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Goal# 26 B 2d
Goal # 25 A. 1d
Goal# 26 B 2d
Goal # 25 A. 1d
Goal# 26 B 2d
2. Assessment Criteria:
2. Assessment Criteria:
OBJECTIVE I: Students clearly explained how life lessons are expressed and how the
artist depicts a family memory through their work.
OBJECTIVE II: Students successfully participated in a small group discussion.
OBJECTIVE III: Students clearly sketch out their life lesson.
OBJECTIVE IV: Students successfully paint their life lesson using foreground, middle
ground, and background in a limited color scheme.
OBJECTIVE V: The student successfully elaborated to create a well written Artist
Statement and Thinksheet.
OBJECTIVE VI: Students clearly paint an acrylic painting of a life lesson learned from their
family members in a memory.
3. Learner Characteristics:
Background: The area of an artwork that appears farthest away from the viewer;
also, the area against which a figure or scene is placed (MoMA Learning).
Brushwork: The manner in which a painter applies paint with a brush (MoMA
Learning).
Color: The perceived hue of an object, produced by the manner in which it reflects
or emits light into the eye. Also, a substance, such as a dye, pigment, or paint, that
imparts a hue (MoMA Learning).
Glaze: The term used for a thin, transparent layer of paint, particularly in oil painting
and acrylics. Glazes are used on top of one another to build up depth and modify
colors in a painting. It must be completely dry before another is applied on top, so
the colors don't physically mix (Evans).
Life Lesson: Something from which useful knowledge or principles can be learned
(Dictionary.com) or something learned through experience (Merriam-Webster).
Memory: The power or process of remembering what has been learned; something
that is remembered; the things learned and kept in the mind (Merriam-Webster).
Middle ground: The part of the picture that is between the foreground and
background (MoMA Learning).
Palette: The range of colors used by an artist in making a work of art; 2. A thin
wooden or plastic board on which an artist holds and mixes paint (MoMA Learning).
Proportion: Refers to the harmonious relation of parts to each other or to the whole
(MoMA Learning).
Sketch: A rough or unfinished version of any creative work, often made to assist in
the completion of a more finished work (noun); to make a rough drawing or
painting (verb) (MoMA Learning).
Subject matter: The visual or narrative focus of a work of art (MoMA Learning).
Wash: A watercolour term for a flat layer of very diluted colour laid across the
paper. It can either be an even layer of colour or a graded layer which gets lighter.
Also Known As: In acrylic and oil painting, a wash is usually called a glaze. A glaze
done with an opaque pigment is called a velatura (Evans).
4.5 Description of visual examples
Visual Tri-Fold Board: The Tri-Fold Board will contain the lesson plan objectives,
images of artists paintings that relate to the concept, and vocab.
PowerPoint:
1st Slide: This is the introduction where the teacher tells the students we will be making acrylic
paintings about family life lessons.
2nd Slide: Asking the students what they think a life lesson is and giving them the definition after
discussing their definitions of a life lesson. A life lesson is learning from personal experiences
such as making a mistake and gives us knowledge or values to live by.
Slide 3: Giving the students a life lesson example from visual culture. According to Charlie, in
the movie Finding Nemo, Dorys parents state, When something is too hardThere is always
another way.
Slide 4: Giving the students another visual culture example from The Charlie Brown and
Snoopy Show. Elizabeth Green states Sometimes the most ordinary things could be made
extraordinary, simply by doing them with the right people.
Slide 5: Asking the students, what are some life lessons you have learned from your family? (I
learned to not give up and to work hard). The students can brainstorm and reflect in a group
discussion.
Slide 6: The teacher will ask how did the artist named Judith Leyster depict a life lesson in this
painting called Two Children with a Cat (1629)? (Students will say the siblings are learning the
life lesson of having fun with your brother or sister and pet cat. Your siblings or pet can become
your best friend).
Slide 7: The teacher will ask what value is being learned in this painting called In My
Footsteps by Melinda Byers? (Students will state that the son is learning from his father the
value of studying late into the night and the importance of gaining knowledge and learning new
things. There is value in reading since they are both reading and there is a library of books
behind the father.).
