Visual culture is the study of cultural aspects that rely on visual images. These can include cultural history, critical theory in media, and anthropology.

- Visual culture is primarily consumer-culture driven based on popular media. These medias are defined as a hybrid of texts, images, and sounds, rather than pure states of any one mode.

Examples:

·      Print images and graphic design

·      TV and cable TV

·      Film and video in all interfaces and playback/display technologies

·      Computer interfaces and software design

·      Internet/Web as a visual platform

·      Digital multimedia

·      Advertising in all media (a true cross-media institution)

·      Fine art and photography

·      Fashion

·      Architecture, design, and urban design

With these in mind, list some more specific examples….. 6 or more.

Implementation (how it is used in schools):

- The classroom should offer a wide variety of visual culture with imagery referring to contemporary events in the world, visual examples of famous work and visual references to the content that is being discussed.

- When developing design or ideas for a project students refer to visual culture, and their surroundings in every day life, in order to better interpret what they are trying to achieve in their work.

What is one other way that you could implement visual culture in your classroom?

Relativity to Art Education:

Art Teacher: Art teachers need to be able to in cooperate visual culture into the classroom because it surrounds students every day in their lives, both inside and outside school. What we see and what is around us greatly influences the type of art we make and getting students to see and understand this is crucial.

- Provides many opportunities to decode and reconstruct conventional understandings of the world

- Explore rich pedagogical practices that critically examine social issues and encourage students to reflect deeply on both matters of the external and the internal.

Why is visual culture important to you as a teacher? How does it impact you/your teaching?

Students: It is important for students to be able to understand, comprehend, critique and comment on visual images they see in our culture as well as other cultures. Visual culture also serves to increase the relevancy of art instruction for students.

- Serves as a means to facilitate the development of higher order thinking skills that can assist students in their ability to navigate the infinite groups of signs aimed at shaping them inside and outside the art classroom. (Barker, 2010)

- (Popular) visual culture and (popular) media to communicate meaning and affect social change. (Barker, 2010)

- Raise awareness within the student, regarding internal biases and resistances to new forms of knowledge. (Barker, 2010)

In what ways has visual culture been incorporated into your education?