Teacher Work Sample Electronic Submission Document Introduction Student Teacher Cooperating Teacher School _Winonah Krug Tyson Horn Seward Middle School Context of Teaching I made my lesson for the 6 th graders in the art classroom. I taught 2 sections with about 18 students in each group. A majority of the students were Caucasian. There were 2 SPED students in there for inclusion. Besides that there were no other struggling learners in the classroom. Both classes were very talkative. Mr. Horn gave me a lot of freedom in planning my lesson. He let me know what art movement would be covered next. I took that information and made up my own lesson that incorporated that movement. Understanding by Design Stage One Complete included template below. See annotated template on the student teaching website for reminders of expectations for Stage One completion. Established Goals: Stage 1 Identify Desired Results FA 8.1.1.c Utilize available tools, techniques, and conventions in the creation of media arts. FA 8.1.2.b Combine components of media arts to improve overall quality (e.g., tone, mood, feeling, character) FA 8.2.1.b Recognize personal voice and make stylistic choices to reflect personal identity FA 8.2.3.a Identify and describe themes (glossary) and styles in works of art FA 8.2.4.d Explain how images and objects are used to convey a story, familiar experience, or connection to the world http://www.education.ne.gov/finearts/standards/vertical%206-8.pdf What understandings are desired? Students will understand that... Over-Arching: Students will understand the main influences of the pop art movement
Topical: Students will understand Roy Lichtenstein s style of painting What essential questions will be considered? Over-Arching: What makes pop art different from other types of art? Topical: Why did Lichtenstein draw and paint common things? What key knowledge and skills will students acquire as a result of this unit? Students will know... Vocabulary terms related to pop art. What makes pop art stand out from the other art movements The influences of the leading pop artists Students will be able to... Identify Lichtenstein s art style Demonstrate understanding by creating their own portrait with Lichtenstein s style Pre-Assessment Knowledge Rating.pdf For my pre-assessment, I made a knowledge-rating chart with 3 terms on it. The terms were Pop Art, Contour Lines, and Ben-Day dots. I taught two sections of this class which had a total of 33 students. 76% of them were familiar with Pop Art. 78% of them did not know what contour lines were. 90% of the students had no clue what Ben-Day dots were at all. I was not very surprised to find out that the majority had never heard of the Ben- Day dot technique. I was surprised so many of them were unfamiliar with the definition of contour lines. I knew that most of the students had heard of the pop art movement. With this knowledge I made a point to spend more time going over the Ben-Day dot technique and the term contour lines.
Understanding by Design Stage Two Stage 2 Determine Acceptable Evidence What evidence will show that students understand? Performance Tasks* (summary in GRASPS form): G= Students will draw a self-portrait with a speech bubble in Lichtenstein s style R= Artist, designer A= Public audience, peers, other students and staff S= Learning about Roy Lichtenstein, have completed direct instruction and discussed the final project P= self-portrait using Roy Lichtenstein s art style S= Criteria as expressed in the rubric Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples): Knowledge rating Practicing the Ben-Day dot technique before they start their final project Dialogue with students Observation Final project Student Self-Assessment and Reflection: 1. What major insight did you gather from this learning experience? 2. What challenges did you encounter? 3. Which part of this process did you enjoy the most? 4. Is there anything I can do to improve this unit to assist your learning? Post-Assessment Lichtenstein rubric.pdf
Lesson Plans Student Teacher: Winonah Krug Grade Level: 6 Date: 10/1/14 State Standard: FA 8.1.1.c, FA 8.1.2.b, FA 8.2.1.b, FA 8.2.3.a, FA 8.2.4.d Subject: Art Name of Lesson: Lichtenstein Portraits Period / Time: 8:17-9:00 I. Goal: To help students will understand the main influences of the pop art movement To help students understand Roy Lichtenstein s style of painting To help students realize they can draw from common objects like comics, TV, etc., to make art II. Objectives: Students will be familiar with Roy Lichtenstein s background and art style Students will demonstrate their understanding of Lichtenstein s work by creating a portrait using his art style III: Faith / Values Integration: Students will learn about a certain art movement that ties into the overall history of art. IV. Integrated Technology: ipad V. Materials: PowerPoint presentation, scratch paper, skinny markers, template for creating evenly spaced dots
VI: Procedure: A. Set / Hook: I will start a discussion on what is popular today. o What does the word popular mean today? o What ideas and objects do you think are considered as popular? B. Transition: I will then encourage my students to expand their thinking by having each table write down a list of things they consider are popular. I will include a larger dot template for the students that cannot physically make dots that small. I will have the PowerPoint available for those who want to use it to take notes. C. Main Lesson: Introduce Roy Lichtenstein and pop art in a PowerPoint o Show students works of art from before the 1950 s. o With their background knowledge on art made before that time, students will have to answer the question: Why did critics dislike Roy Lichtenstein s artwork when he first emerged as an artist? o I will then describe the characteristics of Lichtenstein s work and give the definition of Ben-Day dots. After the PowerPoint presentation, I will describe the next assignment and let the students know what I will be looking for. Students will have some time to brainstorm, think of a pose and let me take their picture on my ipad. Students will trace shapes onto a piece of scratch paper and practice the Ben-Day dot technique with a template I will provide. I will then work on getting those photos printed as big as possible on an 8.5 by 11 piece of paper. D. Transition: Remind the students what they will be working on the next day. I will show them the examples again and have them think about these questions for next time: o Which areas of my portrait should I use the
