ROXANNES EDUCATIONAL
PORTFOLIO
Instruction and Assessment
Teaching Philosophy
It is essential for teachers and student artists to work together. My role as an Art educator is to create a learning environment that addresses the needs of diverse learners and to provide a classroom that encourages creativity and risk taking. The teacher should act as a facilitator to help guide the students into making connections with their own life in their work.
Understanding that there are many different ways of learning art is crucial to setting up a lesson plan. Not every student learns in the same way and being able to set up a classroom that is centered around creativity and risk taking allows students to work without bounds. I will create a safe environment and place more emphasis on process rather than product. It is my belief that through experiences in my class, students will come to know the importance of the visual arts in today’s society and how it contributes to every aspect of our daily lives.
Instruction
Art provides connection, to ourselves, others, and the world around us. There is no greater joy than to watch students making connections and expressing them through art. I will provide objectives, and link state standards to lesson planning which will allow students to make relationships between their work and its purpose outside of the art room. In my instruction I seek to have students understand the “why” of their work. My students will explore concepts such as collaboration, culture, expression, and identity. Using big ideas, and transferable concepts students will be able to link their work to not only other subjects but to how those ideas apply to the world around them. Using formative assessments will not only incorporate literacy strategies into lesson planning, but will show me student progress throughout the semester.
Assessment
Understanding that each human is different, I believe assessment should be used to guide lesson planning. Assessment in my classroom starts as soon as students enter the door. Using group formative assessment strategies at the beginning of the year such as think pair share, and check list will allow me to gauge where my students are at the begging of the year. Throughout the year my students will become more aware of expectations, and standards they will able to self-evaluate their own work. By using formative and summative assessment strategies such as artist statements, self-evaluation, and student led interviews, my students will become more independent and will have more buy into their work.
Formative
- Think, Pair, Share
· Group Discussions
· Thumbs up thumbs down
· Check list
· 3 things I learned, 2 interesting facts, and 1 thing I still have a question on. 3-2-1
· I used to think, Now I think
Summative
· Rubric
· Critique
· Artist statements
· Self-Evaluation
· Interviews (students, teacher led)