Quality Standard 1:
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Teachers demonstrate mastery of and pedagogical expertise in the content they teach.
The elementary teacher is an expert in literacy and mathematics and is knowledgeable in all other content that he or she teachers (e.g., science, social studies, arts, physical education, or world languages). The secondary teacher has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s).
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Standard 1 is where I feel my strengths lie the most. I am constantly looking for new and innovative methods of capturing the attention of my students in art class. I love trying new techniques and media, and I feel as if my excitement is accepted by my students. I love incorporating science, technology and design into art lessons, and also accept feedback from my students if they have a new idea they are excited about. I feel I am proficient.
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• Element a: Teachers provide instruction that is aligned with the Colorado Academic Standards, their District’s organized plan of instruction, and the individual needs of their students.
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Evidence:
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Reasoning Statement:
In this lesson, students in 6th, 7th & 8th grade engaged in observational drawing outdoors. They specifically engaged in Colorado State Visual Arts Standard 2: Observe and Learn to Comprehend. Student artists created works of art and design that demonstrate increasing levels of expertise in skills and techniques for personal & professional endeavors.
Students first observed how a professional artist might observe their surroundings, and use their sketchbooks for visual note taking. Students used their own inquiry and curiosity to observe scenes or natural elements in their own school surroundings, and had time to draw on location. These drawings were used to develop watercolor paintings utilizing techniques students had recently engaged with. Students were later able to use their own creative decision making to change what they had observed and form the drawings into more narrative compositions.
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• Element b: Teachers develop and implement lessons that connect to a variety of content areas/disciplines and emphasize literacy and mathematical practices.
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Evidence:
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Reasoning Statement:
In my 8th grade Crafts class, students were tasked with creating a lantern inspired by various world cultures’ lantern designs and functions. All materials for the structure of the lantern were recycled cardboard, and students first had to come up with a concept design. Before starting on cutting or forming materials, students needed to come up with measurements and dimensions of their lantern structure, and many of the students were very thorough with their mathematical measurements on their concept sketches. Students engaged and were assisted by their teacher (me) in effectively using rulers, exacto-knives, creation of stencils, and repeating patterns. The math integration was seamless and easy to connect for students in a real and physical way.
Students could easily understand the benefits of a precise and well-planned concept design, even if that design would end up changing in the forming part of the project. The shape and size of the lantern was up to student choice, and there were no design requirements, as long as light could shine through the walls in some way. These lanterns were also part of a student-led installation related to light & form with pottery students.
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• Element c: Teachers demonstrate knowledge of the content, central concepts, inquiry, appropriate evidence-based instructional practices, and specialized characteristics of the disciplines being taught.
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Evidence:
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Reasoning Statement:
As the teacher, I was able to utilize specialized technical knowledge I had acquired taking a metals & jewelrymaking course at CSU. Over the course of two weeks, I was able to demonstrate and define new tools, techniques and materials that students would use in a metals- based bracelet project. Day 1 was purely demonstration based, which students would need to safely and effectively handle their new studio space. Day 2 was fully dedicated to students handling the new tools and the copper plates, and having them demonstrate their ability to complete simple sawing challenges. Students would spend time ideating and planning their pendant or bracelet design on paper, then sawing and sanding the copper. As students needed— additional tools like chasing and stamping tools were addressed. Students were individually shown how to safely use the drill press for specific designs that required inner cuts. By the end of this unit, students were able to identify and use the jewelrymaking space to create artworks that were personally meaningful and demonstrated an entirely new art skill.
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