Slide 8: The teacher will ask the students how did the artist, Jan Lang portray a life lesson in
this painting, See the Beauty? (The student will state that the small child is learning the
importance of nature from his mother since they are sitting in a field of flowers and grass.).
Slide 9: The teacher will ask what kind of life lessons are learned in a large family after viewing
the paintings of Lavinia Fontanas Family Portrait and Portrait of Bianca Degli Utili Maselli,
half length, in an interior, holding a dog and surrounded by six of her children? (The student will
reply that children in large families learn the value of sharing such as sharing clothes or toys.
Children learn that wearing hand-me-downs helps large families financially so using what you
already have is important. Always communicating and being together is important.)
Slide 10: The teacher will read the quote by the artist, Alice Neel: You should keep on painting
no matter how difficult it is, because this is all part of experience, and the more experience you
have, the better it is. What is the importance of the life lesson that practice makes perfect?
(Practicing helps improve your skills in any activity such as sports or painting). Students will be
motivated to not give up on their paintings. Students will view the painting Nancy and Olivia by
Alice Neel from 1967.
Slide 11: How do the familys facial expressions convey a memory in Alice Neels (1970)
The Family (John Gruen, Jane Wilson and Julia)? (The familys facial expressions are angry
and bored looking).
Slide 12: How do the familys facial expressions convey a memory in Alice Neels The
Westreich Family (1978) painting? (The family looks uninterested and impatient. They are
ready to be done with their family picure and the children would rather be playing. They are
learning the value of patience.).
Slide 13: How do the familys facial expressions convey a memory in Alice Neels The Spanish
family, (1943) painting? (The mother and children look tired, scared, and sad. The life lesson is
that families can get through anything if they stay together and are there for each other during
tough times.).
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Slide 14: How are family traditions incorporated into life lessons such as, in the painting, Grace
Higgens in the Kitchen, by Vanessa Bell? (The girl is learning how to cook and making
homemade meals while using recipes passed down in her family.).
Slide 15:How is the girl feeling and what can she learn from these feelings in the painting,
Lucie Leon at the Piano, by Berthe Morisot? (The girl looks bored and uninterested in playing
the piano. She does not look happy. She is learning that sometimes we have to do things you
do not enjoy in order to succeed or to not give up on something you started.)
Slide 16: How did the artist Mary Cassatt depict this life lesson in the painting, Breakfast in
Bed (1897)? (This life lesson is the importance of giving back to your mother, such as on
Mothers Day for all the hard work she does for you. Letting your mother rest and sleep in is a
life lesson. Making your Mom Breakfast in Bed will make her feel appreciated.).
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Slide 17: The teacher will read the quote, Hard times teach us the most valuable lessons.
Students will view these images where children are experiencing child labor, starvation, and
harsh living conditions. Students will think about how going through difficult situations can make
you a stronger person.
Slide 18: What is the importance of being there for your siblings in the following paintings such
as in Hung Lius Sister in Arms II and Sister Hoods (2003)? (Your siblings will always care
for you and will help you through hard times.)
Slide 19: What is the importance of being there for your siblings such as in Hung Lius White
Rice Bowl? (Helping your younger siblings eat is important when your parents are not around so
they do not starve to death).
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Slide 20: How can Life Lessons Make Change in Judy Bacas The Great Wall (1892)? (Talking
about the life lessons can make change. Learning from and reacting to the life lesson can make
change.).
Slide 21: What is a wash? (A wash is a visual arts method resulting in a partially translucent
layer of diluted color.)
Slide 22: Who can define what is foreground, middle ground, and background? (The people are
in the foreground, the tree is in the middle ground, and the mountains are in the background.).
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Slide 23: What are the foreground, middle ground, and background in Grandma Moses
painting? (The old couple is in the foreground, the ice skaters are in the middle ground, and the
mountains and sky are in the background.).
