ART 309
Spring
Artistic Process Mini Portfolio
3B understands a minimum of five artistic processes (e.g., printmaking, fiber arts, photography, sculpture, and electronic media).
3C describes how the selection of tools/techniques and processes creates specific effects.
3D analyzes and evaluates how the selection of media, tools, technologies, and processes is used to support and influence the communication of ideas.
4A understands the manipulative skills necessary to draw and build works of art, using creative processes to express ideas.
4C creates artworks in two and three dimensions and in the time arts.
4D creates artworks that are realistic, abstract, conceptual, functional, and decorative.
4E demonstrates manipulative skills to draw and build works of art in a range of media.
Description: The photographs above show a collection of my recent artwork that uses a range of media and techniques such as ceramics, printmaking, collage, painting, and frottage. In my ceramic works, I have practiced building control to create elegant and fragile forms that are both decorative and functional. The 2-dimensional pieces I created explore my personal interest in the idea of routines and home. These two different concepts have experienced a dramatic turning point due to COVID-19 and shelter-in-place orders. This shift can be seen through Routines no. 1, Routines no. 2, and I'm Tide which is a response to the Routines series I had intentions to continue. In addition, The Kwquad is another piece I created in response to the pandemic which abstracts images from Illinois State University's quad. The other prominent concept of home is a reoccurring theme to my work which is mostly seen in my paintings and printmaking works.
Rationale: This mini-portfolio exhibits my interest in working with multiple mediums to explore the different styles. Through wood panel paintings and frottage piece, I have been attracted to the journal-like effect created with the combinations of collage, paint, ink, and other materials. I layer these materials to express my thoughts as a response to my personal experiences. I have worked with multiple mediums within the past year that allowed me to strengthen my knowledge in different areas and build upon concepts I have been interested in.
STUDIO COURSE MINI PORTFOLIO
Exploring the Concept of Home
4B understands how to communicate clear and focused ideas based on planning and problem-solving techniques in creating visual arts.
Evidence: The photos above exhibit my artwork made from two different studio courses held in the Spring of 2020. The first image is an acrylic painting inspired by the monotypes created in my Intaglio II course.
Description: This past school year, I have delved into my personal experience with the residential halls, apartments, and homes I have resided in. I have found interest in examining the objects that are within my home environment which may or may not provide comfort that a home is expected to. By examining different aspects of my living environment, I have been able to grow comfortable with the things that once was unsettling to see. I first began to explore this concept through monotypes but furthered it onto a larger canvas where I had the ability to focus on details and texture. The abstracted images reference details found in my apartment from the Spring 2020 semester.
Rationale: My monotypes had the intention of being seen as finished artwork. Because I have created a painting influenced by my monotypes, they can also be seen as studies. Through self-critique, my monotypes allowed me to see what elements I want to continue in the painting or strengthen. In the painting, I expanded and defined my ideas through the details, textures, patterns, and layers that were added. Through these works, it is important to note the varietal trials an artist must explore in order to accomplish their final work that expresses their intended ideas.
309 Curriculum Map
9th and 10th Grade Curriculum Map
April 2020
Illinois Professional Teaching Standard 3 - Planning for Differentiated Instruction
The competent teacher plans and designs instruction based on content-area knowledge, diverse student characteristics, student performance data, curriculum goals, and the community context. The teacher plans for ongoing student growth and achievement.
Evidence: In the PDF attached, a curriculum map has been made for 9th and 10th grade.
Description: This curriculum describes the big ideas to be analyzed each semester in the 9th and 10th grades. It also lists the intended artmaking, artists of interests, standards, visual and conceptual frames, and vocabulary. In the 9th grade, students will begin their year by practicing basic techniques and developing their artistic voice through the art of journaling. By the second semester, they will expand their artistic voice through the study of clothing and fashion. During this semester, students will create works that speak to their sense of style and personality. 10th-grade students will begin their year by analyzing the body and their self-identity. They will learn the basics of depicting human figures and how the representation of figures have changed throughout art. By the end of the semester, students will delve into their identity to decide how they want to render themselves considering significant characteristics. The 10th Graders' second semester challenges them to use their imagination to explore surrealism.
Rationale: The curriculum I created was organized in a way where the semesters scaffold each other. It was made to assume that Freshmen and Sophomore have little art backgrounds. The students will experience art through a variety of lessons and themes that address all of the visual art standards. Each semester begins by practicing techniques and skills while implementing the students' creative voice and further challenging them to analyze themselves and the world around them. My curriculum has prioritized critical and historical studies by emphasizing different artistic movements, and the impact of art.
