Art Education Sequence: Art 309
​
ARTISTIC PROCESSES MINI PORTFOLIO
3B: understands a minimum of five artistic processes (e.g., printmaking, fiber arts, photography, sculpture, and electronic media).
3C: describes how the selection of tools/techniques and processes creates specific effects.
3D: analyzes and evaluates how the selection of media, tools, technologies, and processes is used to support and influence the communication of ideas.
4A: understands the manipulative skills necessary to draw and build works of art, using creative processes to express ideas.
4C: creates artworks in two and three dimensions and in the time arts.
4D: creates artworks that are realistic, abstract, conceptual, functional, and decorative.
4E: demonstrates manipulative skills to draw and build works of art in a range of media.
​
Description: Here are five art pieces spanning digital, 2-dimensional, and 3-dimensional media that I have created.
Rationale: I work in a number of mediums that add to the content of my artwork. Each medium has taken a lot of practice and determination to 'perfect.' It is important to me to be able to express ideas in varying media since each medium has its own inherent value. Glass, for example, has a lot of implications and references to art history, religion, and our every day experiences. This makes glass the perfect medium for an artwork about religion and Westerners' everyday choices- Reap What You Sow.
​
Evidence:
 |  |
|---|---|
 |
STUDIO COURSE MINI PORTFOLIO
4B: understands how to communicate clear and focused ideas based on planning and problem solving techniques in creating visual arts.
​
Description: I created a large drawing with ink, acrylic, and charcoal on paper after many planning and problem solving steps.
Rationale: This drawing started as a small gesture drawing study of a model walking in a circle. I then began a pencil and ink drawing based on that study on a 4.5 by 3.5 feet piece of paper. To add more value differences to the piece I added black acrylic paint. Then to add another level of content, I added 'rules' using color and shapes. I would pick a reoccurring shape that was part of the ink under-drawing and assign a shape and color to cover it with. This lead to the title of the piece, "Order." I wanted a balance of order and chaos in this piece that represents the tendencies of nature.
​
Evidence:
 |  |
|---|---|
 |  |
309 CURRICULUM
5C: understands how the function of the visual arts changes over time.
5D: understands how careers and jobs in the visual arts vary based on historical and societal changes.
5E: analyzes how the visual arts have contributed over time to communication, celebrations, occupations, recreation, politics and entertainment.
7C: understands the ongoing process of curriculum development, taking into account local, State, and national standards.
7I: develops a comprehensive and sequenced visual arts curriculum.
​
Description: I have created a curriculum that spans eighth through twelfth grade.
Rationale: This curriculum has a theme of perception and self-awareness. The artists that I chose to focus on in the lessons are diverse and come from varying historical time periods and cultures. Students will learn about the changing uses for artwork throughout time. For example, in the lesson about fractal art the students will analyze the different uses of earthworks throughout history.
​
Evidence: 309 Curriculum PDF
ART HISTORY PAPER
5G: analyzes the function of the visual arts in various eras and cultures.
6A: understands the distinguishing characteristics of historical and contemporary artwork from a variety of periods and cultures.
6B: understands how the visual arts change in response to the changes in society.
6C: understands how popular media and the visual arts influence society.
6D: analyzes and classifies the distinguishing characteristics of historical and contemporary artwork from a variety of periods and cultures.
6E: analyzes how the arts shape and reflect ideas, issues, or themes in a variety of cultures and historical periods.
​
Description: I have written an essay analyzing the artwork of the Surrealist and French Symbolist artist Claude Cahun. Cahun was a queer actor, poet, writer, collagist, and photographer.
Rationale: I analyzed Cahun's artwork in reference to queer theory and symbolist ideas of France. Their many different forms of artwork functioned as protest to poplar opinions as well as governments across Europe. Cahun's visual art had an affect on its viewers by asking them to reconsider their opinions of gender and government rule.
Evidence: "Claude Cahun's Relationship with the Camera" PDF
UNIT EXPANSION
7J: effectively uses resources (technology, materials, and physical environment) to facilitate students’ learning.
​
Description: I have written an extended unit plan that incorporates technology to facilitate student learning.
Rationale: This is a unit plan about fractals, which I will introduce to the students as an Adobe Spark presentation. For art theory, students will have handouts about a few different artists to that use fractals in their artwork and will be writing artist statements about their own creations. For the art making portion, students will be creating fractals by hand with paper and pencil, on Photoshop, and then in an online program called Fractal Lab. This lesson effectively uses technology and materials to facilitate student learning.
Evidence: Fractal Unit Plan PDF Simon Beck Artist Handout PDF Jackson Pollock Artist Handout PDF
​
Link to Adobe Spark Presentation: https://spark.adobe.com/page/aebIzKTABEQ0F/
​
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: I have written a teaching philosophy.
Rationale: This teaching philosophy states my opinion of the philosophical and social foundations for visual arts education.
Evidence: Teaching Philosophy (click the text to jump to my teaching philosophy web-page)
PROFESSIONALISM, ADVOCACY & LEADERSHIP: PAL 1 (2 submissions)
7G: understands the need for continuing study, self evaluation, and professional growth.
​
​
Description: I attended the National Art Education Association Conference in Seattle.
Rationale: Attending a national conference for art education was great for professional growth. I went to sessions about handling LGBTQ+ topics in the art room, the state of art education post visual culture, and practiced new art making techniques to share with students. I was also able to network with other more experienced art educators across the US.
Evidence: Images from Conference in Seattle
​
​
​
Description: I attended a lecture by an art historian at University Galleries in Normal, IL. Matt Culler's lecture was titled "Illumination, Cosmology, and Navigation" and he discussed the art of Francisco de Hollanda.
​
Rationale: Furthering my knowledge of art history is always a priority to me. Hearing a lecture that encompasses art and science history is even more beneficial for me in Illinois' STEAM culture.
​
Evidence: Image from lecture
PROFESSIONALISM, ADVOCACY & LEADERSHIP: PAL 2 (2 submissions)
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 taught a lesson three different times to different age groups at a weekend art festival in LeRoy, IL. I taught about the street artist Dzia and created frenetic animal drawings with the students.
Rationale: Participating in this volunteer art festival helped me gain more experience working with students between 3rd and 6th grade.
Evidence: Images from LeRoy Art Festival
​
​
Description: A lithograph that I created titled "Kurzgesagt" was accepted into the Student Annual at University Galleries. This show is juried by artists and is for all students that are currently attending Illinois State University.
​
Rationale: Having work in a juried show is a great accomplishment. Continuing my practice as an artist is important to me so that I have credibility with my students.
​
Evidence: Image from Student Annual Art Show