o o o Ben-Day dot method? What do I want to say in my speech bubble? Will that phrase match the pose of my portrait? What colors should I use to convey the right meaning? E. Conclusion: At about 10 minutes left, the students will put markers and papers away. Once they have done that, students will be expected to sit in their seats until the bell rings. VII. Assessment: I will be walking around informally assessing the students VIII. Assignment: Students will come back the next day knowing the answers to the questions I posed about their final project. IX. Self-Evaluation: How well did I convey the information? Did I explain instructions clearly enough? Did I keep everyone on task well enough? X. Coop s Comments: Session 2, Date: 10/3/14 I. Goal: To help students will understand the main influences of the pop art movement To help students understand Roy Lichtenstein s style of painting To help students realize they can draw from common objects like comics, TV, etc., to make art II. Objectives: Students will be familiar with Roy Lichtenstein s background and art style
Students will demonstrate their understanding of Lichtenstein s work by creating a portrait using his art style III: Faith / Values Integration: Students will learn about a certain art movement that ties into the overall history of art. IV. Integrated Technology: V. Materials: Photo of themselves, skinny markers, fat markers, pencil, template to create evenly spaced dots, good paper VI: Procedure: A. Set / Hook: At the start of class, I will pass out each student s photo. I will have another student pass out the good paper. B. Transition: Explain to the students what there should be a balance of parts that are colored in and in dots. Remind students that their phrase should match their expression in each individuals photo I will include a larger dot template for the students that cannot physically make dots that small. C. Main Lesson: Students will start by taping their photo behind their piece of good paper. Then they will put their paper up to the window and trace all the important contour lines. I will remind them to include wrinkles in clothing and skin. Trace all lines out in black marker (fat markers for main outlines, thin marker for smaller details) Once they are done with that, students will get a dot template from me and start coloring and dotting areas in. D. Transition:
I will give the class collective feedback on their artwork. E. Conclusion: At about 10 minutes left, the students will put markers and papers away. Once they have done that, students will be expected to sit in their seats until the bell rings. VII. Assessment: I will be walking around helping students while informally assessing VIII. Assignment: Students will be working on this only in class IX. Self-Evaluation: Where my instructions clear enough? How can I help my students draw facial features better? X. Coop s Comments: Session 3,4,5,6, Date: 10/7/14-10/15/14 Students will continue working on their assignment with my approval of direction. Students will be finishing their assignment following these criteria: o Speech bubble should match the expression of their self portrait o Balance of colored in areas and dotted areas o Neatness of Ben-Day dots and colored in areas Reflection Respond to the following prompts with thorough reflection and specific examples. Student Learning Progress 1. Based off the pre-assessment, the students came in with no knowledge of the information I was presenting. After my PowerPoint presentation and practicing the Ben-Day dot technique most of the students had a very well rounded knowledge of the artist and his style. Throughout the whole process, students had to use the templates I provided. By the end I was sure they every one of them could identify that technique. Every student passed their final assessment with about 80% of them getting A s.
2. The unit objectives were met to a good extent. I do wish I had more time to further test their knowledge about all the information covered on the first day. A majority of the time was work time for the students. I didn t realize how long this assignment was going to take. I knew that all the objectives were met because the students were able to identify the style and technique and use it themselves. 3. As I mentioned previously, the class as a whole took a day or two longer than I imagined they would have. We heavily relied on the windows in the classroom and light tables for the students to trace their figure and make dots using my template. There were a few stormy days that slowed down work time. We did what we could when there was no light entering the classroom. 4. Next time I teach this unit, I will make sure to do it when the weather forecast is sunny. I was even thinking about purchasing a couple light tables for my future classroom to avoid such a slowdown. Instead of the students making their own shapes for practice, I will make my own to provide to the students next time. I found that the students goofed around more than I liked when they made their own shapes. The last thing I want to do is to have a quiz made up for the end of the unit on the terms and information presented. Personal Professional Growth 1. I learned that I have to be crystal clear with my instructions. It is crazy what some students will do with the directions you give them if you don t spell it out for them. I ve had the opportunity to teach two sections of most classes and it was an immense help being able to practice and tweak my instructions for the next day. 2. This experience has given me much more confidence in myself, which was a long concern before having a practical opportunity to teach. After 8 weeks of teaching I know that I can be a very effective teacher. At the end of that experience I was sad because I had to leave those students to teach somewhere else. I did as much as I could to be there for my students for that short amount of time. After this experience I knew I d be able to connect with students and prepare lessons with important concepts for them.