309 Unit Plan
Unit Plan
Rubric
Language Support
Max Seckel Handout
Artwork
Artist Statement
Contemporary Landscapes with Mixed-media
April 2020
Illinois Professional Teaching Standard 5 - Instructional Delivery
The competent teacher differentiates instruction by using a variety of strategies that support critical and creative thinking, problem-solving, and continuous growth and learning. This teacher understands that the classroom is a dynamic environment requiring ongoing modification of instruction to enhance learning for each student.
Illinois Professional Teaching Standard 7 - Assessment
The competent teacher understands and uses appropriate formative and summative assessments for determining student needs, monitoring student progress, measuring student growth, and evaluating student outcomes. The teacher makes decisions driven by data about curricular and instructional effectiveness and adjusts practices to meet the needs of each student.
Evidence: The attachments above are materials I created for a unit plan I hope to use when I student teach in the Fall of 2020.
Description: The central focus of the unit plan encourages students to find alternative means to describe a landscape seen in an everyday setting. Students will be comparing and contrasting contemporary landscapes to landscapes seen in historical paintings such as The Hudson River School. They will partake in small group discussions and use the language support to aid them through the conversation. The students will then practice different techniques and exercises that will allow them to render a contemporary everyday landscape. By the end of the unit plan, the students will reflect on their work through a structured artist statement and critique.
Rationale: The materials included in this unit plan aims to practice basic techniques such as perspective, color, abstraction, and other contemporary practices. Each study is centered around their chosen everyday landscape. This allows the students to grow potential ideas that will contribute to their final piece. With the information presented, the students will be using the postmodern frame and find creative solutions to produce a non-traditional landscape painting. The critique, artist statement, and discussions planned will act as an assessment. There will be other opportunities that will allow me to aid the students' growth. For example, checking in with the students and leaving notes on their studies. This unit plan is quite lengthy and slightly intensive, but I am willing to modify it depending on the students' performances.
Literacy Lesson
A Literacy Lesson with Artist Betsy Walton
February 2020
Illinois Professional Standard 6 - Reading, Writing, and Oral Communication
The competent teacher has foundational knowledge of reading, writing, and oral communication within the content area and recognizes and addresses student reading, writing, and oral communication needs to facilitate the acquisition of content knowledge.
Evidence: The PDF attached contains a handout that can be used on a lesson about the artist Betsy Walton.
Description: This literacy lesson on Betsy Walton asks students to read a short article on her work from This is Colossal. After the reading, they will select and define three significant words within that article. Also in this activity, the students will analyze when and how these words were used. To conclude, they will write a short summary of this article including a few sentences reflecting on Betsy Walton's work.
Rationale: By incorporating a literacy lesson, the students will be able to practice building their reading and comprehension skills through an artistic perspective. These skills are necessary for the students to successfully analyze articles and interviews that explains the artist's work. In many articles written about artists, there may be terminology that could be difficult to comprehend. The intention of this lesson is to allow the students to feel comfortable researching what some words may mean, understand the relation it has to the artist, and to use their learned skills in the future. By writing a summary at the end of the lesson, the students will be able to reflect on what they read and their personal thoughts on the artist.
Teaching Philosophy
7M: articulates a logical rationale for the role of the visual arts in the school curriculum, including philosophical and social foundations
for visual arts education.
Evidence: Clicking the icon above will take you on a short journey to my Teaching Philosophy tab.
Description: My teaching philosophy linked above addresses my goals and intentions as an art educator. It is an introspection to how I want to teach art, the community I want to build, and the impact I want to create.
Rationale: By writing a teaching philosophy, I have gained a clear understanding of the impact I want to create as an art teacher. I communicated the ideas I want to emphasize in an art classroom and the misconceptions I want to redefine.
Professionalism, Advocacy & Leadership: PAL 1
Faculty Biannual at University Galleries
March 13th, 2020
7G understands the need for continuing study, self-evaluation, and professional growth.
Evidence: The photos above portray my visit to University Galleries in Normal, Illinois for the Faculty Biannual.
Description: At the 2020 Faculty Biannual, 39 faculty members of Illinois State University exhibited their personal artwork. This show reflected a diverse range of studio practices including printmaking, painting, photography, drawing, and many more mediums. It also exhibited works that were interactive to the viewers.
