Standard 1A: Demonstrates ability to enhance academic performance and support for implementation of the school district’s student achievement goals.
Title: Class Website
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Reflection: My main focus in the art room is to get students thinking and creating artwork that expresses their unique ideas. I will have failed them if they end to class and the only thing they learned is to mix colors or wedge clay. I want my students to be able to problem solve, collaborate, and take risks. They document their process through each assignment through their weebly blogs. I use their writing, our conversations in class, their product, and my observations of them working to decide how they are using each of the eight artistic behaviors that they are graded on.
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Standard 1B: Implements strategies to support student, district, and building goals
Title: Advanced Visual Studies Class Page
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Reflection: One of the ways I use to show students what their goals are for the project or semester is my website. In this example, I have two of the national standards for advanced students posted for the students in my Advanced Visual Studies class. For the Visual Arts, HS standards are divided into Beginning, Proficient, and Advanced. One of the big focuses for the standards VA: Cr2.1.IIIa and VA:Cr2.2.IIIa is working through an idea over a series of artworks, which is why students in that class must choose a concentration or theme and create 5 pieces for the semester.
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Standard 1C: Uses student performance data as a guide to decision making
Title: Reteaching Printmaking Registration
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Reflection: This shows the reteaching of registration sheets and marks I did on the board for my 2D Mixed Media class. They learned this at the beginning of their first printmaking project, but it was clear from their final products that they didn't master it since their prints were crooked and poorly registered. Many chose to use printmaking again for their Reduction project, so we reviewed the process and made registration sheets together.
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Standard 1D: Accepts and is responsible for a classroom culture that supports student learning
Title: Class Exit Survey Fall 2014
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Reflection: This artifact is the form I asked students to fill out at the end of fall semester classes in 2014. One of the big focuses of the new national standards is that students reflect on their process throughout their art-making, so I had students create a weebly and blog about their work as they went. Many students did not like having to keep a weebly blog, and since many did not turn their blogs in until the end of the project, it was not meeting its intended purpose on my end. I had also noticed that many students struggled with managing their time this semester. Based on their responses to this survey, I added more smaller due date, an art study hall, and gave them more options for reflecting in the spring classes.
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Standard 1E: Creates a climate of respect, rapport, and fairness
Title: Class Syllabus
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Reflection: One of the ways I manage my classroom is utilizing the techniques from "Teaching with Love and Logic". On the first day of class, we lay out these expectations of freedom but also responsibility. My first rule is "I will treat you with respect so you will know how to treat me." I tell students I want to know right away if that isn't happening. Rule 2 is "Feel free to do anything that doesn't cause a problem for me or someone else." We talk about common problems in the classroom together. We also talk about how art-making is a vulnerable experience and we want to create an environment where students feel comfortable sharing through their art and being able to take risks and possibly fail. These rules are the same from my MS all the way up to my advanced HS classes.
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Standard 1F: Assists in establishing a school culture that promotes student learning
Title: Time Management Log
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Reflection: I first created this time management log in the spring of 2014 when a special education student was getting behind and getting anxious about what needed to get done. We filled out the form together and he took it to meet with the HS Guidance counselor and go over it. In its current form, it has been modified to fit the needs of another special education student who often looks busy but doesn't complete any work. He also would often sit passively when he didn't know what to do. One of the goals that his resource teacher and I had for him was to ask a question when he got stuck, so I added that measurement to the sheet. He self evaluates, then I score him and he brings the form to resource study hall to go over with the teacher there. She saves it in a folder so we have documentation of how his doing for this goal.
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Standard 1G: Communicates effectively and accurately
Title: Class Website
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Reflection: My class website is available for students and their parents to see what the directions are for each assignment. Here students can answer their questions about how assignments will be graded and what they need to do to be successful.
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