IPTS 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: My HOIC lesson titled "Sewing Your Dreams" included the instruction of students on how to create handsewn pillows of different shapes and sizes, as well as how to apply embellishments on the surface. We introduced diverse artists as inspiration for this project, and created examples for the students to reference.
Rationale: Students explored the medium of fabric and the various textures and colors that were included in it. They practiced their sewing abilities, such as stitching, threading, and embroidering. They also explored adding surface designs with buttons and pockets.
Evidence: See Images Below
309 UNIT PLAN (unit plan, artist handout, rubric, artwork, artist statement)
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: The unit plan I created involves making "dream pillows". The process of creating a dream pillow is by choosing fabric that represents the students' dreams, or goals and aspirations. Then the student sews together the fabric, creates any surface designs on it they choose, and then writing three dreams on a slip of paper and putting it inside the pillow with stuffing and then sewing it up. Students practice sewing skills, learn about sewing artists, and then experiment with materials to make their own pillows.
Rationale: I created this lesson plan in hopes that I could use it in my future classroom. I can teach a sewing lesson, which many students don't get unless they take a Home Economics class. Learning how to sew can foster ideas for other projects by knowing how to work with textiles and sewing.
TEACHING PHILOSOPHY 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: Each student should be able to learn and grow within the classroom in a way that fits their unique individual needs. When students learn, they acquire the skills they need to be literate within the visual arts, while inspiring one another to create in their daily lives. It is my job as an educator to use strategies for learning goals and challenges that will engage students effectively in those skills and creative ventures.
PROFESSIONALISM, ADVOCACY & LEADERSHIP: PAL 2 (2 submissions) Illinois Professional Teaching 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. 7N: advances his or her knowledge of current developments in the field by participating in professional development activities (e.g., coursework, professional organizations, and workshops).
Description: I assisted one of my ART 309 classmates with giving a public bookbinding workshop at Normal Public Library.
Rationale: I helped the people attending the workshop get started with their books as my classmate had explained to us. Bookbinding can get confusing and tangled, so myself and a couple of other art education majors were there to help.
Evidence: Image of the handmade book I created during my classmate's workshop.
Description: Joined a group of art education majors and friends in the circle of Uptown Normal for chalk drawing on Earth Day 2024.
Rationale: I joined a group of my classmates in Uptown Normal to draw with chalk around the circle by the train station. We created works of art on the sidewalk and some people watched as we created artwork of nature and bright colors.
Evidence: Image of my chalk drawings for Earth Day.
ISU Art Education 2024 Theory Booklet
Description: This theory booklet that was written by myself and my ART 309 classmates features 18 different types of educational theories, their histories, and how they can be applied in art classrooms today. The theory that I researched was Studio Thinking/Studio Habits of Mind, where there are different types of thinking that students can engage within the art classroom to fully master thinking like an artist. These habits include: Develop Craft, Engage and Persist, Envision, Express, Observe, Reflect, Stretch and Explore, and Understand Arts and Community.