Slide 24: What are warm versus cool colors? (Warm colors are reds, oranges, or yellows and
cool colors are blues, greens, and purples.)
Slide 25: What side are warm colors and what side are cool colors? (The left side is warm
colors and the right side is cool colors.
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15
16
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n08825/lot.48.html
http://www.the-athenaeum.org/art/detail.php?ID=231652
http://women-artists.org/post/10106155235/alice-neel-the-westreich-family-1978-oil-on
https://www.etsy.com/listing/255424221/our-three-boys-three-boys-and-mama?
ref=shop_home_feat_4
https://dl.sciencesocieties.org/publications/sh/articles/54/4/sh2013-54-4-rc2?show-tf=figures&wrapper=no
https://www.etsy.com/listing/271058602/fairy-tales-boy-and-girl-reading-desk?
ref=shop_home_active_17
http://www.explore-drawing-and-painting.com/acrylic-painting-techniques.html
http://sparcinla.org/the-great-wall-part-2/
http://www1.seattleartmuseum.org/eMuseum/code/emuseum.asp?
style=single¤trecord=1&page=search&profile=objects&searchdesc=Number%20is
%2091.14&searchstring=Number/,/is/,/91.14/,/0/,/0
http://www.hungliu.com/bio.html
http://www.nmwa.org/explore/artist-profiles/judith-leyster
5. Integration/Connecting Links
5.1 Idea Mapping
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Small buckets of water will be available for the students who need extra clean water for
their brushes.
Extra paint and paper towels will be accessible with permission.
Background: The area of an artwork that appears farthest away from the viewer;
also, the area against which a figure or scene is placed (MoMA Learning).
Brushwork: The manner in which a painter applies paint with a brush (MoMA
Learning).
Color: The perceived hue of an object, produced by the manner in which it reflects
or emits light into the eye. Also, a substance, such as a dye, pigment, or paint, that
imparts a hue (MoMA Learning).
20
Glaze: The term used for a thin, transparent layer of paint, particularly in oil painting
and acrylics. Glazes are used on top of one another to build up depth and modify
colors in a painting. It must be completely dry before another is applied on top, so
the colors don't physically mix (Evans).
Life Lesson: Something from which useful knowledge or principles can be learned
(Dictionary.com) or something learned through experience (Merriam-Webster).
Memory: The power or process of remembering what has been learned; something
that is remembered; the things learned and kept in the mind (Merriam-Webster).
Middle ground: The part of the picture that is between the foreground and
background (MoMA Learning).
Palette: The range of colors used by an artist in making a work of art; 2. A thin
wooden or plastic board on which an artist holds and mixes paint (MoMA Learning).
Proportion: Refers to the harmonious relation of parts to each other or to the whole
(MoMA Learning).
Sketch: A rough or unfinished version of any creative work, often made to assist in
the completion of a more finished work (noun); to make a rough drawing or
painting (verb) (MoMA Learning).
Subject matter: The visual or narrative focus of a work of art (MoMA Learning).
Wash: A watercolour term for a flat layer of very diluted colour laid across the
paper. It can either be an even layer of colour or a graded layer which gets lighter.
Also Known As: In acrylic and oil painting, a wash is usually called a glaze. A glaze
done with an opaque pigment is called a velatura (Evans).
8. In-Class Activities:
Day One
Time
Learning Activities
Purpose
21
_5_minutes
Orientation/Engagement/Motivation:
Discuss with the students what they know
about life lessons and family memories.
Motivational Dialogue:
Association Questions:
Who can tell me what a life lesson
is? (A life lesson is something you
learn from your mistakes and
experiences.)
What is a memory? (A memory is
something you remember or
something that happened to you.)
Topic Questions:
What do you like to do with your
family? (Go biking with them, and
spend time with them at my
familys tree farm.)
How is that memory or experience
important to you, and how did it
become a life lesson? (Getting
exercise together, and learning
how to work hard from watching
my parents work outside for long
hours.
