Jessicatorresportfolio
Student Teaching
SELF-CREATED UNIT PLANS WITH LESSON PLANS & TEACHING MATERIALS
IPTS (2013) STANDARD 2 - Content Area and Pedagogical Knowledge - The competent teacher has in-depth understanding of content area knowledge that includes central concepts, methods of inquiry, structures of disciplines, and content area literacy. The teacher creates meaningful learning experiences for each student based upon interactions among content area and pedagogical knowledge, and evidence-based practice.
IPTS (2013) STANDARD 5 - Instructional Delivery - The competent teacher differentiates instruction by using a variety of strategies that support critical and creative thinking, problem-solving, and continuous growth and learning. The teacher understands that the classroom is a dynamic environment requiring ongoing modification of instruction to enhance learning for each student.
Description: This lesson introduced my students to several insect artists such as Natalie McIntyre, Rosalind Monks, and Rafael Gomez Barrios who cover drawing and sculpture mediums. The main focus was on building the skills of creating texture, form, and value through a variety of worksheets and practice drawings. The students were introduced to the basics of using charcoal to create values and texture. The purpose of the project was to create a micro drawing of any bug of their choice to capture bugs in an interesting way as well as to focus less on the bigger picture.
Rationale: The students were very intrigued by the prompt to draw a bug. It was a challenge for a lot but I saw incredible progress throughout their drawings. They're shading and contrast consistently improved and they were constantly working independently. They responded well to the techniques I showed them as well as the methods for using different materials. I showed demos, visuals, one on one work, as well I did a lot of verbal instruction. Overall student's were very engaged and did their best in this project and it definitely showed in their final products.
Description: This lesson introduces students to Edvard Munch's "The Scream", and get's students to start connecting emotions and expression to making art. We addressed several ways to express emotion through facial expressions as well as through color. The students got the chance to practice fundamental art skills such as, cutting, gluing, coloring, blending as well as experimentation with new materials. They also learned important art vocabulary such as background and self-portrait by creating their own "Scream" self portrait.
Rationale: This lesson plans allowed the students to establish connection to their art, practice identifying emotions and facial expressions and practiced identifying and drawing facial features. They chose to color their background to reflect how they felt at the moment and then they practiced categorizing their art. The students seemed to enjoy the videos and visuals paired with this project. They were engaged throughout the entire project and responded well in discussions.
Assessment 1: High school
ASSESSMENT METHODS PORTFOLIO -
IPTS (2013) STANDARD 7 - Assessment - The competent teacher understands and uses appropriate formative and summative assessments for determining student needs, monitoring student progress, measuring student growth, and evaluating student outcomes. The teacher makes decisions driven by data about curricular and instructional effectiveness and adjusts practices to meet the needs of each student.
Evidence:
Description:
Formative assessment- They all completed a practice texture sheet that I graded based on completion.
Summative assessment- The rubric for the Micro Bug final drawing that graded them based on their attempt to create texture, form and value.
Rationale:
Formative- This worksheet allowed me the ability to see what they struggled with the most when it came to textures and values. It made them focus o individual parts of the bug to practice how they would approach it on their own projects.
Summative- The rubric allowed me to set clear expectations on the objectives in connection to the standards for the lesson as well as make sure they were covering everything they needed to include within their drawings.
Assessment 2: Elementary school
ASSESSMENT METHODS PORTFOLIO -
IPTS (2013) STANDARD 7 - Assessment - The competent teacher understands and uses appropriate formative and summative assessments for determining student needs, monitoring student progress, measuring student growth, and evaluating student outcomes. The teacher makes decisions driven by data about curricular and instructional effectiveness and adjusts practices to meet the needs of each student.
Evidence:
.
Description:
Formative assessment- We had a class discussion where I asked about the different emotions, I asked them to show me what they were as well as I asked them to connect emotions to colors. It was an informal way to check their knowledge and ability to identify emotions in art.
Summative- The rubric for the "scream" self-portrait allowed me to grade them based on how well they reached the objectives about identifying emotions and their ability to use materials.
Rationale:
Formative- The Discussion allowed me to talk to my students about expressing emotions and it allowed them to form a connection to the main artwork we were looking at.
Summative- The rubric allowed me to set clear expectations on the objectives in connection to the standards for the lesson.
PAL PROFESSIONALISM, ADVOCACY & LEADERSHIP: PAL 2 (at least 1 submission)
Illinois State Art Gallery
Description: I went to the Illinois State museum Art gallery in lockport Illinois. It was a small gallery with three exhibits but they were beautiful. They hold special events, talks, guided tours, and school field trips beyond this location where they also work with nearby University Galleries.
Rationale: This Gallery offers more than just a quiet retreat to observe critically noted exhibitions that highlight the visual culture of Illinois, it also offers opportunities of educational programs and resources. It is a very engaging experience especially for someone who's from Illinois.
PAL PROFESSIONALISM, ADVOCACY & LEADERSHIP: PAL 2 (at least 1 submission)
NAHS
Description: In preparation for the high school homecoming, I voluntarily assisted the national art honor society in decorating a very large bridge hallway for the occasion. We spent about two hours creating Garden themed decorations such paper flowers, signs, and streamers.
Rationale: As the educator in charge of them I took responsibility for organizing their decoration plan, assigning roles, and organizing materials. It was a great team building activity for me and my students as it encouraged creativity and collaboration. I was able to guide students to create a cohesive visually appealing design while also being a helpful tool to them.
