Me as A Teacher What I teach Me as teacher- researcher Future Research Reflection Who I am: Me as a Learner
Color is one of the most powerful of elements. It has tremendous expressive qualities. Understanding the uses of color is crucial to effective composition in design and the fine arts. The word color is the general term which applies to the whole subject - red, orange, yellow, green, blue, violet, black and white and all possible combinations. I consider the “definition of color” a great way to describe me in that I have a powerful personality, an energetic aura and there are multiple facets (colors, color combinations) that shape who I am as a person, learner, teacher and even a teacher-researcher. To create your “colors” (what shapes me) you need a palette to mix your colors. This project is my palette of me.
Color is one of the most powerful of elements. It has tremendous expressive qualities. Understanding the uses of color is crucial to effective composition in design and the fine arts. The word color is the general term which applies to the whole subject - red, orange, yellow, green, blue, violet, black and white and all possible combinations. You can see the layout of the color palette : better know as the Color Wheel. The primary colors (red, blue and yellow) are the most important colors on the color wheel and create all the other colors you see on the wheel. The primary colors are a good representation of the basis of me (growing up, my education, how I learn, my cultural influences, experiences, beliefs, etc.) The other colors represent the rest of me ( me as a teacher, how I teach, my students, my friends, me as researcher, etc.). These color combinations include: your secondary colors, analogous colors, cool colors, warm colors, complimentary to name a few. Journal Entry July 17, 2012
Color is one of the most powerful of elements. It has tremendous expressive qualities. Understanding the uses of color is crucial to effective composition in design and the fine arts. The word color is the general term which applies to the whole subject - red, orange, yellow, green, blue, violet, black and white and all possible combinations. Primary Colors Secondary Colors Analogous colors complementary colors
I really like the theme I came up with to represent myself: as a learner, teacher and researcher. I like the idea of breaking down myself into Color Schemes such as: primary colors, secondary colors, analogous or just the idea you get when “mixing” colors together. Color is the prefect way to describe and express me because I’m such a “colorful” person as a whole whether its my personality, the clothes I wear, the way I teach or the people I surround myself with. This class really allows me to look at myself on a deeper level and most importantly “Reflect”. Through reflecting I’ve come to see the deep connection and comparison I have with color, the color wheel and the use of a color Palette. Journal entry June 28, 2012 “A man's character always takes its hue, more or less, from the form and color of things about him. “ ~Frederick Douglass
This coming school year will be my 10th year teaching @ PVI (Paul VI High School) as the Art Teacher. I teach 7 separate classes ranging from Introduction to Art-A.P. Art(Drawing or 2D Design) to Art History. I grew up in a small town in Connecticut and attended Catholic schools all my life. I moved here in 1998 to attend The Catholic University of America. I graduated in 2002 and received my B.A. in Art/Secondary Education. Not only do I teach @ PVI but I used to coach as well. I started out as the Assistant coach and eventually transitioned to Head Coach for the JV Softball team. I am currently enrolled in Graduate School at George Mason University. I love to paint(of course!), going to the movies, spending time with my friends and family, traveling(I've been to: Hawaii, Greece, Portugal, Mexico, St.Thomas, Peru, Canada, Puerto Rico, Hong Kong, Japan and Turks and Caicos. I also love cooking and laughing!
St. Mary’s Elementary School Branford, CT 1985-1994 Mercy High School Middletown, CT 1994-1998 The Catholic University of America 1998-2002 B.A. Arts&Sciences: Art Education
Me As A Learner Determined Strong Support System My energy fosters my motivation Spatial/Visual, Bodily Kinesthetic and Interperson al Organized
“ Every experience is a moving force.” (Dewey, 1938) This particular painting was an experience I will never forget. I was in college and the project was to paint a portrait but paint it using 20 small wood panels using color. I struggle with painting portraits, so my initial reaction to the project was a a negative one. In the end, the project came out great and to this day, it’s one of my favorite art pieces I’ve done. This shows that certain experiences, even negative ones can turn positive and have an impact forever. I am now more confident in painting portraits. And I found a style that reflects me. James Dean Oil on wood panels, 20 x 12 This is the type of impact I want to have on my students. To some how tap into a part of them that helps them grow in their knowledge, as a person, etc.
