Teaching Quality Standards III
Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.
Element A
Teachers demonstrate knowledge about the ways in which learning takes place, including the levels of intellectual, physical, social, and emotional development of their students.
The Artifact: Glow and Grow Critique
Rational: The "Grow and Glows" critique method is a comprehensive approach that considers various aspects of students' development. It's a valuable tool mindful for the intellectual, physical, social, and emotional dimensions of learning in the art classroom. This method not only provides feedback on artistic skills but also fosters a supportive and growth-oriented environment for students.
Element B
Teachers use formal and informal methods to assess student learning, provide feedback, and use results to inform planning and instruction.
The Artifact: A few rubrics from various lessons
Rational: For informal methods I provide immediate feedback during the project, offering praise for effective application of the scientific method and guidance for improvement where needed. This feedback is specific, constructive, and tailored to individual student needs. For the Summative assessment student's art work is graded based on a rubric which is given out at the beginning when the project is introduced.
Element C
Teachers integrate and utilize appropriate available technology to engage students in authentic
learning experiences.
The Artifact: A poll (linked below) to let students choose the next lesson plan. Both focused on painting as the medium and different principals of design. All lesson plans captured in Slides and examples of art with step by step guides done with DocCam in class.
Rational: Allowing students to vote on their next project is a practical and effective way to incorporate elements of student choice and autonomy in assignments. This approach aligns with the teaching standard by actively involving students in decision-making, promoting engagement, and fostering a sense of ownership in their learning journey.
Element D
Teachers establish and communicate high expectations and use processes to support the development of critical-thinking and problem-solving skills.
The Artifact: UBD Unit plan: Cross-curricular EcoArt lesson with Science and Agriculture class
Rational:
This introduction effectively communicates the goals, themes, and expectations for the upcoming unit. It establishes a meaningful context for the project, linking it to both environmental concerns and cross-disciplinary collaboration. This approach aligns with the principles of engaging students with high expectations and supporting the development of critical-thinking and problem-solving skills, as it encourages them to explore artistic expression within a broader ecological context.
Element E
Teachers provide students with opportunities to work in teams and develop leadership.
The Artifact: photos to come
Rational:
For 3D art I assigned a collaborative art project based on EcoArt/Recycled Material Sculpture where students worked together to create a cohesive piece out of found or recycled materials. This encouraged teamwork, communication, and the blending of individual artistic styles.
Element F
Teachers model and promote effective communication.
The Artifact: Funky Faces Slides - Process of thumbnail sketches, rough draft, and how my final piece turned out and things I changed along the way.
Screenshot of Slides
Rational:
While working on my artistic projects, I can verbally narrate my thought process, decision-making, and problem-solving strategies. This modeling helps students understand how to articulate their own artistic processes.