How did that life lesson change
you and what did you learn from
the life lesson? (It is important to
exercise to stay healthy and to get
fresh air to distress. I am now a
hard worker in my life such as in
my classes and part time jobs. I
learned to not stop working even if
you are tired.)
Visualization Questions:
What happened in your memory?
(My family and I went biking
together after dinner. I watched my
Mom and Dad plant seedlings in
the tree fields and help
customers).
What do you see in the memory?
(I see a road and my family riding
their bike.) I see my family, the
outdoors, trees, and a tractor.)
What is important in the memory?
(My parents do not give up when
they are working hard while going
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Presentation/Explicit Instruction:
As a class we will begin the PowerPoint
by going over technical skill of acrylic
paint and continue by discussing
compositional elements such as
foreground, middle ground, and
background. I will then show my students
my PowerPoint which contains artists
paintings, such as
Judith Leyster, Melinda Byers, Jan Lang,
Lavinia Fontana, Alice Neel, Vanessa
Bell, Berthe Morisot, Mary Cassatt, Hung
Liu, Judy Baca, Grandma Moses, and
Miriam Schapiro.
23
_10_minutes
_5_minutes
Structured Practice/Exploration:
I will hand out to my students a family
lesson Thinksheet where they will
answer 4 questions about their life
lesson from a family memory.
Association Questions:
1. Write about a specific family
memory that taught you something
about life. (Watching my family
work hard at the tree farm.)
2. What feeling did this memory
produce in you? (It made me feel
proud of my family.)
3. How has this memory changed
your life? (It has made me a hard
worker in my own life.)
4. How can I pass this life lesson on
to someone else? (I can teach
others to be hard workers in my
classroom.)
Guided Practice/Feedback:
1. Write about a specific family
memory that taught you something
about life. (Watching my family
work hard at the tree farm.)
2. What feeling did this memory
produce in you? (It made me feel
proud of my family.)
3. How has this memory changed
your life? (It has made me a hard
worker in my own life.)
4. How can I pass this life lesson on
to someone else? (I can teach
others to be hard workers in my
classroom.)
What emotions do you want to express? (I
want to express happy emotions)
What emotions may your life lesson be
expressing? (Strong emotions)
Independent Practice/Application:
Students will be given an exploration in
acrylic paint in expression.
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_5_minutes
Day Two-Five
Time
_5_minutes
_5_minutes
_20_minute
Closure
Questions to ask:
Who remembers what a life lesson is? (A
value you learn from a life experience.)
Who can tell me the importance of a
family memory? (Knowledge is gained
from family memories.)
Who can explain to me the concept of this
lesson? (Choose a life lesson that was
learned from a family memory.)
Have students share ideas and ask
them who remembers what the
concept of lesson is.
Clean-up
Learning Activities
Orientation/Engagement/Motivation:
I will quickly review at the beginning.
Who can give me an example of a life
lesson? (Working hard)
Who can tell me the definitions of
foreground, middle ground, and
background? (Foreground is the
subject or area in the front, middle
ground is in the middle, and
background is in the back such as the
sky.)
What is a wash? (Using diluted water
while painting)
Once reviewed, I will go into a
demonstration.
Presentation/Explicit Instruction:
I will show them a quick demo of
foreground middle ground and
background for their sketches.
I will show them how to quickly sketch
a life lesson from a family memory
with pencil on a white sheet of paper.
They will identify foreground, middle
ground, and background from my
drawing.
I will demo how to paint on a large
piece of cardboard. I will show them
how to use washes and how to blend
colors. I will mention foreground,
middle ground, and background.
Purpose
Students will listen and participate
in the review.
Structured Practice/Exploration:
25
Guided Practice/Feedback:
1. Write about a specific family
memory that taught you something
about life. (Watching my family
work hard at the tree farm.)
2. What feeling did this memory
produce in you? (It made me feel
proud of my family.)
3. How has this memory changed
your life? (It has made me a hard
worker in my own life.)
4. How can I pass this life lesson on
to someone else? (I can teach
others to be hard workers in my
classroom.)