“ A primary responsibility of educators is that they not only be aware of the general principle of the shaping of actual experience by environing conditions, but that they also recognize in the concrete what surroundings are conducive to having experiences that lead to growth.” (Dewey, 1938) This art piece is a Vanitas Still Life and it’s comprised of things that represent you. I was paired with other classmates and we created this still life with things that are important to each one of us.-represents past experiences. This project reflects the importance of Observation. By observing my my classmates objects, I get a better understanding of what shaped them and who they are. Dewey’s quote reflects that in the sense that to be a good educator one needs to “observe” your surrounds and students to get a better understanding of their prior knowledge, experiences, etc. so you can shape your curriculum around that prior knowledge. * My Objects: the sneaker and thinking man from Greece to represent my travels Vanitas Still Life Colored Pencils on colored drawing paper, 18 x 24 in.
“ Therefore, to teach is to provide a framework upon which other individuals can outwardly build their own frameworks for learning. “ (Fecho, 2004) This painting I did, represents my “framework”. It’s Abstract because there’s NO exact answer or frame to follow when creating lessons or teaching but a general idea. The tree represents my students. The different knots lead in different directions to represent their different experiences, cultures, prior knowledge, etc. The boarders of the painting represent a basic starting point – lesson/curriculum and it’s up to me to shape it around my students and how they learn and grasp the knowledge I teach.
. Surreal Landscape#2 Oil on Canvas, 18 x 24 Surreal Landscape #1 Oil on Canvas, 18 x 24 Surrealism is a great visual/verbal representation of how I learn: I always think outside of the box and try to bring fun, uniqueness and creativity to everything that I teach because that’s how I motivated myself to learn. I want to bring that same motivation into my teaching. These paintings I did reflect my thought process and creativity in a visual way. “ This book is about learning to teach, about teaching to learn, and about embracing the belief that both activities occur simultaneously throughout one’s career. ” (Fecho, 2004)
“ Good teaching is about coming to know students well-their skills, learning styles, interests, strengths, as well as their areas in need of improvement-so that we can help them make connections between new information and what they already know; connections that make sense and that last.” (Falk, Blumenreich, 2005) This art work of mine, represents the differences, in myself and my wide range of styles, personality and how I learn. It’s important to acknowledge my students as a teacher- their learning styles, interests, prior knowledge, etc. It’s my job as a teacher to learn these qualities about my students and integrate into my lessons or make modifications to my lessons so that they grasp all the information they can. Japanese Tea Pot w/Tea Cups Slab work w/ glazes 8in x 10in, 3in x 3in. Who’s Josef Albers Oils on Canvas 72in x 72in.
role model n. A person who serves as a model in a particular behavioral or social role for another person to emulate. “Educationists should build the capacities of the spirit of inquiry, creativity, entrepreneurial and moral leadership among students and become their role model.” ~Abdul Kalam My Role Model
My grandmother is my Role Model. I lost her on October 21, 2009, but carry her words, wisdom, memories and support with me everyday. Why is she my Role Model? She encouraged my creativity She encouraged my artistic ability (My grandfather was an artist) She NEVER looked at me “differently” because I was adopted or that my interests were NOT the same as everyone else in my family who are math oriented (especially my parents). She supported me no matter what-even when I wanted to just be an artist she could see I was happy. She encouraged me to enjoy life and take what comes with it in strides and learn along the way. Even when I made mistakes she always had positive things to say and always shared stories of her mistakes to show that you grow from them and become a better person for it.
Myself as a Teacher Provides a Positive/enthus iastic learning environment for my students Strength of mind/self- discipline Provides model behavior, leadership, and the best practices Cooperative Learning Styles
My Teaching Beliefs 1.I believe in the notion that learning involves creativity and to foster that creativity in my classroom I like to follow a “creative step process.” a) Plan and practice b) Begin to create c) Revise your work d) Add finishing touches e) Share and Reflect 2.I believe in tapping into a students influences, ideas, experiences through art to help them synthesize, make connections and deepen their overall knowledge. 3.I possess and maintain my artistic skills in all areas to deal with any situation that may arise. 4.I teach across gender, age, race and cultural boundaries. 5.I model flexibility and adaptability through assessing progress, success in classroom progress, reflection and make adjustments as I see fit (in teaching style, materials, timing, sequencing, etc.) 6. I challenge my students to take risks as artists and by doing this it helps build self- esteem. 7. Assessment is KEY in my classroom. Constant feedback through verbal feedback, the use of rubrics, class critiques and group activities. 8. My classroom provides multiple learning intelligences (Spatial, Kinesthetic, Interpersonal, Intrapersonal) and a hands on experience which fosters my students learning.
