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 the 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.
Description: This is my teacher example for the environmentalism unit plan my group partner and I created for a 3D Design class at a small, rural high school. My "trash art" sculpture was made from recycled materials and single-use items such as cardboard, cellophane, yarn, and plastic from bags, whipped cream containers, hair product bottles, milk jugs, and bottle caps.
Rationale: My artwork and artist statement below are a clear representation that I understand how to create 3D sculptures using recycled materials. My artwork makes a statement about the environmental issues we're facing in society right now, specifically ocean pollution. My artist statement reflects on the nature of my project example and how the artists we chose for our unit plan influenced my work.
IPTS (2013) - STANDARD 1 - Teaching Diverse Students - The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop and learn within the context of their social, economic, cultural, linguistic, and academic experiences. The teacher uses these experiences to create instructional opportunities that maximize student learning.
Description: This unit plan that my project partner and I created focused on students making a sculpture out of recycled or repurposed materials and single-use items. The students had already made cardboard sculptures in a previous unit, so we connected the sculpture aspect of that unit to this one, and students were able to use their prior knowledge. The purpose for this project was to make a statement about a specific type of pollution and to make an impact on those who view their work.
Rationale: After teaching this lesson, the students now have a better understanding of environmentalism, pollution, and similar concepts, as well as knowledge of "trash" artists and their artworks. They can create a work of art that makes a statement about environmentalism and the polluted state of our world, and they learned how to write an artist statement for their work.
IPTS (2013) -STANDARD 7 - Assessment - The competent teacher understands and uses appropriate formative and summative assessment 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: We were assessing the progress of student work, their understanding of the material presented to them, and their capability to write an artist statement. For our formative assessments, we used exit slips to assess students' memory of the content we presented, a planning worksheet to assess student readiness to begin the project, and an in-progress and final critique to assess the progress students made on their work. For our summative assessment, we had students fill out an artist statement worksheet, to assess their ability to reflect upon their work and connect it back to the lesson and artists we spoke about at the beginning of the unit.
Rationale: The formative assessments showed us how well the students were understanding our material, and how prepared they were to get started on the project. The in-progress critique showed us student progress; which groups were moving along really well, and which groups were struggling to keep up. The final critique demonstrated the students' ability to provide feedback on other's work, and to present their own. The summative assessment, the artist statement, proved to us that the students could create a work of art, then reflect on it and provide information and insight about it.
IPTS (2013) 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: My artist handout for this lesson includes information and artwork from "trash" artist Yuken Teruya. The handout details where he's from, why he does what he does, and some questions for students to answer that will help them think critically about the artwork and the meaning behind it. I've also linked my project partner's artist handout below, which focuses on "trash" artist Khalil Chishtee. The slideshow includes everything we showed in class from our unit, such as our artists, environmentalism research, statistics, pictures of landfills and pollution, assignment details, daily instructions, and critique reminders/examples.
Rationale: We created a Venn diagram, also included in the slideshow, that helped us ask the students our framework questions from our artist handouts. We covered each frame-structural, conceptual, cultural, and postmodern-and it helped the students to better understand the reasoning behind the artwork we showed and how it connected to their project assignment.
Professionalism, Advocacy, and Leadership: Pal 1 (2 submissions)
IPTS (2013) 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 a zoom artist talk featuring blind sound-artist, Andy Slater. Slater creates sound-art using his cane, as well as music and sound design. He showed us how he navigates his computer and files, creates and uploads his audio files, and spoke to us about his experience as a blind person and how he is treated.
Rationale: After listening to Slater's artist talk, I learned that sound-art exists, and that it makes a huge statement about what it's like to be blind in a world that is catered to those who can see. I loved getting to hear his work and trying to figure out what the sounds were that I was hearing in the audio files he shared with us.
Evidence: Unfortunately, I do not have a recording of the zoom artist talk, but I will link Andy Slater's artist website here: www.thisisandyslater.net/
Description: I also attended another zoom artist talk, this time with artist and professor of art education at Case Western Reserve University, Steve Ciampaglia. Ciampaglia spoke to us about the military's involvement in the creation of digital technology and art, such as the first video game, the creation of the internet, and how modern day video games partner with the military to recruit certain players into the armed forces.
Rationale: I found Ciampaglia's presentation to be really enlightening, and I loved seeing the progression of digital art over time. It was really nice to have a timeline of events in front of me, and how each of those events were partnered with the military in some way, even if on the outside, it doesn't seem like the military has any part of it. I had no idea that video games were created to help train U.S. soldiers how to fight. Ciampaglia also touched on robotics, the first digital sketch pad, and explained how he became interested in this specific subject matter. I feel like I learned so much about the nature of digital art and how it came to be, as well as our government and military's involvement in it.
Evidence: I also do not have a recording for this artist talk, but here is Steve Ciampaglia's website: stevenciampaglia.net/
Professionalism, Advocacy, and Leadership: Pal 2 (2 submissions)
IPTS (2013) 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: My fiance is training to become a tattoo artist, so he is always looking for new tattoo ideas to practice drawing. I decided to draw a small flash design for him to practice his line-work.
Rationale: After I presented my fiance with my design, he was excited to get to work on it and practice. I have included the pictures of my design, his tracing/stencil of it, and then his practice tattoo on fake skin. He is a beginner, but he's getting better and better everyday!
Evidence: Pictures below.
Description: I have an Instagram page dedicated to sharing my artwork with anyone and everyone who comes across it. I love documenting my work there to look back on and for my family to see, as they don't see me or my work very often in person anymore.
Rationale: Having this Instagram page dedicated to posting my artwork gives me a means to share my work with others and reflect on myself as an artist and how far I've grown in my artistic abilities since I began the page in high school.