What emotions do you want to express? (I
want to express happy emotions)
What emotions may your life lesson be
expressing? (Strong emotions)
Independent Practice/Application:
Students will be given an exploration in
acrylic paint in expression.
_10_minute
s
Closure
Share their sketches and paintings.
Have them hold it up and mention
their life lesson.
Questions to ask:
Who remembers what a life lesson is? (A
value you learn from a life experience.)
Who can tell me the importance of a
family memory? (Knowledge is gained
from family memories.)
Who can explain to me the concept of this
lesson? (Choose a life lesson that was
learned from a family memory.)
Have students share ideas and ask
them who remembers what the
concept of lesson is.
26
Clean-up
Day Six:
Time
_5_minutes
_20_minute
s
_15_minute
s
Learning Activities
Orientation/Engagement/Motivation:
Quick review that today students will be
finishing their paintings if they have not
already done so and writing artists
statements.
Motivational Dialogue:
Who can remind us what we need to
include in our painting? (Foreground,
middle ground, and background, our
life lesson from a family memory, and
a limited color scheme.)
What are some vocabulary words we
learned? (Wash)
Who knows what an artist statement
is? (The artist writes about and reflects
on their artwork.)
Structured Practice/Exploration:
Students will finish their paintings with
acrylic paint about their life lessons.
Write artist statements reflecting on their
artwork.
Association Questions:
Please describe the life lesson you
displayed in your painting. (Working
hard.)
Explain what happened in this memory
and what is occurring in this image.
(My parents are working hard at my
familys tree farm in the fields.)
Explain the steps you used to create
your artwork. (I sketched out a plan
and painted with acrylic paint.)
What do you want people to
understand from this artwork? (You
should always work hard to be
successful even if you are tired.)
We will review the objectives of the
lesson.
Closure
Students will share their finished work
and their artist statements.
Review Questions:
Who remembers what a life lesson is? (A
value you learn from a life experience.)
Who can tell me the importance of a
Purpose
Students will listen to my quick
review and answer the review
discussion questions.
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1. Surprises (2.5):
This semester I taught fourth graders at St. Mary School. One of my first substantial surprises
was that I had eight boys and only two girls in my class, which made behavior management more
challenging. The boys possessed a lot of energy and liked to move around. My students were
very interested in the PowerPoint I made on the first day where they viewed many artists
examples of family life lesson paintings such as Alice Neel, Hung Liu, and Lavinia Fontana.
Another surprise was on day three I felt a lot more comfortable and in control while teaching in
our new art room, which was originally used for storage of our lesson supplies and preparation
area. Moving from the homeroom to the art classroom felt less chaotic, since my supplies were
already set up in the room and the students respected the room. I was astonished the students
were enthusiastic about clean up time, which gave me time to do a closing reflection with them
each day.
My students kept saying, Im done, Im done, Im done towards the end of the project. Every
time a student said they were finished, I showed them where they can enhance their life lesson
painting by incorporating details and told them to fill in white spots. On day five, the
demonstration went well, but there was not a lot of time due to the students being in mass and
coming back late. I did not realize how quickly the time went. At first, I did not think I needed
two extra teaching days, but they ended up being helpful since everyone was able to embellish
their paintings with details utilizing either Sharpies or fabric. Everyone successfully finished his
or her family life lesson paintings.
2. Best
a. Student responses (2):
The student responses were great. The students were able to learn, comprehend, and
communicate the definitions of foreground, middle ground, and background. During my day four
demo, I reviewed how to paint the large areas quickly; the students remembered that they have to
utilize a big brush. Then I explained how to paint and emphasize details with small brushes to all
the students since the majority of the students already had their large areas done. I also showed
them how to add shadows. Using Dr. Staikidis advice, I talked about contrast and how it is
important for the first layer of paint to dry before doing details. The students effectively
discussed the video and vocabulary with prompted questions. There were also good individual
questions being asked. Problem solving occurred when students did not know what to paint next
so they would ask me numerous questions. I told them to incorporate lines to show blades of
grass, to clean up their edges that were still showing the white board, and adding layers of paint.
b. Questions/Dialogue (2):
The questions and dialogue went well. The students were very excited to answer questions.