“ What I am saying is that children come to school with different experiences. The experiences they have as young children are culturally driven. It is cultural practice because reading and writing are woven into everyday experiences of people, and these everyday activities, attitudes, and beliefs help define and distinguish among cultural groups.” (Purcell-Gates) *As an educator it is crucial that you learn your students individually (their strengthens, their weakness), what prior knowledge they have, their learning styles, their prior experiences, beliefs, and cultures to be able to build a successful classroom environment and curriculum. Your goal as a teacher is to EDUCATE your students to the best of their ability, whatever that ability may be. * I build my classroom environment and curriculum around my students and I also use my learning styles, experiences, beliefs, prior knowledge, etc as basis to help complete the process. Journal Entry July 12, 2012 “ If a child is not learning the way you are teaching, then you must teach in the way the child learns.” Rita Dunn
Lessons Plans I created that reflects me as a Learner and Teacher Popcorn Art My Honors IV class does a project based on Observational Art where I pop popcorn and they select 10 pieces and from that choose 5 that they think/see “represents” an animal, object, thing, etc. From their 5 they choose 3 and sketch the popcorn and the image it represents. Finally, they choose ONE sketch to draw as their Final Project in any drawing media of their choice.
Popcorn Art This project follows my teacher belief #1, 2, 7and 8 of tapping into my students past experiences,creativity and different learning styles. As a child we all remember playing the game of looking into the sky, analyzing the clouds and seeing what animals, objects, etc the clouds were shaped like. This project is based on that concept but instead of clouds, its popcorn. It really pushes my students to think outside the box, think creatively and most importantly reflect on their childhood experiences. “Can anybody be given a great degree of creativity? No. They can be given the equipment to develop it-if they have it in them in the first place.” George Shearing
My Student’s Art Work Popcorn Art Animal Skull Colored pencils and pencil on Drawing paper 24 x 32 By: Katie L.
Lesson Plans I created that reflects me as a Learner and Teacher Art Synector My Honors III Class does this project. I have a list of 100 words and they cut them out and place the cut pieces in a bin and they retrieve 10 words. From the 10 they have to choose 7 and create a cohesive art piece using their 7 words. They have to take the Elements of Art and the Principles of Design into consideration when creating their composition. Their Final Project is done in any art media of choice.
Art Synector This project follows my teacher belief #1, 2,6,7 and 8 of challenging their creativity, and for them to take risks and also to assess their ideas. They work together at the beginning of this project to gather ideas/insight on how to make a cohesive art piece based on the 10 words they selected. This project really challenges them and puts them outside of their comfort zone because they have to think creatively yet cohesively at the same time. “It has been said that 80% of what people learn is visual” ~Allen Klein
Art Synector Eyes Watercolors, pen/ink on watercolor paper 24 x 32 Her Words: Eyes Liquid Torn paper Bugs Motion Umbrella Clouds By: Denise B.
Lesson Plans I created that reflects me as a Learner and Teacher Art Styles Done Creatively This is another project that my Honors III class does that’s based on understanding and utilizing different Art Styles in your own art work. They have to pick an object, animal, person, etc that’s of interest to them and then draw that image 6 different ways: 5 of the images have to represent a different Art Style that they’ve researched and learned about in class and the 6 th image is a representation of their own style. They can use any art media of choice but more specifically the medium that the artist used that they are representing. Ex. Using acrylics or watercolors to represent an artist whom mostly works with a painting medium.
Art Styles Done Creatively This project follows my teacher belief # 1, 2,3,5, 7 and 8. I try to challenge my students with every project, no matter what level. This project is based around their knowledge of art, art techniques, art history and challenging their creativity. There are many parts to this project which involve research, feedback (assessing) and group activities. The end result is they are more knowledgeable of artists, their art styles and art history in particular which expands their knowledge of just more then knowing how to draw or paint. But more importantly, they enjoy it and build on their creativity! “ Creativity is a great motivator because it makes people interested in what they are doing. Creativity gives hope that there can be a worthwhile idea. Creativity gives the possibility of some sort of achievement to everyone. Creativity makes life more fun and interesting.” ~ Edward de Bono
Art Styles Done Creatively Hand and Gandhi Colored pencils, watercolors, oil pastels, markers and pen/ink on watercolor papers 24 x 32 By: Kaitlin S. and Molly M.
