Standards
In every classroom I step into, whether for a day or for longer, I am committed to demonstrating and upholding the Standards of being an Art Educator in Maine
Standard 1: Learner Development
Standard 1 focuses on ensuring that every student's different needs are met. Through careful observation and interactions, we can begin to anticipate necessary changes and approaches to utilize in the classroom. Universal Design for Learning (UDL) is a key concept that I have held onto from readings and discussions in MAT806. By planning and thinking ahead, we are able to consider every student and their specific needs to be able to incorporate them into lessons, rather than isolating students or treating them as an afterthought. This method provides choice and variety to students of all types. It emphasizes altering the way that students interact with content, rather than lowering standards or creating completely new content. During student teaching, as I got to know the students (their interests and abilities), it became easier to plan ahead and provide room for choice while still maintaining structure. During my own lessons, I slowly introduced more choices, adjusting the expectations along the way in congruence with the classes. This concept of choice and building for everyone was reinforced during my student teaching, especially by Jessica Crowley at Lyman Middle School. In the 8th grade sculpture class for the ceramics assignment, students (armed with prior knowledge and access to both of us), explored a variety of clay projects online through a provided list of links and videos. Students then set off to make what they'd like to pursue as long as it included slabs and texture. Melissa Maher at East End Community School detailed a similar structure (minus the technology) that she uses with 5th grade clay projects; unfortunately the timing did not work out for me to see this in person there.
I used differentiation to make the batik lesson accessible for Graciene, a student with low vision and who is hard of hearing. With one simple swap, colored glue instead of white, she was able to enthusiastically complete the same project as her peers. I discussed the glue bottle options with Graciene as she practiced, to see if the original bottle or the smaller one that others were using, was easier for her. Being able to discuss her preferences candidly with her was a great moment. Below is her practice sheet which proved that there was enough contrast between the glue and the sheet.
Standard 2: Learning Differences
Student choice on how to demonstrate skills and learning is a major part of my teaching philsophy and approach. Throughout student teaching, I remained open to students who wanted to deviate from the plans as long as they communicated their intentions to me. I believe that being able to transform information into new contexts is a high form of learning and the ultimate goal. For the 3rd grade Dream World project, while I anticipated students to create their borders with colored pencils and collage, Artur took it a step further. I was blown away by his command of his materials and ability to think outside the box. Here he created a dimensional border, reminiscent of a curtain. If I had him only stick to my original expectations, he would have still created amazing work, but his creativity would have been stifled. Allowing for the demonstration of skills in a variety of ways includes students who have an elevated skill level and artistic eye.
Top: Artur's innovative work
Bottom: This display shows how students applied the same skills and concepts in a variety of ways, leading to a beautiful assortment
Standard 3: Learning Environments
It was initially a bit intimidating to enter a well-established classroom during student teaching and try to insert my own approaches and ideas. This is why the observation section was so crucial. I was able to pick up on the feeling and procedures of this new-to-me environnment. In addition, it was essential that I worked collaboratively with my mentor to ease this transition. Both mentors provided insight to class norms, like how class starts, what materials students are permitted to grab on their own and when. I practiced these norms with the students as I began to teach and then wove in some of my own.
At LMMS, we went over Demo Etiquette together and all agreed to these guidelines. After that, this list was given a quick verbal refresher and often remained on the screen while I showed the technique. Mutual respect is crucial to a productive and safe learning environment.
In both placements, I found it essential for students to have reminders of what to do as well as what to look forward to.
Standard 4: Content Knowledge
Standard 4 focuses on understanding the discipline and creating accessible & meaningful experiences through varying explanations and examples. I quickly realized how important multimodal communication was as I began to work with students, especially through working with BREATHE, Deaf, and English-learner students. I found myself adjusting the pace and structure of my words as I went along, as well as introducing additional forms of communication, both physical and visual.
Instructional Resources
Making instructional resources, both digitally and by-hand helped me to write more clear direct instructions in my lesson plans as well as to anticipate possible obstacles.
To show students new skills, I gave multiple demonstrations throughout my student teaching. At times, I had students all gather around one table to view what I was doing. I ensured that I held up my art so that students in the back could see as well, in addition to the interpreters being able to see so that they could better describe the technique to the Deaf students. Other times, like for embroidery where the tools involved are very small, I used a camera that connected to a screen to ensure the instruction was clear. For a Deaf-blind student in one of the 6th grade classes, I passed her what I was working on so she could feel it and hold it up close to her eyes.
During and after demonstrations, the steps of the process in pictures and words were on the screen for student reference. This was beneficial for many students, particularly English-learners and students who were not able to fully retain the steps.