When I asked a question, several students would raise their hand and wanted to answer. For
28
example, I asked students questions individually and throughout group discussions. On day one I
learned it is important to ask students what they see and how they strive to depict their life
lesson. Also, on day three I used a sterner voice when I needed the students to listen to
instructions. I told the students I need you to do this instead of asking, can you do this? I
made sure to wait for them to be quiet and told individual students to listen. During closures I
reviewed and asked the students questions about foreground, middle ground, and background
and warm and cool colors. When a student did not know the answer I called on another student
for more elaboration and clarification.
On day six, I used a students artist statement as an example for the rest of the class to explain
what details should be written. Jennifer commented on how several students continued to say
Im done but I would help them think of ideas to write down individually. The students
answered the questions on the front and I used Gabis advice to have them make the questions
into a paragraph on the back.
c. Problem & Solving (2):
On day three, some of the problem solving that occurred was students would say I need a new
brush, but I would tell them they can use their paper towel to get some of the excess paint out of
it. I learned that when I shared my personal experience, a lot of the students wanted to use the
same life lesson as me. In the next lesson we brainstormed their own life lesson ideas through
word mapping on the white board together. Several of the fourth graders have short attention
spans, and they like to move around. They also love to talk. I learned to redirect the students by
having them listen to Olivia. On the last day Jennifer commented that I was doing a much better
job at classroom management since the students silently listened to me when I asked them to stop
for a moment to clearly discuss the artist statement requirements.
I learned that giving positive feedback to students such as Alex is helpful to them. On day two, I
demonstrated differentiated learning when I gave Alex positive feedback about his sketches,
which made him feel proud of his work. Since he finished early, he was able to complete his
Think sheet when previously he was not able to. It is interesting to see how different students can
get tasks done in different ways. Drawing out his ideas before writing them down was very
helpful for him to be able to communicate his life lesson in his Think Sheet.
d. Organization (2):
I made sure to allow enough time for clean up everyday. On day three, the students worked
together to clean up and I asked individual students to collect paintbrushes, paint palettes, or
water dishes. As well, I had the students who were finished with their projects pick up pieces of
fabric on the floor. At the end of the lesson on the fifth day, the students were able to reflect in
the closure. Dr. Staikidis declared I had a beautiful share with all the students pulled into a
small circle on the rug. I had the students discuss their life lessons and what family members
were depicted in their paintings. I was glad that everyone finished their projects on this day so
we were able to focus on their artist statements and reflection of their artwork during the last day.
I am glad I had the extra day to teach, since I felt like a real teacher getting everything ready by
myself. It was a lot of work getting all of my painting supplies cleaned up by myself, but I did
have my students help with a lot of the cleaning. It was challenging being in the students
homeroom again since the boards are so large and their desks are so small. I told the students to
spread out so they had more space to work. The students also had to clear all of their desks after
their morning warm up, so I could not set up supplies or table covers until the students were
29
already there. I did get my water dishes and paint palettes ready early though and asked certain
students to help pass out materials. I felt more prepared being in the art classroom again on the
following Tuesday.
e. Quality of Students Work (2):
After evaluating the students artwork, I believe the students life lesson paintings are of high
quality. They all finished covering their large areas and embellished their paintings with Sharpie
and/or fabric details. On day five, Kelly commented that the students appeared very thrilled, are
creating excellent artwork, and that I gave them beneficial recommendations. On day six, Dr.
Staikidis asserted that my students work is lovely and they loved painting. They all concentrated
on their family life lessons in their paintings; as a result, their paintings express personal
meaning. They all put a lot of thought, time, and effort into their paintings.
3. Ideas for Improvement
a. Student Responses (2):
Sometimes students would try to talk over each other while answering questions. To improve
this, I will inform students that I will only call on students who are sitting quietly.
Acknowledging the students that were listening attentively influenced other students behavior.
