Month: April 2017

I intend to use humanist approach toward motivation for my students. According to Woolfolk (2014) the humanist approach concentrated on “intrinsic sources of motivation as person’s needs for ‘self-actualization” (p. 479). I intend to support students’ internal goals for their art. I would rather have them not compromise their art instead of altering it in order to get a reward. It would be best for students to build confidence in making artwork so they can take risks and think creatively and see the significance of the work being done.

The different assessment techniques I will use are looking at the students’ portfolio work, oral presentations and written assignments. The learner-center method I plan to use in my classroom is Constructivist. I plan on incorporating class discussions on artworks from history as well as contemporary, art critiques and presentations for students to discuss technical aspects to their pieces, what works and what will need improvement. I will have students sit in groups at tables for large workspaces and they can interact with each other to get immediate feedback. I can use Backward Design to effectively design instruction by figuring out what the goals and outcomes of the unit will be, how I can access the work to see if the desired goal was achieved. From all of this I can then build my lesson effectively toward the unit objectives.

In stage one, I incorporated Bloom’s taxonomy by referring to the cognitive domain. The outcome/goal for students is to understand a movement in art by analyzing past works and dissecting the works by their elements. Through this students will be able to create surrealist animals and evaluate theirs as well as their classmates for further comprehension. In stage two, the main assessment I incorporated into my backward design is the portfolio because the unit is a project based learning unit. I also incorporated an art critique for students to verbalize their ideas and understanding. I planned the learning experiences in Stage 3 by taking into account learner diversity by allowing students to work through the steps in the project at their own pace and only have a due date at the end of the unit. I chose the constructivist approach in order for students to develop their art through their experiences and what they learn in class. They will then be able to reflect on the unit through discussion and the art critique.   According to Winters (2011) “art and design education places a good deal of emphasis on students becoming increasingly self-reliant in their learning” (p. 91).

I chose surrealism as a topic to achieve the standards because it has multiple facets, from the start of the movement to creating a surrealist object within a surrealist artwork. I thought this topic would suit student learning to gain knowledge in art history and creating abstraction in elements of their design.

I believe the Backward Design Framework helped me in designing my lesson because I was able to first figure out the goals and outcomes of what my unit would be and how I can evaluate if those goals are met. From the first two steps I was able to dive deep into the lesson plan and have it as a project based unit with a series of steps.

 

Sources

Winters, T. (2011). Facilitating meta-learning in art and design education. International Journal Of Art & Design Education, 30(1), 90-101. doi:10.1111/j.1476-8070.2011.01685.x

Woolfolk, A. E. (2014). Educational psychology: active learning edition (12^th ed.). Boston: Pearson.

 

 

I expect to encounter differences among my future students. I expect to meet those differences with understanding, compassion and to help in any way that I can through teaching for effective learning. According to Woolfolk (2014) the downfall to labeling students can become their fate because they are labeled (p. 130). I think labels can be damaging to students and how they are perceived at times. According to Woolfolk (2014) labels can be a “stigma” that people including the labeled students themselves think is permanent, negatively affecting them (p. 130). I will have high expectations for all of my students in order for them to strive to achieve to the best of their ability. I hope to be encouraging as an art teacher for students to grow in making art.

Students will come from diverse backgrounds whether that is culturally, racially, economically or ability level. I think is important to be understanding of outside factors that affect students’ lives and can have a significant impact into their time in the school day and their education. I will plan to have a cultural competent classroom. From what we discussed in class, a culturally competent classroom entails reaching all students, have diverse education, promote resilience, having culturally relevant pedagogy and implementing multicultural instruction. It is important not to judge students and their backgrounds because we are all individuals. It is my goal to get to know my students so that I can plan lessons and activities that will be engaging and informative for them.

A difference I might encounter as a future art teacher is cultural differences. I plan on having projects that are featuring historical and cultural forms of art from around the world and not just focusing on one culture or only a dominant culture. I think it is important to plan for this because cultures have been appropriating from each other over time, influencing and drawing from each other. Teaching about the history of art can lead to acceptance, tolerance and understanding of other cultures. According to Van Camp (2004) talking about societal issues portrayed in modern art can relate back to “earlier views” from previous “historical periods” (p. 36). I think it is important for students to learn about many different art forms. In a diverse class where students have different cultures they can learn about their own culture as well as others to have a better worldview.

References

Van Camp, J. C. (2004). Visual culture and aesthetics: everything old is new                   again…. or is it?. Arts Education Policy Review, 106(1), 33-37.

Woolfolk, A. E. (2014). Educational psychology: active learning edition (12^th ed.).

Boston: Pearson.