I found that this structure helped with student independence and confidence, as well as reducing repetitive questions that would take away from my ability to work with other students.
Standard 5: Innovative Applications of Content
During student teaching, I really enjoyed being able to have conversations with the classes rather than talking at them the entire class. I am a big believer in the power of sharing ideas and the creative ideas it leads to. When we share our ideas, we are verbally processing information which allows us to understand and synthesize our learning. Students and teachers alike have so much to learn from each other! In particular, I was excited to engage students through inquiry and using context clues. During my Clay Story Box lessons, I did not directly tell the students about the anchor artwork I was showing them. Instead, I asked them to tell me about what they were seeing and why they thought that. After showing them a modern piece of work and an ancient one, I asked them what the pieces had in common.
Students did a stellar job of using context clues and prior knowledge to share information about this vase. These are crucial problem-solving skills that will benefit the students in many aspects of life.
By making these connections, students were able to better understand the possibilities and parameters not only of the assignment, but of clay work itself.
Standard 6: Assessment
RUBRICS One of the most beneficial take-aways is how to use positive and encouraging language in rubrics. What can the student do rather than what can the student not do? Reframing my mind and being conscious of my language has been a worthwhile struggle. Students can even be involved in the creation of guidelines and rubrics in order to give them control over their education. Assessment happening throughout an assignment and not just at the end has been a key concept for me to understand. This way, everyone is able to understand what they know and what they may need additional support with. Waiting until the end for any feedback lessens learning and can be very overwhelming. One method I think will be beneficial in the classroom is self-check lists. Students can keep track of requirements and watch their own progress in real time. I have always found it helpful to have a list to look back to, to reassure myself that I am working towards something and that if I am unsure of what to do next, there is a reference at my desk.
Assessment in the Middle School Classroom
In addition to walking around the room to check progress, a lot of assessment at LMMS involved checklists as assignments had more requirements as well as allowing students to more independently check their work. It also involved digital documents that asked students to really reflect on their involvement and actions throughout the duration of the time allotted. The concept of artist statements were introduced, with the aid of sentence starters.
Assessment in the Elementary Classroom
I found that assessment in the elementary classroom was a lot less paper-based than in elementary school, which makes sense since writing is a bigger task for younger kids. While I think there is a time and place for worksheet-based assessment in the elementary classroom, I knew that it would not be a good fit at EECS at this moment. This challenged me to think about other forms of assessment, which was a bit of a struggle coming from a middle school classroom right before. With reflection and conversation with my mentor, I realized that I had actually been implementing multiple forms of assessment along the way. Some of these include:
Material distribution: Walking around the classroom to check progress and once students reach a certain step or demonstrate a grasp on the skill, I would pass them the next material, such as a glue stick as well as positively affirming them.
Information recall: At the beginning of class, I would ask for a student or two to share what they could remember about what we were working on the week prior. When discussing new vocabulary or concepts, I would first ask if someone could try to explain it to me first, then I would share my information. After, I would then ask for someone to define it again.
Reviewing progress: After each class, I would unload the drying rack or sort through collected art to assess overall progress and to identify any areas that may need reminders or additional work
Sharing at line up: One of my favorite methods that the students loved and led to motivation was giving 2 to 3 students time at line up to show and verbally explain their art from that day to the class. This closure was also a form of assessment, as well as community- and confidence-building.
Standard 7: Planning for Instruction
Standard 7 Planning for Instruction
This standard emphasizes being prepared in advance through many means, including developing appropriate sequencing in lessons to best help students.
Not only is sequencing (scaffolding) beneficial for building skills and comprehension for all students, but also, according to Ohio State University (OSU):
"break[ing] down activities into smaller steps prevent[s] overstimulation” and “gradually introduc[ing] new materials or activities” is also beneficial for autistic students in the classroom (8). This gives students the opportunity to better adjust to new things artistically, physically, and emotionally. Through this, we can also observe students’ interactions with materials and concepts, to help better understand how to move forward. If all is given at once and a student is adverse to the project, it will be more difficult to ascertain where the holdup is without this (chunking or scaffolding) approach.
Throughout my Textile Art unit at Lyman Moore Middle School, sequencing was very important to the success of the unit, which was multi-faceted and involved. After learning about textiles from my presentation as well as a video, students practiced using the glue bottles, focusing on precision and discovering what techniques worked best for them. Next, students learned about symbols and pattern, to introduce the concept aspect of the project. They brainstormed what imagery they might want to use, while also reflecting on how the material's capabilities dictated what a realistic image might be. On the back, they drew out a final plan. After drawing a full-size image on tracing paper, students used glue on their fabric, painted with acrylic paint, and then embroidered. The embroidery, a new skill to the majority of the students, required practice beforehand. This skill-building allowed for students to make their best work without fear of mistakes, and many students were very proud of their results.