On day three, some of the students had negative comments about their paintings so I told them to
keep their feedback or comments positive. On day four, I showed my students the Disney Top
10 Pixar Life Lessons YouTube video that Erin showed to her class. My students were very
engaged and listening closely to the video. The volume would not turn up very loud so I made
sure to tell them to watch the video quietly. The student responses were good when I told them to
add details in the demo. The students remembered the definitions of the vocabulary such as
foreground, middle ground, and background, as well as warm and cool colors. I continued to
practice saying I need you to instead of can you? I am improving on classroom management
such as during the video and demo since I am feeling more confident in the classroom.
Jennifer said I used my voice and made sure students were silent and paying attention before
talking. Additionally, Jennifer affirmed the students had a good time reading their artist
statements to the class and there were stories behind all of the life lesson paintings. I included the
shy students who did not want to speak in front of the class by reading their artist statements for
them.
b. Questions/dialogue (2):
Not rushing through the group discussions helped the students expand more on their life lesson
ideas. In order to create more dialogue, I asked the students for explanations of why they chose
their life lesson and how they planned on depicting it. My demo could have been a little more
thorough on day four. Jennifer commented that I could have gone more in-depth with the
demonstration by telling them to paint the details slowly and to take their time. I did go around to
students individually to help them add details. I made some notes of what to say during the
demo, but writing down more notes would help me.
One of the students always wants to tell me stories about his gator or 4-wheeler when I need to
help other students with their paintings. Sometimes I feel like I have to ignore his stories or just
give short responses, since he is always calling my name to tell me a story. On day five my
teaching partner Kelly gave me several helpful ideas including: I need to make the students
attentiveness a requirement with strong communication, to stop teaching if another student is
30
speaking, and ask the students to raise their hands before talking.
c. Problem & Solving (2):
My weaknesses were that I did not possess everyones focus sometimes when reviewing terms or
artists during day two. When I told the students to have all eyes on me, some of them still did not
actually have their eyes on me and instead of waiting, I just continued on with the lesson. I
learned to be more forceful with my voice so the students knew that I was in charge of the
classroom. My demonstrations needed to be more comprehensive so they would think more
about composition after viewing my painting.
On day three, several students did not understand how to paint the large areas, so I made sure to
execute responsive teaching. I told them I needed them to put their tools down and have eyes on
me. I held up a students painting who was doing a great job on painting the large areas with
washes to give a visual example of successful washes. I needed to spend more time on presenting
my demonstration since they did not comprehend the washes.
On day six, Dr. Staikidis informed me it is vital to do a group brainstorm for artist statements. I
read my life lesson artist statement to the students in response to this feedback. Dr. Staikidis also
wrote, Lots of times, students dont really understand without explicit modeling. Dr. Staikidis
stated that I needed to clearly communicate my expectations of them. I showed every students
artwork to the class while the student read their artist statement. Jennifer declared I needed to
keep an eye on all of the students while working with students individually in order to watch out
for behavior problems. Jennifer also stated that I needed to ensure that all of the students were
listening and not having side conversations while students presented their artist statements. Next
time, I will make sure to inform my students of the lesson expectations and be observant while
teaching.
Organization (2):
Some changes that I made are my students seating arrangement and my management strategies.
I used different ways of keeping their attention. I fixed the nametag strings by tying them tighter
so they would not play with them. In future lessons I need to make sure all the Think Sheets
questions are understandable to the students grade level. The first painting cleanup day felt
unorganized; thus, the following days I assigned specific tasks to each student during cleanup
time. In the next class, I gave certain tasks to certain tables. I needed to have a plan for asking
students questions about their life lesson details and what details would help viewers understand
their life lessons. I needed to make sure they are making their life lessons clear. In the next demo,
I showed the students how to use Sharpies on their paintings and how to use fabric. On day five,
Kelly recommended I should dismiss the fourth graders at the end of my demonstration. On day
six, Jennifer mentioned I needed to plan out the very end of the class in order to prevent
misbehavior.
d. Quality of Student Work (2):
On day four the students quality of work improved, but they do needed to spend more time
doing finishing touches. Some of the students kept talking to each other during the class and
were getting distracted by each other. I told them I need to see you working. I really needed to
be careful with the sitting arrangement next Tuesday.
