Amber Westmoreland

Reflections 2

Details and Context of studio investigation

The parade exercise is a lesson plan that is designed to help the students come more familiar with

various drawing styles. For example when drawing one of the portrait drawings for the parade

scene the artist practices the ability to use couture and simple outline. Another portrait subject in

the assignment focuses on capturing human anatomy. A different image is inspired by the

illustrator of Where The Wild Things Are and encourages the interpreter to draw a character

using hatching and cross hatching that is present in the illustrations of the book. Just about all the

include the use of tone because they are all initially completed in pencil. Later the area of

competence is developed in the artist because the use of medium is left completely up to them

when finishing the artwork. This particular art lesson also creates interesting boundaries because

images represent objects from the world and the imagination.

Why I want to Implement the Parade Lesson Plan in my Classroom

I found this exercise extremely helpful in expanding the strategies I would use when drawing and

in turn resulted in me becoming more comfortable use methods outside of direct observation.

Because observation is the strategy thought in the classroom at least 90% of the time I would

definitely use this lesson plan in my classroom to create better rounded artist, and encourage the

acceptance of non realistic art. I would also introduce similar lesson plans to incorporate a

variety of art and strategies to use when creating artworks.

Adaption
 Amber Westmoreland

I would make very little adaption to this lesson plan other than to maybe us an inspired illustrator

from a book the students are reading for an English class as a means to possibly get them more

interested in either the subject of english or the art lesson itself. I would also consider

introducing and mage they had to create on the computer to explore electronic art as one of the

many approaches they can take to develop the image they are trying to draw. I would also

consider swapping out one of the three verbal to visual drawing for a textual to visual drawings. I

would do this by ask the children to close there eyes and passing around an object with a lot of

texture such as a pinecone imagining what type of creature it could be and then draw it. ITHis

could also serve as an adaption for any students with an auditory handicap.

Grade 9-12 Visual Arts

Creating: Proficient
Use multiple approaches to begin creative endeavors

Presenting: Proficient
Analyze and evaluate the reasons and ways an exhibition is presented.

Responding: Advanced
Analyze differing interpretations of an artwork or collection of works in order to select and
defend a plausible critical analysis.

Connecting: Accomplished
Utilize inquiry methods of observation, research, and experimentation to explore unfamiliar
subjects through art- making.

California Commissions on Teacher Credentialing, Teaching Preferences

TPE 1: Engaging and Supporting All Students in Learning

Use a variety of developmentally and ability-appropriate instructional strategies, resources, and

assistive technology, including principles of Universal Design of Learning (UDL) and Multi-Tiered
System of Supports (MTSS) to support access to the curriculum for a wide range of learners
within the general education classroom and environment.
 Amber Westmoreland

TPE 2: Creating and Maintaining Effective Environments for Student Learning

Maintain high expectations for learning with appropriate support for the full range of students in
the classroom.

TPE 3: Understanding and Organizing Subject Matter for Student Learning

Adapt subject matter curriculum, organization, and planning to support the acquisition and use
of academic language within learning activities to promote the subject matter knowledge of all
students, including the full range of English learners, Standard English learners, students with
disabilities, and students with other learning needs in the least restrictive environment.

TPE 4: Planning Instruction and Designing Learning Experiences for All Students

Promote student success by providing opportunities for students to understand and advocate for
strategies that meet their individual learning needs and assist students with specific learning
needs to successfully participate in transition plans (e.g., IEP, IFSP, ITP, and 504 plans.)

TPE 5: Assessing Student Learning

Collect and analyze assessment data from multiple measures and sources to plan and modify
instruction and document students' learning over time.

TPE 6: Developing as a Professional Educator

Recognize their own values and implicit and explicit biases, the ways in which these values and
implicit and explicit biases may positively and negatively affect teaching and learning, and work
to mitigate any negative impact on the teaching and learning of students. They exhibit positive
dispositions of caring, support, acceptance, and fairness toward all students and families, as
well as toward their colleagues