Lesson Plans I created that reflects me as a Learner and Teacher A Play on Surrealism This is a project I assign to my Studio I Class. This project focuses on the understanding of Surrealism and the Principle of Design- Repetition and the Element of Art-Color (focusing on a particular color scheme). The idea of this project is for my student(s) to pick and object, item, animal, etc and place it in an unlikely setting (“Surreal” like setting) and repeat that object, image, etc a minimum of 7 times throughout their art piece.
A Play on Surrealism This project follows my teacher belief # 1, 2, 6, 7 and 8. This project is based around the concept of Surrealism (dream-like, outside of the box creativity). I want my students to push their creative thoughts based on an Art Style which they do extensive research on. They provide feedback to each other after their research and gain more insight from their peers. This is just another way for them to learn the information and gain a better understanding of the project and the guidelines. “ Develop a passion for learning. If you do, you will never cease to grow.” ~Anthony J. D’Angelo
My Student’s Art Work A Play on Surrealism Octopi Hot Air Balloons Colored pencils, pen/ink and chalk pastels on on drawing paper 24 x 32 By: Sarah H.
Lesson Plans I created that reflects me as a Learner and Teacher Parody of a Famous Painting This is a project I assign to my Honors IV class. They do research on some of the most famous, well-known artists and their work. They select one art piece by a particular artist and alter it by making a “parody” of the original image. I assign this at the end of the year as a review of the different art media, Art History and Art Terms we covered throughout the year. They can choose to do the project in any medium but it MUST reflect the original artist’s style and medium used.
Parody of a Famous Painting This project follows my teacher belief # 1, 2,3, 6, 7 and 8. This project is based around their knowledge of art, art techniques, art history and challenging their creativity and humor. There are many parts to this project which involve research, feedback (assessing), sketching, re- assessing and group discussions. The end result is they are more knowledgeable of a particular artist and art style and the history behind it, in particular which expands their knowledge of just more then knowing how to draw or paint. But more importantly, they enjoy it and build on their creativity and humor! “Creativity comes from looking for the unexpected and stepping outside your own experience.” ~ Masaru Ibuka
My Student’s Art Work Parody of a Famous Painting “Death of Marat” “Girl with the Pearl Earring” Acrylics on canvas Acrylics on canvas 18 x 24 By: Lindsay B. By: Judy G.
“The artist is a receptacle for emotions that come from all over the place: from the sky, from the earth, from a scrape paper, from passing shape, from a spider’s web.” ~Pablo Picasso “I love what I do and I’m a better Person because of it” ~Me *Me in my classroom
“Research is creating new knowledge.” Neil Armstrong “Research is formalized curiosity. It is poking and prying with a purpose.” Zora Neale Hurston One of the important things steps/process of being a teacher is learning new ways/methods to improve your own knowledge and classroom environment. One of these methods is through research. The beginnings of the research process is to reflect. Reflect on your classes, your curriculum, your lessons, etc and how you can improve upon those things, enhance them, and make yourself a better educator. Journal Entry July 13, 2012
“ Naturalistic research tends to examine the objects of study through qualitative methods instead of quantitative, meaning it relies primarily for its data not on numbers, but on description and depiction gained from observations, open-ended interviews, photography, videography, and/or document collection.” (Falk, Blumenreich, 2005) *Types of research under this Naturalistic approach are: 1)Action Research 2)Personal Narratives 3)Case Studies 4)Ethnography
In the book, Studio Thinking in Chapter 3 (Elements of Studio Classrooms), there is the discussion of creating a Studio Culture. How does the large class size of my Introduction to Art classes (25-28 per class) affect my student’s learning /focus VS. if my Introduction to Art classes were only 10-15 students per class? Sub Questions a) Would their motivation, creativity, productivity and knowledge be further enhanced with more or less students in a class? b) Would my upper level classes be as productive if they were the sixe of my Introduction to Art classes (25-28 per class)?
In the book, Studio Thinking in Chapter 3 (Elements of Studio Classrooms), there is the discussion of creating a Studio Culture. How does the large class size of my Introduction to Art classes (25-28 per class) affect my student’s learning /focus VS. if my Introduction to Art classes were only 10-15 students per class? “ Gathering students into smaller units-originally called charters, but renamed small learning communities-sought to personalize education so that parents, students, and teachers had greater access and rapport among one another.” (Fecho, 2004) I think Fecho has a great point in this statement. I could possibly research the idea of creating smaller groups within my larger classes, where they consistently work together in terms of feedback, generating ideas, etc. Journal Entry July 19, 2012
In an article I read in a previous class, How People Learn: Brain, Mind, Experience and School (1999), researchers discuss the importance of knowing your students prior or pre-existing knowledge. What are some activities as an art teacher can I use in my Introduction to Art classes if I’m uncertain of their prior knowledge in order to gain an understanding of their prior knowledge?
