ART 309
Saturday Class Lesson Plans
September 2019
4th Grade National Parks Lesson Plan
7B understands a variety of current age-appropriate instructional strategies and their applications
Evidence: The photos above display the students' artwork for three different projects on a unit about natural environments. These lessons were taught at the Saturday Creative Arts Class program. A PDF attachment to the lesson plan can be found on the right.
Description: This lesson plan was co-taught with two other pre-service art educators to a class of nine fourth-grade students from the Bloomington-Normal area. We were with the fourth-grade class for a period of three Saturday classes. Three different lessons were organized for this time which includes a new project every week The central focus of this lesson plan is to instill a richer understanding and appreciation for National Parks, as well as the natural environments found in their own community. To address this, the first week consists of examining the textures of plants, animals, and the landscape of National Parks. The observations of these textures were then applied to clay tiles. Within the second week, we narrowed down our focus of natural environments to a state level. The students used Playdoh and found objects to recreate an insect within the State of Illinois, where it would be more vibrant than what the insect naturally appears. Afterward, they placed their insect within an environment and practiced photography skills using the Rule of Thirds. The third project emphasized a natural environment within the local community. The students illustrated a trading card about a natural environment in the area and provided written information on the back.
Rationale: While writing the lesson plans with my peers, we were careful in considering how to challenge the students' learning that would be appropriate for their age level. We chose something simple as texture, playdoh, and trading cards then furthered it to achieve our central focus. We provided planning sheets for the students to make close observations of the textures within an image and how to translate that onto their clay tile. I asked the students to list these observations, but all drew images to represent the textures. Some even just drew the same image as their reference image. Something we did not emphasize enough was having the students write about their work. This would have been able to create a better understanding of the intentions lesson plan.
Saturday Class Lesson Plans
October 2019
7th & 8th Grade Post It! Lesson Plan
7B understands a variety of current age-appropriate instructional strategies and their applications
Evidence: Above are photographs of the 7th & 8th-grade lesson plan that involved collaboration and Post-Its. This lesson was co-taught at the Saturday Creative Arts Class program. A PDF attachment to the lesson plan can be found on the right.
Description: This Post it! lesson plan was designed for two Saturday classes. The Seventh and eighth graders learned what it means to advocate for social justice concerns and how to be an ally. Students turned blank sticky notes into a collection of art that addresses an issue they wanted to speak out on. By creating a collection of work on a small scale, it challenged the students to get
into the habit of creating multiple work and practicing their art skills, rather than creating one well quality piece. To fulfill the requirements of this project, students needed to include a minimum of 5 post-its done in mixed-media, 5 post-its that include text/writing, and 5 post-its that contain images. This project was inspired by an annual Post-It exhibition in Los Angeles where hundreds of artists create art onto 3x3 inch sticky notes.
Rationale: When my peers and I were thinking of this lesson plan, we considered the previous group's notes on their art-making abilities, advanced thinking, and special accommodations. We believed the group was mature enough to be able to find a social issue they would like to advocate for. When we brainstormed a list of social justice issues as a class, they were not able to list more than five. After my peers suggested some unique concerns, they were able to share quite a few ideas. With this lesson plan being a lesson plan on being a collaborative community, the students had to delegate the arrangement of their post-its. They were able to view the collection as a whole and analyze where each post-it best fit.
Saturday Class Classroom Set-Up Documentation
September - October 2019
7D understands how to organize the instructional environment to maximize students’ learning.
Evidence: Above display images of the classroom arrangement for 4th grade Saturday Creative Art Class.
Description: My partners and I took advantage of the bulletin boards to dedicate artists, vocab, and decorative posters. The vocab wall matched our natural environment theme by having hand-painted rocks and grass in the background. Below that board, we included children's books about national parks, plants, animals, and geology. An artist board was included so students can refer back to the artists they learned about and the work they created. What is not pictured are the table setups. The tables for the students were arranged in three groups. There was also a row of tables in the back dedicated for demonstration and materials.
Rationale: I believe the classroom environment is important for students' learning and the success of my lessons. When my partners and I wrote the lesson plan, we were aware of how young students rely on periodically moving. We did not want them to be in their seats for so long; therefore, we organized the classroom where demonstrations occurred at another table. We also kept in mind how the Saturday Creative Arts Classes are supposed to be a fun Saturday experience for children in Kindergarten through 8th-grade. That prompted us to decorate the 4th-grade classroom with posters, bulletin boards, and streamers to match our theme of natural environments and national parks. Organizing a classroom that balances the students' excitement and attention towards the instructional materials.