I used this slideshow to guide the students throughout the unit. Classes always started with attention to the screen to aid transitions. This slideshow was accessible to all students through Google Classroom as well.
Standard 8: Instructional Strategies
For the painting portion of this project, Kindergarteners practiced following directions by all of us painting one line at a time together. They could choose which type of line they preferred and repeated it each time. In the last portion of the project, creating circle-square-circle patterns, I initially followed this same "I do, you do" model. I had each student pick up a circle at the same time, place it down, etc. The goal was for each student to have two rows of 4 shapes each. However, I noticed the first time I taught this lesson that after the first few shapes, students were no longer paying attention, with some students behind while others were far ahead. For the next time I taught this lesson, I increased the amount of shapes I punched out and only used the "I do, you do" method for 3 pieces. After that, I spent my time walking around the classroom to assess the students' pattern making skills and I was wowed by the results. Students were more engaged and were able to use far more creativity. This gave space for students who were all set to work independently while those who needed encouragement or redirection were able to have my attention. It was so rewarding to watch the variety of ways in which students approached their patternmaking and what aspects were a priority to them. Once students showed that they had a first grasp on pattern, I gave them a gluestick to finalize their work.
Example/demo for Kindergarten Line & Pattern lesson. Notice the two rows of 4 shapes each.
When the students had more choice as to how many shapes to glue on, beautiful variety bloomed!
I was in awe of this student's compositional skills when she was given the space to work at her own pace. She was one of the last to finish, and if I had kept the whole class at the same pace, this would not have been possible.
Some students focused on placing a pattern with as many pieces as possible, while others were focused on very careful lining up of the shapes.
Standard 9: Reflection & Continuous Growth
Reflecting, both internally, and with others has been a completely essential part of the learning process for me in this program. It's so easy to experience something—good or bad—and then allow it to be a lost memory almost immediately. Or, at times there's something that I'd like to hold onto in my mind, but after a little while it slips and I am no longer able to access it. Through assisgnments and necessity, I have gotten a lot better at recording my reflections and thoughts. Being able to look back at these written thoughts allows me to learn from my mistakes, feel encouraged when I am worried, and understand how my ideas have changed over time. I appreciate the opportunity to read and hear others' points of view on the same situation I was also in to broaden my perspective and interpretations. I know that both personal reflection and peer feedback will be critical throughout my career as an art educator.
October understanding & application of MLRs
Now, after two student teaching placements, I can confidently say that I can effectively comb through the standards and align them with my ideas. Excitingly, I have also improved my ability to "reverse engineer"—to look through the standards then add another portion to my lesson that brings it all together.
Placement 1 (Middle School) MLRs
Placement 2 (Elementary) MLRs
In-progress student clay work! Seeing all their work together helped me to reflect on the overall success of the students. I was blown away by their skills and ideas!
Standard 9 (a) Engages in ongoing learning opportunities to develop knowledge and skills in order to provide all learners with engaging curriculum and learning experiences based on local and state standards.
Coincidentally coinciding with the 6th graders starting their Clay Story Boxes, I began taking a Handbuilding Ceramics Continuing Studies class at MECA. Being a student and practicing my skills helped not only to keep me artistically sharp, but also to see things from the students' perspective a bit. I aim to continue my personal practice and gaining new skills throughout my career in art education.
Standard 10: Collaboration
Working with and learning from my fellow Teacher Candidates has been the core of my learning experience. Building lesson plans together, I have been exposed to so many new ideas and perspectives, leading our activities to go down avenues I would have otherwise never traveled. Being able to clearly explain my ideas, defend them, and be open to feedback are skills that I am further developing through working together. We all come from different backgrounds and experiences, which we should all use to our full advantage to learn as much as possible.
Adventures in Art
This project was the biggest collaborative feat thus far! For the first time in the program, I had to work through not agreeing with everyone's ideas and how to navigate parsing out ideas in a civil and productive way. A barrier I faced with this was that initially I was struggling with the concepts presented in Liveable Worlds so I did not feel completely confident in interjecting or "picking a side," as I felt that I did not have the knowledge to back up my ideas. It was a productive and rewarding experience to be able to start with a large all-encompassing idea and narrow it down into an age- and time-appropriate experience.
In addition to working with other TCs, there was a lot of coordination with other educators—the art teachers at Windham High School. We had to talk through timing, student numbers, and last-minute changes. While this was nervewracking, it was beneficial to be able to get used to sending emails and thinking through plans with others. The email scaries are ever-present, but a bit decreased now with this practice.
A 1-on-1 professional, a kindergartener, and I working together to use a hole punch.
