HOIC Lesson
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: This is a lesson plan created by me and my peer. In this lesson, we taught students from rural high schools the importance of places and reflected on what places were meaningful to each of us. This is a one-hour and fifteen-minute lesson in which students can choose to create a 3D or 2D version of a place that is meaningful or important to them. Students can use various materials including construction paper, model magic, yarn, tiles, moss, foam paper, and magazine cutouts.
Rationale: Through this lesson, students are able to get to know one another by sharing with their peers which places mean the most to them. They are also able to reflect on their memories, experiences, and ponder why those certain places are meaningful/important to them.
Evidence:
Artwork
309 Unit Plan
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 I created is an altered version of the HOIC Lesson Plan. In this unit, students will learn how about artists like Ana Serrano and Adia Millett who work on topics of socioeconomic status and the meaning of places. Students will recreate a miniature building of their choosing that is important or meaningful in their community. This could be from the community they currently live in, one they have lived in in the past, or any other community that they have had a connection with or been a member of before.
Rationale: The purpose of this lesson is for students to reflect on the places around their community and acknowledge their history, purpose, and meaning.
Evidence:
Artwork Example
Literacy Lesson
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: For this literacy lesson, I created a NearPod in which students can learn how to describe artworks by Ana Serrano using nouns and adjectives.
Rationale: The purpose of this formative assessment is for students to practice and learn how to describe artworks. By practicing, students will then be able to describe their peers' artworks during critiques.
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Evidence:
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: My teaching philosophy discusses the environment that I want to create in my future classroom and the importance of art.
Rationale: The purpose of this teaching philosophy is to set goals and expectations that I want to have for myself in my future classroom. By readings this, others can have insight to what I would want my future classroom environment to be like.
Evidence: As a future educator, I want to create a safe environment in which all students feel welcomed and can express themselves through art. I believe all students deserve the opportunity to have a place in which they can put their creativity to use, connect with their peers, and develop a variety of skills that will help them grow in both their artistic abilities and life. I desire to teach students that art is not only about creating beautiful artworks, but that it is also about forming relationships, learning to fail, inspiring others, and making meaningful works in which their voices can be heard.
PROFESSIONALISM, ADVOCACY & LEADERSHIP: PAL 1
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.
Description: I attended the All About Art Ed exhibition and went to go see all of the artwork created by students who are a part of the art education program at Illinois State University.
Rationale: By attending this exhibition, I was able to see what my peers have created in other classes and outside of the art education classroom.
Evidence:
Description: For my second PAL 1, I attended the National Art Education Association Conference in San Antonio, Texas. Here I was able to attend a variety of presentations given by art educators from around the United States.
Rationale: By attending these conferences, I was able to learn about social justice in education, other teacher's lesson plan ideas, and classroom management strategies.
Evidence:
PROFESSIONALISM, ADVOCACY & LEADERSHIP: PAL 2
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: For my PAL 2, I created Valentine's Day cards with my peers in the NAEA out of construction paper, markers, and pencils.
Rationale: By creating these Valentine's Day Cards, I was able to be share my art with the community around ISU once they were sent to the Carriage Crossing Senior Living of Bloomington.
Evidence:
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Description: For my second PAL 2, I created a miniature artwork titled Screw This, I'm Shaving out of colored pencils.
Rationale: By creating this piece, I was able to display it at the All About Art Ed exhibition at Julian Hall and at the Student Annual in University Galleries and share my art with others.
Evidence:
