Experience in Education
Elementary Curriculum (ARED 4350S)
The following content includes writing samples, curriculum development, and field experience from ARED 4350S: Elementary Curriculum, a course at the University of Georgia.
Case Study
Over the course of eight visits to the High Shoals Elementary art classroom, two of my peers and I conducted observations to create a case study on the learning needs of students in the classroom. The learning need we focused on was attention and engagement. We created a presentation to illustrate our observations and present research from scholarly sources on how to better content, instruction, and assessment to engage with elementary art students.
InTASC Standard 1: Learner Development
"The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences."
InTASC Standard 2: Learning Differences
"The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards."
This case study demonstrates both of these standards through an analysis of student cognitive development and differences in learning needs demonstrated through our field experience. We recognize learning needs, cultural differences, and community context in our case study and through the following lesson plan as well.
Lesson Plan
In the same field experience at High Shoals Elementary, my peers and I worked to develop a lesson plan for the first-grade class based on both our observations of classroom needs and the contemporary theories of art education addressed in the course. The art experience involved creating collaborative string installations around the classroom based on contemporary artist Chiharu Shiota and concepts of 'space' and 'place'.
InTASC Standard 3: Learning Environments
"The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation."
InTASC Standard 4: Content Knowledge
"The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content."
The art experience we created involved facilitating collaboration, discussion, and movement to engage learners demonstrating Standard 3. This lesson plan also demonstrates InTASC Standard 4 as we conducted extensive research to connect our lessons with the contemporary practices, theories, and artists relevant to the students of today and our course content.
Unit Plan
The following is an in-depth unit plan on Sustainability and Art. The unit involves three art experiences informed by contemporary issues, artists, and art education theories relevant to elementary art class students today. It is designed for fourth-grade students with outlined goals, a sample rubric, and a sample instructional presentation.
InTASC Standard 4: Content Knowledge
"The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content."
InTASC Standard 5: Application of Content
"The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues."
These two standards are demonstrated throughout this extensive unit plan. The plan utilizes the central concepts surrounding this course and contemporary practices in art education to structure a meaningful series of experiences for learners. The unit on sustainability and art engages students in important discussions relevant to contemporary issues and the art-making process thoroughly involves problem-solving and collaboration.
Curriculum Map
The following is a sample curriculum map for a fourth-grade class over the course of an entire school year. It is based on reading material, research, instruction, and other findings to develop a potential calendar of content.
InTASC Standard 4: Content Knowledge
"The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content."
InTASC Standard 5: Application of Content
"The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues."
This curriculum map demonstrates InTASC Standards 4 and 5 as it required a thorough understanding of art education practices relevant to students today. It required careful consideration of student engagement and contemporary artists and issues to implement in curriculum connecting throughout the year.
Written Response to NAEA Webinar
In this course, we were encouraged to join the National Art Educators Association and were guided through several resources such as weekly webinars. We wrote three response papers to three of these webinars including the following on What’s Your Story? Using Literacy and Art for Authentic Discovery by Matthew Pembleton.
InTASC Standard 9: Professional Learning and Ethical Practice
"The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner."
This written response demonstrates InTASC Standard 9 through professional development. By watching the presentation from a scholar in the field and responding with critical analysis, I am expanding my understanding of art education and my own practices in the future.
Secondary Curriculum (ARED 4360S)
The following content includes writing samples, curriculum development, and field experience from ARED 4360S: Secondary Curriculum, a course at the University of Georgia.
Secondary Group Teaching Experience
Through this course we had hands on experience in a high school classroom teaching a ceramics project. Our group focused on slab-building through plates and conceptual focuses on themes of community and home. The powerpoint used during instruction with students is attached as well as the reflection presentation post-experience.
Contemporary Art Studio (ARED 4060S)
The Contemporary Art Studio is a program for middle-school students held at the Athenaeum gallery space in downtown Athens, GA. Students enrolled in ARED 4060S: Art Ed in School Museum and Community had the opportunity to help develop the curriculum and instruct during the ten-session program.
The following includes documentation of the program, lesson plans, communication with parents, and the collaborative CAS unit plan.
Lesson Plans
My peers and I designed two lesson plans to lead in Session 5 and Session 9 of the CAS program. These lesson plans incorporated the overarching goals of the program while aiming to introduce a new topic or skill for students in the individual sessions.
Session 5: Abstract Painting Through Layering
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The purpose of this session was to teach students strategies of abstraction through obscuring words or images with mixed media practices. Students will identify hidden images in Kara Walker’s work and contemplate reasons why she may have obscured words and images. They will then have the opportunity to attempt some of these strategies by hiding text and images in their own pieces.
Session 9: Printmaking, Buttonmaking, Final Work Day
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The purpose of this session was to introduce and explore two new mediums: button-making and printmaking postcards. Through these projects, students will engage with concepts of purpose in art-making through the expression of identity, passions, and moments they want to archive. Students will also resolve three works for a final exhibition and contribute to the collaborative documentation board in preparation for the program’s conclusion.
Full Lesson Plans can be downloaded here:
Parent Communication
A large component of the CAS program was documentation. Photos and writing recording the program served as an archive for student work, research for instructors, and communication for parents. Each week two members of the instructor team would document the session and create a parent newsletter detailing the lesson and student work.
The following is our parent newsletter sent after session two. (Student photos have been removed for privacy)
Mini-Stories
After reflecting on the experience of CAS, we were assigned to write two Mini-Stories about student experiences observed and how they connect to contemporary philosophies of art education. The following reflect on movement in art education and differentiated learning through material freedom.
Student Teaching
Student Teaching for Spring of 2024 in secondary and elementary settings.
Secondary Placement- Jackson County High School Ceramics
My first student teaching placement was eight weeks at Jackson County High School in the Ceramics classroom. I primarily taught Ceramics I and covered technical topics of hand-building. I designed and taught my unit on slab-built lanterns with themes of identity for four weeks.
Big Idea:
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Students will be creating clay lanterns building on their introduction to slab-building and other ceramic techniques. Students will respond to a chosen theme related to their identity.
Detailed Unit Plan
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Attached below is a full unit plan available for download alongside the powerpoint presentation.
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The Lantern Workbook document was given to students to plan their project, detail requirements, track progress, and reflect on their work.
Elementary Placement- Johnnie Lay Burks Elementary School
My second student teaching placement was eight weeks at Johnnie Lay Burks Elementary. I had the opportunity to teach every grade Pre-K - 5. The unit I designed and taught was a two-day project with first graders. We created recycled material glasses had 'superpowers' and then illustrated those glasses.
Big Idea:
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Students will be creating recycled material glasses to understand 3-D sculpture processes. They will use their imagination to design these glasses to hold a superpower and then learn about illustrating their ideas through drawing diagrams.
Detailed Unit Plan
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Attached below is a full unit plan available for download alongside the brief powerpoint presentation.
Final Exhibition
The final exhibition Show & Tell at Lamar Dodd School of art displayed student work from both student teaching placements.