It would be great to get some insight from other art teachers (high school in particular) especially in my diocese to see how they gather information on their students prior knowledge, experiences, beliefs, etc. are there certain activities they do at the beginning of the school year? Do the re-evaluate them mid-way through the year or do they consistently revisit them throughout the year to see if the information they acquired has helped better their students learning and knowledge? Would they be willing to share these activities with other art teachers? Journal Entry July 6, 2012 “ Educators recognize that, rather than being “given” or “delivered” by teachers, knowledge is constructed by the learner. Students are not viewed as receptacles for knowledge, coming to educational environments with clean slates to be filled by knowledgeable experts.” (Stewart, Walker, 2005)
In the book, Studio Thinking in Chapter 8 the focus of the chapter is Learning to Express. How do I keep the motivation of my students consistent enough especially if there’s a specific project or medium they do not strike an interest in? or how can I keep them consistently engaged? Sub Question a) What types of activities could be effective in helping them be more engaged?
“ Add to this an expanded view of art content-what it is that students need to understand, know, and be able to do-and the challenge becomes even greater. If students learn best when they are encouraged to generate their own questions, engage in relevant investigations, and reflect upon their learning progress, then teachers need to develop strategies to provide opportunities for such substantive engagement.” (Stewart, Walker, pg. 15) I love this quote because it reiterates to me the importance of keeping all your students engaged in an art classroom and finding those “strategies” that do that. This quote makes me reflect more but I also am generating more questions: what questions do I steer them towards to generate in class? Are they based on specific projects/assignments, an emotion, an experience? How can I relate these questions back to what they are learning? For example: if I have my students generate questions about an specific experience they’ve had how do I connect this to the lesson based around Surrealism? I like the idea of forcing myself more to Reflect on my lessons and incorporating new ideas, twists, learning experiences, etc. Journal Entry July 7, 2012
Through this course I’ve come to understand myself better as a learner, teacher and researcher. The idea of Critical Reflection has really opened my eyes on how I should consistently think, question, re-evaluate and make changes. I’m enthusiastic about making changes and trying new things in my classroom from the reflection(s) I’ve had and continue to reflect upon. I came into this course hesitant on whether or not I would learn more or even tap into something new. It’s that idea of autonomy and being on your own as a teacher for so long you are comfortable in your own environment, yet you don’t allow yourself to grow after awhile. This course is just the beginning of the process I will take to bettering myself as a teacher, learner and researcher. But more importantly “growing”. I think that’s the biggest thing I take away from this course, is allowing myself to grow in my teachings, learning and researcher. There’s never an end to all three of those things. Being open to that is a new and great feeling! “ …critical reflection urges us to create conditions under which each person is respected, valued and heard. In pedagogic terms, this means the creation of democratic classrooms. In terms of professional development, it means an engagement in critical conversation.” (Brookfield, 1995)
This is a Wordle I created as a creative way to show my reflection for this class. Just being able to understand all the connections that Reflection, experiences, multiple learning intelligences, me as a learner: teacher: researcher have with one another is amazing. This whole process has allowed me to tap into new ways of thinking, new ways of writing lessons, revamping my curriculum, how I view my students, what I can learn/gain from them and learning more about myself as well.
Me as A Learner Me as A Teacher Me as A Teacher/Researcher My Palette now has more color and color schemes due to the fact that I’ve learned how to Reflect and Grow in all 3 of these areas that make me who I am today. It’s my job to continue the process of constant reflection and growth to better myself and my students.
Fecho, B. (2004). "is this english?". New York : Teachers College Press Falk, B., & Blumenreich, M. (2000). The power of questions: A guide to teacher and student research. Portsmouth: Heinemann. Stewart, M., & Walker, S. (2005). Rethinking curriculum in art. Worcester: Davis Publications, Inc. Hetland, L., Winner, E., Veenema, S., & Sheridan, K. (2007). Studio thinking. New York: Teachers College Press
Purcell-Gates, V. "..as soon as she opened her mouth!" : Issues of language, lteracy, and power. Dewey, J. (1938). Experience and education. New York, London : Collier Books Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco : Jossey-Bass.