Through both of my student teaching placements, I worked alongside many professionals, in and out of the art classroom. While at times it was overwhelming to have so many adults in the room at once, I learned so much from these interactions.
In particular, my communication skills greatly benefitted from working with students and interpreters working with the Gov. Baxter School for the Deaf. Especially at the Middle School level where I was presenting larger chunks of information at once verbally, I used visual queues from the interpreters to determine if my pace was appropriate or not. At some points, the interpreters also provided me with feedback, which enhanced my understanding of communication. I learned that I need to have the confidence to check in with interpreters when I am uncertain as they also might be hesitant to provide corrections. Communication and collaboration are two-way streets!
I also had the opportunity to work along-side multiple Ed. Techs and aides. Together, we were able to provide the most effective tools (approaches and materials) to ensure student success. I gained a better understanding of different goals for students. Some students had the goal of being present in the art classroom with peers (with the artmaking as a secondary goal) whereas other students were working on following directions and participating in class.
While planning lessons, I have been intuitively planning for modifications and choice-based projects that allow for students of many backgrounds to be able to explore the materials and content comfortably. In advance, especially when I am not very familiar with the students individually, I try to think of as many possibilities in advance, that way if something arises, I am not struggling on the spot.
Once student teaching began I began to build relationships with the students, I began to be able to be more specific with my accessibility considerations.
For my batik project, I had the students using white glue on white fabric, which I knew would be inaccessible to Graciene, who has low vision and is hard-of-hearing.
In order to make this project fit for Graciene, I checked in with Stephanie Crowley, an Intervener who helps Graciene navigate the school. I explained my ideas and went over the concept of the project. With feedback from Stephanie, the experience was a success!
Collaboration for Accessibility
Standard 11: Technology Standards (NETS.T)
In a world that is rapidly growing in dependence on technology, finding the balance of building digital literacy and also preserving traditional techniques can be difficult. In the elementary classroom, I was happy to not implement digital applications too much, as I know that in their classrooms, there is a lot of reliance on screens, and having a break from that to just create with their hands is so beneficial. However, technology was still incorporated, in ways that I found greatly beneficial. In the Middle School classroom, I had to strike the right balance between use of technology for engagement and accessibility versus as a distraction.
Invent to Learn helps to answer concerns about how to integrate technology into the classroom. Notably, the authors point out that there needs to be something novel about the technology we are using; it needs to contribute to the project:
"All too often, we are enchanted by the technical merit of a project and forget the importance of relevance, meaning, and sufficient evidence of understanding" (68).
While I am a very hands-on artist, I wanted to challenge myself to incorporate technology into a project to meet the interest of more students, but ensuring it was meaningful. I created a video demonstration on how to create a repeat pattern on Canva and then made that an optional approach in one of my (hypothetical) lessons. Working digitally allows for designs to be modified with more ease, such as rearranging and changing scale, so students would be able to envision many different options in a shorter period of time. This was great practice in being Flexible with my planning/options and creating a welcoming, Variety-filled lesson.
Using technology to my advantage, I was able to more easily show students how to thread a needle and the basics of embroidery. This saved time and focus by not having to gather students together around one table, where they likely would not be able to see well. There was not a document camera or anything of the sorts, so I improvised by pulling up Photo Booth on my laptop, which was then projected through the use of Apple TV.
While every middle schooler having a Chrome Book presented issues like constant distractions, I focused on how to utilize their interest in technology to engage them and further their learning. I discovered a website called pattern ninja, which allows for the user to manipulate images, scale, and color with ease in order to experiment with patternmaking and to understand how small changes make a difference visually. This activity was an early finisher option during the Textile Art unit, where students had the option of creating a pattern on their fabric. Technology allowed for the reinforcement of the pattern concept in a different context.
At the elementary level, I used technology just to increase visibility and accessible information for the students, rather than the students themselves using technology. This felt like the most developmentally-appropriate choice. For younger students like the Kindergarteners I tried to not use the TVs at all, under the advisement of my mentor.
Google Classroom was an essential use of technology in the Middle School art classroom. Congruent with my mentor's class structure, I used it to keep both the students and myself organized. Resources like slideshows and videos were posted so that students could access their learning from anywhere and classes often started with a posted To Do Now. This use of technology even allowed an eager student who was traveling out of the country to participate in class! To see more of my use of Google Classroom, view the sections about assessment.
Google Classroom was very helpful with being able to convey information without having to address the whole class. For early finisher activities, it is not helpful for them to require a lot of direct instruction because then I would not be able to work with students who are finishing up the primary task. Being able to upload videos allowed for students to work independently, save demo time, and allow for them to pause or skip through to work at their own pace.