On Friday Feb. 6th I began the first phase of my culminating project.

I spent time
observing my mentor teacher the art teacher at an elementary school in the PSD. I
observed her teaching a 2nd grade class. The objective for the lesson was that
students would be able to create a collage using the texture technique. As the
students entered the room the teacher guided them to sit quietly on their
designated spots. The class of only nine students were asked to come to their
carpet spots one student at a time without any talking. Ms. K began by holding up a
painting. She explained the painting was called Eclipse. Ms. K explained the painting
was done by African American Artist Alma Thomas. Then she held up a mini model
of an eclipse showing the a small replica of the moon and sun in alignment.
Immediately I noticed that Ms. K gave no other details of the African American
Artist. I was sitting in my seat hoping-no yearning to hear more of the artist life or
style and journey through art history. I knew prior from my meeting with the
principal of the school that the entire focus for the month of February is African
American History across all curriculums and for all teachers. I was both surprised
and disappointed that Ms. K chose not to help her predominantly African American
class connect with this special part of history. Ms. K asked the students to share
about the colors they see in the painting. I made the connection to my Capstone
project during student teaching, and I thought the See, Think, Wonder approach
would have been most valuable to have student connect deeply to their thinking
and to share that with others. I also noticed that each time the students would
speak out of turn this frustrated Ms. K immensely. She then threatened that
students would not earn their citizenship if they continued to speak out without
first raising their hand. I also took note that positive behavior was not rewarded and
praise was not given during this class. Specific praise can help to motivate positive
behavior to continue. At this point I also noticed the students had so much
excitement about their ideas relating to the painting. I thought this could have
easily been a Segway into a writing prompt. I think it would have been helpful for
Ms. K to have the students complete a Think Pair Share or work in small cooperative
groups to productively talk about the painting. Ms. K kept referencing time and how
the students needed to work quickly to complete all the tasks for that period. Ms. K
demonstrated how to create a texture using multiple colors and print templates.
The students were engaged during the action of creating the texture print. A
student shared how the template was very warm to the touch as he rubbed the
crayon back and forth so fast. Ms. K shared that this was friction. This was a missed
opportunity to connect a science concept to the art the students were creating. One
student mentioned how the lines in the texture collage she made looked like never
ending hallways. I noticed all the while one student sat away from the group-not on
the floor while Ms. K spoke. As Ms. K directed the students to their seats, this
student moved further back away from the group. Ms. K yelled at him to join the
group, she threatened to reprimand him further since he was not participating. This
is where I chose to intervene. I asked the student politely and with empathy to
come and participate. He sat next to me and I asked if I could complete the activity
too. I felt excited engaging in art again after many years of not being in an art class
room. The student who was next to me was having a bit of trouble manipulating the
crayon and the paper to do the texture rubbing. I was able to assist using the hand
over hand technique as well as modeling up close how to complete the technique.

The room was quiet at first and then the students began talking. Ms. K asked why
there were so many students missing today. Then she shared by saying to the
students back in my day I only had 10 students in my class and less than 100 in
my whole school, and look how well I turned out. She then went on to say I had a
problem with reading that is why I went to a special school, but now I read fine and
everything turned out well. Then she quickly silenced the talking as the students
probed further concerning what she was sharing. As I listened I thought Ms. K
missed a special moment to connect with her students in a deeper way. Students
need to know teachers are real people with real problems and success stories. This
was a chance for her to share about her life with the students outside of curriculumthis is what research shows is invaluable to motivating students to achieve greater
heights in learning. At the close of the lesson Ms. K showed a video detailing an
eclipse. The video was not kid oriented and Ms. K apologized to the students for the
video being to adult like.
As I left the class I simply wanted to know more about the artist and her journey. I
also am interested to know if the student that I worked with during class, spends
most classes off task-and is this a sign of a greater unmet need. I am wondering if
Ms. K enjoys her job or her students and how she can connect with them in a deeper
way.
Since this class I went further to seek more information on the artist Alma Woodsey
Thomas. I have learned that she graduated from Howard University, she was a high
school art teacher for 35 years, and she opened the door for African American
Artists and older artists clinching her signature style at the age of 75, and she
showed her art work at the White House multiple times. This detail could have
easily been communicated to students on smart board right in the classroom.