Rationale: My attendance at the 2020 Faculty Biannual not only showed support to my fellow mentors but furthered my involvement with the ISU art community. I enjoyed seeing the creations my professors have made and their artistic style. It was inspiring to see the works they were able to produce as an educator and artist. I hope to continue my own artistic practice as an educator and find a balance between the role of teaching and being an artist.
Professionalism, Advocacy & Leadership: PAL 1
Diversity Advocacy's Lunch and Unlearn
Jan 30th, 2020
7G understands the need for continuing study, self-evaluation, and professional growth.
Evidence: The photo above was taken at Diversity Advocacy's Lunch and Unlearn event in January of 2020.
Description: Diversity Advocacy (DA) invited Xingchen "Stella" Wang to present a one-hour presentation titled, “Say My Name: Respecting Chinese Names: Cultural Significance and Correct Pronunciation". At this presentation, Stella educated the audience on the importance of pronouncing ethnic names correctly. She explained this through a historical and cultural lens. Stella used her own personal experience to emphasize the disrespect and the Whiteness involved when names are wrongly pronounced intentionally and unintentionally. She used the democratic candidate, Andrew Yang, to emphasize the Whiteness and Anglo-Saxonism that occurs when people, including the candidate himself, adjusted the pronunciation to the English language.
Rationale: This presentation was one of the most impactful and informative talks I have attended during the Spring 2020 semester. It has encouraged me to stress the pronunciation of my own name which I have mispronounced myself. It is a large question on how I will emphasize "Sihanath (See-Hahn-Not)" to be correctly said by my colleagues and students. I believe Stella Wang's presentation caused me to be more aware of what I am contributing to if I mispronounce names. The information that was provided is something I will remember when it comes to ensuring the correct pronunciation of my students' names. I understand that my students may come from diverse cultures and backgrounds so it is important to not "Americanize" their name.
Professionalism, Advocacy & Leadership: PAL 2
ART 309 Art Education Show
March 3rd, 2020
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 images above are from the ART 309 Art Ed Show. They show my personal work as well as the set up of the exhibition.
Description: As an executive board member of the National Art Education Association (NAEA) at ISU, I took on the role to become the primary coordinator of this exhibition. I submitted a proposal for the exhibition space at Transpace and organized the submission method. I delegated duties to other executive board members and created a committee of non-seniors for extra assistance. The ART 309 show was different from previous shows where there was a space dedicated to showcasing the work art educators create. Another room displayed the students' studio work.
Rationale: Organizing the ART 309 Art Ed Show took large amounts of work but I am grateful for the supportive team I worked with. This includes the executive board members, the committee, my cohort, and my professors. From this experience, I was able to strengthen my leadership skills through the duties I took action on and delegated to others. I was able to gain knowledge about curating a show with multiple artists; this information can be useful in the future as a future art teacher. The ART 309 Art Ed Show was a great opportunity for me and other art education students who wanted to further their professional development.
Professionalism, Advocacy & Leadership: PAL 2
Virtual Student Annual Exhibition
May 5th, 2020
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 are screenshots of my work from the Student Annual hosted by University Galleries in Normal, Illinois. Due to the pandemic, this exhibition had to be moved to a virtual format.
Description: The blue painting in the first picture is titled APT. 4 and used acrylic paint, molding paste, and fiber paste on canvas. This 30" x 36" painting acts as a blueprint of my apartment from the Spring 2020 semester. I have studied the details in my apartment that initially made me feel uncomfortable. By spending time studying certain objects, I slowly became comfortable with the stained blue carpet, chips in the wall, and items that were left behind from my subleaser. It was an honor to receive the Irving S. Tick Award in painting for APT. 4. My painting, Routines, was also featured in the Student Annual.
Rationale: Being featured in the 2020 Student Annual was a noteworthy moment as a practicing artist. Although it was disheartening to not have this show take place at University Galleries, submitting to the student annual was a great opportunity to take part in. I was astonished and honored to receive the Irving S. Tick Award in painting for APT. 4. There are many great painters in the art department and BFA students who have amazing talent. I was very surprised from this news. This painting was completed for my last painting course and I was unsure where I want to take my art career after fulfilling my double major. This award encourages me to continue my artistic practice and challenges myself to balance the roles of an artist and educator.
