Art Education Sequence: Art 309
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INTERRELATING THE ARTS LESSON PLAN
2C: understands how different art forms combine to create an interrelated artwork (e.g., musical theater, and cinematography).
2E: analyzes and evaluates similar and distinctive characteristics of artworks in and among the arts.
7L: identifies and applies teaching methods for integrating visual arts with other art forms and subject areas.
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Description: This is a contour drawing lesson plan that I created for 7th and 8th grade about artists Ian Sklarsky and Olafur Eliasson. This lesson addresses video as a form of documentation.
Rationale: Combining artists Ian Sklarsky and Olafur Eliasson allows for students to draw parallels between art forms. Sklarsky works primarily with ink on paper whereas Eliasson creates large scale installations. The final art piece of this lesson will be a large scale collaborative drawing of which we will videotape the creation of. Video can be a form of documentation and show the creation process of artwork to viewers so that they can understand how the artwork took form. In the lesson, students also learn about exhibition narratives as another form of documentation and presentation of artwork.
Evidence: Contour Drawing and Video Documentation Lesson
SATURDAY CLASS LESSON (7-8th GRADE)
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7B: understands a variety of current age-appropriate instructional strategies and their applications.
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Description: This is a lesson I created for 7th and 8th grade students with age appropriate instructional strategies. Students will create hollow ceramic spheres and glaze them with Yayoi Kusama inspired patterns. After the spheres are fired for the final time, students will experiment with small mirrors to create an infinity effect similar to Kusama's "Infinity Rooms."
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Rationale: Middle school students are just beginning to be able to think abstractly about artwork. The lesson I created about Yayoi Kusama includes a discussion about the idea of 'infinity.' Critical questions about representations and abstract ideas regarding 'infinity' will be explored as a class. When the spheres are finished, students will experiment with mirrors to create the effect of hundreds of spheres rather than simply a few dozen -a small scale infinity illusion.
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Evidence: Yayoi Kusama Saturday Class Lesson
CLASSROOM SET-UP DOCUMENTATION
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7D: understands how to organize the instructional environment to maximize students’ learning.
Description: For teaching Saturday Art Classes for Kindergartners I had to arrange the room for maximum student learning.
Rationale: For my kindergarten classroom, I made sure to have activities in all corners of the room. In the front were their desks and the reading carpet near the projector. Having the students close to the projector helped to keep their attention on the lesson and images of artwork I was showing them. The back half of the room was for different games and activities related to the lesson. We had three different games/activities, and one included brushing through sand for objects. All of these different learning tasks were kept separate from each other so that the students could focus on one task at a time.
 Game and activity corner |
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 Kindergarten room set up |
 Sand box activity in corner |
Evidence: Images from Saturday classes of my room
PROFESSIONALISM, ADVOCACY & LEADERSHIP: PAL 1 (2 submissions)
 IAEA 2017 |
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7G: understands the need for continuing study, self evaluation, and professional growth.
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Description: I attended nine lectures from 21st century art educators at the Illinois Art Education Association Conference.
Rationale: Hearing from professionals in the field about what they are doing in their classrooms really energized me and even helped me narrow down how I want to run my future classroom. I made sure to attend a number of different kinds of lectures, including some focused on assessment, technology, new artistic techniques, STEAM, and contemporary artists in art curriculum. I learned so much in just a few days and really loved the energy from other passionate educators.
Evidence: The photo to the left is a picture of the NAEA Student Chapter of Illinois State University at the 2017 IAEA conference.
Description: At University Galleries in Normal, Illinois we have visiting artists and art historians hold public lectures. These artist lectures include background information about the artists life, work, and concepts that they deal with in their art, whereas ​art historians present their backgrounds, extensive research, and curated exhibitions.
Rationale: Vanessa Paumen held a lecture at University Galleries about "The Art of Law" in Northern Renaissance prints, drawings, and paintings. Her research was incredibly extensive and she successfully curated 120 pieces of art from all over the world. This new understanding of Northern Renaissance art has given me new ideas for lessons and projects to plan for secondary art students.
Evidence: Vanessa Paumen Gallery Lecture Reflection
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).
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Description: I co-presented at the Illinois Art Education Association State Conference about a lesson regarding the contemporary female artist, Deb Sokolow.
Rationale: I shared my knowledge of current developments in art in a presentation at a state conference, which was a big professional development hurdle for me. Teaching fellow teachers is a great experience and hearing their positive feedback was very humbling.
Evidence: Images of me presenting at the IAEA State Conference
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Description: I hold an executive position, Secretary, of Illinois State University's National Art Education Association Student Chapter.
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Rationale: Over the course of the semester, I was in charge of all of the members' personal information (phone number, email, etc.), attendance at meetings and chapter events, as well as their points that they have earned throughout the semester. Fellow art education students voted me to be secretary because of my strong organizational and writing skills.
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Evidence: Here is an example of minutes that I would type up at every meeting.
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