Professionalism, Advocacy & Leadership: PAL 1
Midwest Asian American Student Union's MAASUx
November 2nd, 2019
7G understands the need for continuing study, self-evaluation, and professional growth.
Evidence: The three photos above were taken at the Midwest Asian American Student Union's MAASUx Conference. This conference was held at the University of Missouri and I was representing Ilinois State University's Asian Pacific American Coalition along with other people from the executive board.
Description: MAASUx is one of the smaller conferences the Midwest Asian Student Union (MAASU) holds a few times a year at a university within the midwest region. At this conference, I was able to build connections with Asian Pacific Islander Desi American college students from Kansas, Missouri, and Nebraska. I was also able to attend a networking workshop, participate in discussions, and become informed on the intersectionality of model minority myth and antiblackness.
Rationale: Attending MAASUx was a different experience from the past Asian centered conferences I have attended. It bluntly addressed topics that are usually avoided, specifically antiblackness within Asian culture and struggles within a family household. It was more personal where I had to become vulnerable with a group of people I have never met before. I participated in discussions that were a sensitive topic for me, which allowed me to expand my willingness and knowledge to advocate for subjects that are meaningful to me. I hope to attend more of MAASU's events to build more connections with people from multiple schools and expand my understandings of issues present within the identities I hold.
Professionalism, Advocacy & Leadership: PAL 1
Malcolm Mobutu Smith's
Artist Demonstration and Solo Exhibition Visit
November 6th, 2019
7G understands the need for continuing study, self-evaluation, and professional growth.
Evidence: The photos above display my attendance to Malcolm Mobutu Smith's artist demonstration and solo exhibition. His demonstration occurred in the ceramic's lab at Illinois State University, and his show was held at Illinois Wesleyan University.
Description: Malcolm Mobutu Smith is a ceramic artist and currently an associate professor at Indiana University. At his demonstration, he showed his process on how he bends and bloats vessels using various tools. The artist is also a printmaker and explained how he uses a technique to create imagery using underglaze, which is similar to printmaking. At Malcolm Mobutu Smith's solo exhibition, he displayed a large collection of his works. He included numerous ceramic vessels with unique forms and other media as well.
Rationale: By attending Malcolm Mobutu Smith's demonstration and exhibition, I was able to observe how he creates his work and acquire knowledge that I can apply to my creations. I became inspired by his boldness. I hope to find unique surface techniques and have the same confidence he does when using clay. The artist's exhibition portrayed his personality and meaningful elements he discussed at his demonstration. From these two events, I was able to reflect on the importance of showing my character in my artwork.
Professionalism, Advocacy & Leadership: PAL 2
Art Ed Art Show
October 2019
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).
Evidence: The photos above displays my art pieces that were selected to be featured in the 2019 Art Ed Art Show. The piece I am standing in front of is an intaglio hardground print, titled RA on call. Two paintings were also included in this show.
Description: The Art Ed Art Show was organized by ISU's National Art Education Association (NAEA) chapter and held in Transpace of the Wonsook Kim School of Art. My paintings displayed in the Art Ed Art Show capture my exploration of being Lao-American and balancing the different values. I was inspired by my mother's skill in traditional embroidery and Lao textiles to translate my culture within a western society. RA on Call is inspired by my experiences of being a Resident Assistant. It alludes to the chaos and physical, mental, and emotional drain of that position.
Rationale: As the Liason of NAEA, I participated in organizing the exhibition by arranging student submissions and matting work. I was able to gain knowledge in how to prepare for an art show. Showcasing my artwork in the Art Ed Art Show allowed me to exhibit the skills I have acquired through my studio classes. It supports me and other art educators who find it important to practice as an artist and educator. By actively involving myself in opportunities that benefit me as an artist, I can develop transferable skills and knowledge for teaching art.
Professionalism, Advocacy & Leadership: PAL 2
Illinois Art Education Association
Conference
November 22nd - 23rd, 2019
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).
Evidence: In the photographs above, myself and other preservice art educators presented at the Illinois Art Education Association (IAEA) Conference in St. Charles, Illinois.
Description: At IAEA, I was given the opportunity to present my lesson plan created in the ART 211 course. This lesson was centered around contemporary art using the visual arts framework, which assist students to analyze art through different lenses. I was able to deliver information and resources to untraditional photo manipulation, and photographer Tawny Chatmon. I also offered ways to advance this lesson to involve readings and focus on social issues of discrimination and cultural appropriation.
Rationale: By presenting at the IAEA conference, I was able to be directly involved with the art education community. I took the knowledge and experiences I have gained from teaching this lesson plan to share in front of a group of professionals. This opportunity allowed me to advance my professional development and the knowledge of others who are seeking ways to teach contemporary art.