Heart of Illinois Conference
Standards: Illinois Professional Teaching Standard 3 - Planning for Differentiated Instruction – The competent teacher plans and designs instruction based on content area knowledge, diverse student characteristics, student performance data, curriculum goals, and the community context. The teacher plans for ongoing student growth and achievement.
Description: The Heart of Illinois Conference hosts students of central Illinois high schools as they come to the Wonsook Kim School of art at ISU to attend art workshops led by Senior art education majors. A classmate and I co-developed and co-taught a unit plan for high school students. The central focus of this unit plan is representation through textile art, more specifically creating representational images through color, shapes, and layering of felt.
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Students will discuss representation through textile art. In a class discussion students will answer questions while learning about artists, Erin LeAnn Mitchell, Naima Almeida, and Sam Sidney through a presentation. They will interpret artworks and fill out a planning worksheet to further their thinking. Students will determine an object that represents themselves and breakdown the image through sketching emphasizing layering, shapes, and color. Students will then hot glue the layers together to finalize the artwork. A how to video and demonstration will be given to students who need further direction or visual examples. Using prompts, students will create an artist statement, students will reflect and describe their work followed by a gallery walk emphasizing its connection to the artists introduced. The goal is to utilize a textile like felt to represent an object that is meaningful to the individual through the breakdown of layering, shapes, and color.
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Rationale: The purpose of this this lesson, allows students to explore new contemporary artists that work with textiles. The students are asked to reflect within and represent something meaningful to their identities. By deconstructing the image, students can further meaning to the image through the use of felt, shapes, and colors.
Evidence:
Unit Plan
Standards: Illinois Professional Teaching 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. This teacher understands that the classroom is a dynamic environment requiring ongoing modification of instruction to enhance learning for each student.
Illinois Professional Teaching 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.
Description: This unit plan is an extension of the HOIC lesson above. In a similar style, students will discuss representation through textile art. In a class discussion students will answer questions while learning about artists, Erin LeAnn Mitchell, Naima Almeida, and Sam Sidney through a presentation. They will interpret artworks and fill out a planning worksheet to further their thinking. Students will determine an object that represents themselves and breakdown the image through sketching emphasizing layering, shapes, and color. Students will then hot glue the layers together to finalize the artwork. A how to video and demonstration will be given to students who need further direction or visual examples. Using prompts, students will create an artist statement, students will reflect and describe their work followed by a gallery walk emphasizing its connection to the artists introduced. The goal is to utilize a textile like felt to represent an object that is meaningful to the individual through the breakdown of layering, shapes, and color.
Rationale: The purpose of this this lesson, allows students to explore new contemporary artists that work with textiles. The students are asked to reflect within and represent something meaningful to their identities. Differing from HOIC lesson, this unit plan allows for more time and development of a students project. Focusing in on the deconstruction of their chosen image, students are encouraged to use shapes, colors, and layers to engage a viewer and further represent the students likes, identity, and characteristics.
Evidence:
Literacy Lesson
Standards: Illinois Professional Teaching Standard 6 - Reading, Writing, and Oral Communication – The competent teacher has foundational knowledge of reading, writing, and oral communication within the content area and recognizes and addresses student reading, writing, and oral communication needs to facilitate the acquisition of content knowledge.
Description: The literacy lesson takes after the Representing Through Felt unit above. The students will focus more directly on the artworks produced by Sam Sidney. Sidney creates artworks out of felt here the students can find inspiration and relation more directly from Sidney's style as they are utilizing the same textile. After a short lesson on how art critics use descriptive language to describe an art works students will be asked to activate previous knowledge to determine an understanding for what a noun and adjective is in relation to describing an artwork. The students will in small groups read over the teachers example of Sidney's portrait, Frida Kahlo, pointing out the nouns and adjectives. The students will then individually choose three to four adjectives and nouns, describing Sidney's, Ruth Bader Ginsburg. The activity will stand as a formative lesson preparing the students for their own artist statement as they complete their own artworks.
Rationale: The purpose of this this lesson, allows students to articulate and describe artworks. More importantly to prepare for articulating their goals and intended message towards an audience for their own creation. Students will learn to "paint" with words.
Evidence:
Teaching Philosophy
Standards: 7M: articulates a logical rationale for the role of the visual arts in the school curriculum, including philosophical and social foundations for visual arts education.
Description: My teaching philosophy is a continuously changing statement as my experiences grow, however it continues to convey my teaching values, beliefs, and goals.
Rationale: My teaching philosophy currently reflects the experiences and findings in my practicum experiences. It discusses the need to implement an inclusive, knowledgable, and inviting art making space. As students will come from all backgrounds it is my goal to enforce representation and accessibility for all.
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Evidence: "As a future art educator, my goal is to create a safe and expressive space for all students to enter. My objective is to create an inclusive, knowledgeable, and inviting art classroom. I recognize that I will work with students from different cultural backgrounds and art skill levels. It is my goal to incorporate different learning styles and concepts of art for each student to learn from. More importantly, when reflecting and incorporating artists, I will expose my students to a variety of modern, diverse artists and artwork examples that students can learn from. I am dedicated to providing a culturally relevant curriculum that my students can see themselves represented in. I am committed to building meaningful connections with students as they embark on their artist endeavors." - Lisett Lopez
Pal 1
IPTS Standard 9 - Professionalism, Leadership, and Advocacy - The competent teacher is an ethical and reflective practitioner who exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession.
Description: I attended NAEA's Conference in San Antonio Texas along with several student chapter members. This experience allowed me to engage with like minded individuals and attend workshops that added to my professional development. I was able to attend an identity affinity group that allowed for engagement with Latinx individuals within art education. This was my first experience being in a space full of those who identify with Latinx and hold similar values within identity and art education.
Rationale: This was a wonderful opportunity to explore new areas, engage with student members outside of our traditional classroom, network with teachers from Illinois and other states, and most importantly to me hear from a latinx community within art education live and in person.
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Description: I attended Improv Mafias' meetings in the CVA. Each Tuesday a group of students get together to preform improv for an audience.
Rationale: The meeting was overwhelmingly welcoming and engaging with laughter and community. All students presenting and acting brought great conversation and added to the positive atmosphere. Improv acting is definitely a wonderful form of art!
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Pal 2
IPTS Standard 9 - Professionalism, Leadership, and Advocacy - The competent teacher is an ethical and reflective practitioner who exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession.
Description: Displaying my personal artwork within University Galleries' Student Annual and Julian Hall's All About Art Ed's exhibition was a wonderful opportunity and my first formal exhibitions within a gallery institutions.
Rationale: With the passing of my dear cousin Mary, I was able to embark her beauty and memory in a traditional form significant to my culture. Creating a traditional ofrenda setup, I added my personal elements to embrace the memories and traditions shared between our three cultures as displayed upon the flags. All handmade artworks of mixed media, wood, clay, paper, fabric, objects, etc. are displayed cohesively under three acrylic portraits, two framing Mary in both very important moments for my family and clouds with a star and light that suggest her soul.
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Description: I participated for the second year in hand making and sending Valentines day cards to Carriage Crossing Senior Living of Bloomington.
Rationale: This activity allowed me to give back to the community and spread positivity amongst those who received them.
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