On Thursday, day six, the students finished up their details with Sharpie markers and glued on a
bit of fabric onto their paintings, which really embellished their paintings. On this day, I taught in
the students classroom so Gabi and the students helped with setting up. Sean and a lot of the
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other kids were hyped up from the Cubs winning the World Series. There was some messing
around that occurred; thus, I instructed the students to go back to their seats and keep working. I
helped Alex by pointing out which animals still needed to be colored with Sharpies and which
ones still needed faces. When the students were at their stopping points, I told them to draw on
the back of their boards. Jesse drew a very detailed dragon with graphite on the back of his board
from looking at a book of dragons.
4. Conclusion (2.5):
I really enjoyed teaching in our new art room and felt more prepared even though I had a great
amount of supplies to set up. All of my classmates were very supportive and helpful during my
lesson and the rest of the lessons. The students had a great deal of fun creating acrylic paintings.
The students paintings started to look more finished after day four and the extra days, but I still
wanted them to focus on more details using Sharpies and add a little bit of fabric to make their
paintings pop. Giving the students positive feedback helped them to improve their artwork.
While student teaching, I learned that utilizing differentiated learning, having good management
skills, and being well prepared are vital qualities in being a successful art teacher. The students
learned about several vocabulary words and academic language. After typing up my students
artist statements, I think the students learned and reflected a lot about life lessons such as
working hard and not giving up. I am looking forward to displaying the fourth graders art work
in the art show next week. I think all of the students will be excited to show their family
members their family life lesson paintings.
Task 1 Part C:
Attachments:
1. Scoring Rubric and assessment tools:
Objective
Excellent (3
points)
OBJECTIVE I: Students Student clearly
clearly explained how
expresses a life
life lessons are
lesson and how
expressed and how the
an artist may
artist depicts a family
depict a family
memory through their
memory through
work.
their work.
OBJECTIVE II:
Students successfully
participated in a small
group discussion.
OBJECTIVE III:
Students clearly sketch
out their life lesson.
OBJECTIVE IV:
Students successfully
paint their life lesson
Students
successfully
participated in a
small group
discussion.
Students life
lesson is clearly
depicted in their
sketch.
Students
successfully paint
their life lesson
Average (2
points)
Students
expression is
somewhat clear
on a life lessons
and how an artist
may depict a
family memory
through their
work.
Students
somewhat
participated in a
small group
discussion.
Students life
lesson is
somewhat clearly
depicted in their
sketch.
Students
somewhat
successfully paint
Poor (1 point)
Score
Students
expression is
unclear on a life
lesson and how an
artist may depict a
family memory
through their work.
The student did not
participate in a small
group discussion.
Students life lesson
is not clearly
depicted in their
sketch.
Students
unsuccessfully paint
their life lesson
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using foreground,
middle ground, and
background in a limited
color scheme.
using foreground,
middle ground,
and background
in a limited color
scheme.
using foreground,
middle ground, and
background in a
limited color
scheme.
The student
successfully
elaborated to
create a well
written Artist
Statement and
Thinksheet.
OBJECTIVE V: The
student successfully
elaborated to create a
well written Artist
Statement and
Thinksheet.
OBJECTIVE VI:
Students clearly paint
an acrylic painting of a
life lesson learned from
their family members in
a memory.
Student skillfully
shows
understanding of
acrylic paint.
Students skillfully
show some
understanding of
acrylic paint.
Total:
3. Learner Characteristics:
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2. Handouts
Thinksheet 1:
Name:
Family Life Lesson
1. Write about a specific family memory that taught you something about life.
5. What three colors would best represent your life experience? (You will receive black,
white, and brown.)
Thinksheet 2:
Name:
Artist Statement
Please describe the life lesson you displayed in your painting.
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Explain what happened in this memory and what is occurring in this image.
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