Chapter 7 (PLE Post #6)

Music & Art during WWI

The teacher will:

• teach the history of WW1
• teach the DaDa Movement of Art that emerged during WWI
• show slides of art work of the DaDa Movement 
• play recordings of music and marches popular during WWI
• help students create a project based on the DaDa period of WWI

The students will:

• they will process what they see and hear, while answering questions from the teacher
• research WWI in the library searching for examples of DaDa, and propaganda 
• they will work in groups making a project based on the DaDa movement (this could be open to a presentation about the art and music movement, or they could make an art piece based on the movement)   

Combining history with art is a great way to incorporate group projects.  They are able to research the project using the library as a resource, divide tasks, and gain different insights from peers.  Giving the students a choice of what project they can do (writing, presentation, or art project) allows for more excitement and motivation.  I found a great video on YouTube showing students working and sharing their projects with peers.  It's a great example of how effective constructivist teaching can be!

 

PLE #5: Memory

How might your knowledge of the memory processes guide your instructional decisions?

Memory is an extremely important skill for students in the classroom.  Thanks to the two Teaching Projects last Thursday, I learned the importance of memorization in the classroom.  In my Art classroom, memorization would be needed in knowing the steps of an art project, or if they are being tested on a culture or art history.  For each class I plan on having a visual aid that lists all steps required for the art project, but for my younger students coming up with a jiggle about basic steps such as going to get supplies, sitting at your desk quietly, and cleaning up would be a fun daily routine that the students will remember.  My older students who would be tested on basic art terms, culture, and art history would be taught short cuts and funny sayings that will jog the students memory.  Art history requires the most memorization, having to know the artist, art piece title, and time period or date.  I would take the material and try to come up with as many fun abbreviations as possible so my students will not struggle with such dense material.  I researched memory processes in the classroom, and found this basic website titled http://www.memorizingtips.com/.  The website offers many techniques, and memorizing skills that I can see myself using in school today.  Now knowing about the importance of memory processes in the classroom, I will take more time with my students as they learn new steps, or studying for a test. 

Ch. 14 PLE

Lesson plans I would like to teach my students would have a historical or cultural connection.  A favorite of mine is Georgia O'Keeffe and her magnified flower paintings.  This lesson would be part art history, and part art project.  I would review O'Keeffe's life, and the impact her paintings have made on 20th century art.  After reviewing the artist, I would then explain how to create their own magnified flower paintings using watercolor.  

Based on this lesson plan I would ask the class to write a brief paragraph about what they have learned about O'Keeffe.  This way I will be able to see if they're paying attention in class.  Another idea would be to start a course portfolio that would be specifically for art history and culture.  They would write notes, and write reflections about that days artist in the portfolio.  This would make it easy for the student and teacher to see the improvement the student has made, or what areas the student needs to work on. Art class does not require much testing, but it would be important to test students on art history and culture.  Finally, a best-work portfolio would be ideal for showcasing all of the students artwork throughout the semester. Students would pick their best pieces throughout the year to be turned in for teacher review. This process also helps promote student self-evaluating. 

I've attached a link to a YouTube video I found on some of the difficulties assessing students that art teachers face.  
Assessing in Art

Chapter 13 PLE

My ideal art classroom would be made up of different stations.  A supply station, work station, and a clean up station.  I hope my classroom is large enough for this (most art teacher's end up on a cart!). Students would be seated in groups of 4, with enough space to work on their masterpieces.  Groups would allow for interaction with peers, idea sharing, and brainstorming about their art projects.  I would change the groups every few weeks in order for students to share with other students that they may not see often.  A little noise from students would be fine, but not out of control.  I'm a firm believer that art and music go hand and hand, and playing calm background music while the students work will help with the creative process. 

For the CSEL case study I chose Elementary Education. In the CSEL case study students are working in groups, changing once every four weeks. The groups have different responsibilities given to each student. One group has been struggling with the material, and after teacher observation of the group,  Lisa seems to be the issue.  Lisa gets upset with the group members if not given the task she wanted, and then refuses to corporate.

Like I had mentioned, my art students would be working in groups almost everyday.  Either separately, sharing ideas, or working together to make a project.  The Elementary Education Case Study will certainly be an issue I'll have to deal with in the classroom. If my students are doing a group art project that requires responsibility from each group member, and I have a "Lisa" in a group, I would first approach her asking why she is not contributing to the group.  If her answer is that she did not get the job she wanted, therefore she did not want to participate, I would explain to her that each job in the group is equally as important and by her not participating in the group it not only hurts her, but the other students as well.  If the warning is not affective, I would remove her from the group and have her work on another assignment that's not as fun as the group activity.  There's a posibility she would enjoy this more, which would not be affective.  In that case I thought that having a station in the classroom for "alone time", where a student could "escape" if they are having trouble behaving in their group, would be more of a positive way of letting the child know that they are being disruptive. It would only be for a limited time, and they would only be sent by the teacher's permission.  If none of the steps above are successful, I would call the students parents voicing my concern. 


I found a short video on YouTube about the importance of cooperative group learning. I am a huge fan of students working, and brainstorming together. They'll learn more from each other than anyone else!

Motivation

We went over in the class powerpoint what motivates students to learn: 

• interesting presentations in class
• social interaction
• creativity 
• variety of teaching styles

I will be able to do all of the above in my art classroom.  The subject in its self allows me to be as creative as possible with my lesson plans.  Each class will include interesting presentations of an art project that will be intriging to the students.  In art class it's extremely important to be social.  Sharing with fellow classmates your ideas, and listening to theirs is all about the creative process. 
Art is known to build self-efficacy, especially in young children.  Creating a piece of their very own, that they can display and be proud of will motivate them to not only strive in art, but other subjects as well. 
I have attached a link to a YouTube video that I came across while researching motivation in the classroom.  It's a perfect example of a teacher using art to help in another subject area.  The one-on-one attention given to the student, and praise the teacher gives the student about her piece will help build positive self-efficacy.
Art to Motivate Writing

PLE Post 1

I strive to become an art teacher. Art is one of the only subjects where children are allowed to get messy and be creative, making art enjoyable for most students. Paint, glitter, and glue will certainly help my students create masterpieces, but I hope that the creative process will not distract from learning in depth about famous artists, techniques, and culture.  

I hope to learn how to make my art classroom a successful environment by learning about classroom management and motivational skills in Education Psychology. 

I did some research online and came across a YouTube video that shows an art teacher explaining the classroom rules in a very creative way.  I hope to use techniques like this, and to learn more strategies in class.

Art Room Rules