RACHAEL WELLS
PART 1 EVIDENCE
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.
Performance Criterion 1.1
Candidates use understanding of learning theory (in areas such as cognitive, linguistic, social emotional and physical) to design appropriate learning experiences.
Evidence: The Figure Unit
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Rationale: The structure of the Figure/Life unit that I planned for Painting and Advanced painting is inspired by Lois Hetland’s theory that art is much more than the physicality of making. In this Figure/Life Unit, students not only learn how to make exact proportions, they also learn about the history of the figure in art with a daily powerpoint show, they see demonstrations of Gesture drawing, long poses, seated poses, standing poses and poses with and without paint. They also see student work examples, and examples from established artists both historical and contemporary, work on their own, do a group and self critique, and will collaborate to create an exhibition at the end. Along the way, students will be prompted to dive into their preferences for styles and aesthetic and meaning by researching their favorite portrait artists and developing an idea for their final portrait painting. This whole structure follows the learning theory of demonstration-lecture, students at work, critique, and exhibition, which is one of Lois Hetland’s Studio Structures and the Studio Habits of Mind (Developing craft, engaging and persisting, envisioning, expressing, observing, reflecting stretching and exploring, and understanding the art world.)
Performance Criterion 1.2
Candidates use understanding of developmental theory (in areas such as cognitive, linguistic, social emotional and physical) to design appropriate learning experiences.
Evidence: The Figure Unit & Figural Artists Sketchbook Prompt
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Rationale: High school students are in what Piaget called "The Formal Operational Stage", which spans from the age of 12 to adulthood. In this stage, students develop the ability to think abstractly, have logical thoughts, and start using deductive reasoning and planning. For high schoolers in an art class, this means that concrete objects are no longer needed. Concepts and processes can now be thought of hypothetically. This comes into play in planning and refining artistic ideas and decisions, and will most directly surface in the context of critique and discussion about art.
in the figure unit and as highlighted in the Figural Artist's Sketchbook prompt, students tap into the development of planning, and abstract thinking when prompted to dive into their preferences for style, aesthetic and meaning by researching their favorite portrait artists and developing an idea for their final portrait painting from influence from an artist’s use of color. By focusing on one aspect of their work, a student will be less likely to try to copy an artist, and rather, use a part of their influence to make their own art.
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.
Performance Criterion 2.1
Candidates use an understanding of individual differences to design inclusive learning experiences.
Evidence: Painting Collage Remix and Accommodations
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Rationale: For this assignment, students were required to make a collage and paint that collage using acrylic paint. Going into this unit, I knew that one student has a difficult time seeing depth and defining space between objects. As we started this project, I checked in on this student and noticed that she was having a difficult time seeing the borders of each shape in her painting and seeing how they could be put together using a grid. The accomodations that we made prove that I can use an understanding of individual differences to design learning experiences that include all students. During the class after we made these accomodations, my supervisor observed me asking this student and other students questions to guide them through the artistic process. Asking certain questions helped this student in completing a piece that she was proud of.
Performance Criterion 2.2
Performance Criterion 2.2: Candidates use an understanding of diverse cultures and communities to design inclusive learning experiences.
Evidence: History of the Figure in Art Slides Presentation
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Rationale: Throughout the figure unit, students enter class to a presentation about the history of the figure in art. I went over the first section of this powerpoint lesson in my first video “Figure Unit #1: The History of the Figure in Art” that I made for class after student teaching was cut short. Students are exposed to diverse cultures and communities that are inclusively introduced in this powerpoint format, and how different communities and cultures used the figure as a subject in their own ways and for their own purposes. By exploring the context of the figure, I set up an inclusive learning experience by sharing my understanding of the diverse cultures and communities that have portrayed the figure throughout history and today.
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.
Performance Criterion 3.1
Candidates design learning environments that support individual learning marked by active engagement.
Evidence #1: Figure Unit Gesture Drawing Homework Share
Rationale: For the gesture drawing homework assignment check-in, Students are gathered around their own and each other's' work and asked a few questions such as “What kind of videos do you think your peer(s) used?” This serves to bring them all together as an inclusive learning community, to keep them accountable for the work they do, and to see that while everyone learns differently, they are all growing with the work they put in. Each individual learned by actively engaging in this group activity and sharing their thoughts as well as listening to their peers' thoughts.
(Please see the group share on page 3 of The Figure Unit).
Evidence #2: Video of Elements of Art Activity
Rationale: This activity was set up to draw upon student’s knowledge of the elements of art and how they are used. The Introduction to Art class had been learning about the elements and principles of art for a couple of weeks and there were some students who seemed to need a refresher on the definitions and how to apply them and see them in art. I asked students to consider the images for a moment before choosing where their card should go and to take a moment to notice where the cards landed once everyone had put theirs up on the board. I then chose each card from the board one by one and asked the person who put it up why they put it up there and how the image they put it on represents their element of art. Attached is a picture of me leading this lesson. Also attached below is the video. This activity is marked by active engagement because it included all students in a whole group activity that got them on their feet and moving. It was also taught with the three different brain-based learning styles in mind, and the information was split into small chunks, considering each card, one by one.
Performance Criterion 3.2
Candidates design learning environments that support collaborative learning marked by positive social interaction.
Evidence: The Figure Unit Love Note Critique
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Rationale: After collaboratively displaying their final paintings together, students in the Figure Unit participate in a “Love Note” critique. Students share thoughtful comments about each other’s work by writing them down. This exercise encourages the sharing of positive and relevant interaction between students during the critique. It also allows for all students in this painting class to share their comments despite their possible nerves associated with verbally sharing their thoughts in front of a large group. Students can see and remember positive comments about their work and others, which helps students continue to develop healthy relationships with their peers. This critique was inspired by my mentor teacher, Abbie Bowker.