Standard I Reflection
ELEMENT A: Teachers provide instruction that is aligned with the Colorado Academic Standards, their District’s organized plan of instruction, and the individual needs of their students.
For many of the lessons, across secondary and primary schools, I made it a point to make the learning targets reflect what is being done in the class. This lesson, in particular, with Kindergarteners lasted one day as did many, so their focus was placed on the third outcome "Students will be able to draw a zebra and create their own pattern using neutral colors." and represented as "I can create a drawing of a zebra using neutral colors.".
The other outcomes were met in the beginning during instruction when they were asked to name what the pattern on different animals was (stripes, spots, colors, etc.) and asked about what things could be used to make patterns. When they were finished with their zebras and adding their own stripes, I was able to go around and ask them about their choices in making the zebra's stripes so that I knew what ideas they had when making their patterns. |
ELEMENT B: Teachers demonstrate knowledge of the content, central concepts, disciplinary inquiry, appropriate evidence-based instructional practices and specialized characteristics of the disciplines being taught.
When it came to the custom album cover project, I definitely found myself focused in on what all was present in the world of color theory. Compared to lessons prior, I found myself really being able to expand upon the idea of the color families, color temperatures, and common meanings found in colors, which allowed for me to slow down and ensure students grasped the concepts.
Plus, a lot of the technical aspects with the introduction of color allowed me to breakdown different ways colors could me mixed with paints and blended with colored pencils. The lesson was able to be set up with an intro day followed by two days of demos, which really helped in breaking down the assignment's requirements and what was expected of the students. Usually, the main discussion would be around the way something is rendered using line or with applications of shading. Introducing color theory allowed students to explore different ways that color can be used to convey ideas, moods, and meanings without relying on the image itself as much. It was very much a work of art that relied on the way color was utilized than how the image was rendered. |
ELEMENT C: Teachers develop and implement lessons that connect to a variety of content areas/disciplines and emphasize literacy and mathematical practices.
One of the main focuses on this project was the research aspect that needed to be done before even starting in on the work of art. I wanted to make sure that the students had a solid grasp on what they were going to make their art about, so I asked for them to research the social justice topic beforehand. They were required to answer six questions of: who, what, when, where, why, and how. This was intended to guide their research and build a basic foundation to elaborate on if they had no prior experience to go off of or include.
The idea was that these written portions would be research proposals to a committee or company where they would be proposing an advocate poster idea. In order to do so effectively, they needed to prove that they knew several key points about their chosen topic. The students had to correctly format it rather than just dumping the information into a bulleted list, and push them to revise their writing and edit things to make sure they sound proper, respectful, and grammatically correct. |