Elementary Classroom
Following your elementary classroom observation, describe how art materials, visual forms, images, or activities were used in the classroom by answering the following three questions (200 words total):
1. What form of arts integration or interdisciplinary learning units have you observed? In what ways were the visual forms investigated, learned, discussed, or produced in the classroom?
One thing that students used art with a lot was their Writers Notebook. When they were writing a story or narrative, they were told to draw out the character including, what they would look like, what distinguishing characteristics they would have, etc. It really helped the students give depth to the character so the reader could related to them. They also created drawings using whatever mediums they chose to create a visual representation of their time period they were assigned in social studies.
2. Was there a Big Idea or theme used? If so describe. Were students working with narrative, observation, imagination, and / or visual thinking?
The main idea that was used was the need to give depth to the characters. Without giving the characters their distinctive qualities, the readers are not able to connect to the character that they are reading about.
3. What suggestions would you have for integration and interdisciplinary learning for this unit or lesson you observed? Try to think how you could make the learning more meaningful, connected, and deeper. Be specific.
To go more in depth with the writing, the students could recreate a scene in their story in a visual piece. For the social studies assignment, it would be interesting to see the students pick a famous historical figure to research on their own. Then they can create an image of that person with all of the information that they have learned about then through the research. They could also write a short story about their selected famous historical figure. Then we would be integrating social studies, literacy, and art.
1. What form of arts integration or interdisciplinary learning units have you observed? In what ways were the visual forms investigated, learned, discussed, or produced in the classroom?
One thing that students used art with a lot was their Writers Notebook. When they were writing a story or narrative, they were told to draw out the character including, what they would look like, what distinguishing characteristics they would have, etc. It really helped the students give depth to the character so the reader could related to them. They also created drawings using whatever mediums they chose to create a visual representation of their time period they were assigned in social studies.
2. Was there a Big Idea or theme used? If so describe. Were students working with narrative, observation, imagination, and / or visual thinking?
The main idea that was used was the need to give depth to the characters. Without giving the characters their distinctive qualities, the readers are not able to connect to the character that they are reading about.
3. What suggestions would you have for integration and interdisciplinary learning for this unit or lesson you observed? Try to think how you could make the learning more meaningful, connected, and deeper. Be specific.
To go more in depth with the writing, the students could recreate a scene in their story in a visual piece. For the social studies assignment, it would be interesting to see the students pick a famous historical figure to research on their own. Then they can create an image of that person with all of the information that they have learned about then through the research. They could also write a short story about their selected famous historical figure. Then we would be integrating social studies, literacy, and art.
Art Classroom Reflection
Following your art room observations describe (200 words total):
1. The content of the lesson, written and spoken objectives, and resources used
The lesson that these kindergardeners were doing is they were creating owls to place on a sheet of card stock that had a branch on it. The teacher walked them step through step about how to draw a simple owl with sharpie on white paper. She then had them use the watercolors to color their owls whatever colors they chose. The kindergardeners did surprisingly well with sharing the supplies. They then cut them out, and glued them one the sheet mentioned before.
2. The teacher, her / his teaching strategies and format / process of the lesson as presented
I am still impressed with how the majority of the students behaved. Most of them sat quietly and waited for direction before messing with the supplies. The teacher always reminded them that "they can't touch until she gives them the green light" and they actually listened. She walked them through each step slowly and waited for every student to be ready before they moved on.
3. Student engagement of the lesson, classroom atmosphere, and environment
The kids were so excited about art class! They loved the project they were doing and you could tell they really enjoyed the teacher too. She had them first draw their owls (step by step) with pencil, then they outlines their pencil lines with sharpie. The students had fun with every step and you could tell this is just a very joyful environment.
4. Classroom behavior management
The students were very well behaved for the most part. There was just one student who have having trouble with behavior, but he already at the isolated desk. Se just made sure to give him extra attention so that he is still keeping up with the class. Occasionally, the teacher would have to remind the students to be gentle to the materials. The students went on a gallery walk which is where everyone puts their artwork on their desk and the class walks around in a single file line to view all of them. They did very well with this except some students needed to be reminded not to touch the art.
5. Compare the art classroom to the regular classroom in regards to the teaching strategies, lesson presentation, student engagement, classroom atmosphere, environment, and behavior management.
The biggest different of art in the art classroom and art in the regular classroom is where the focus is on. In the regular classroom, the focus is typically on whatever project the art piece is going along with. In the art classroom though, the top focus is always on the art. In art classrooms, students are corrected on their technique to help them improve, but in a regular classroom they are just expected to work with the skills they have. Again, in a regular classroom, the lesson presentation is focused on whatever the art is going along with. This is unfortunate because most of the time the part is just as powerful. Students tend to be more engaged in the art classroom because they are so excited to be there to let their creativity soar. They aren't held back there and they are actually encouraged to let their imagination run wild.
1. The content of the lesson, written and spoken objectives, and resources used
The lesson that these kindergardeners were doing is they were creating owls to place on a sheet of card stock that had a branch on it. The teacher walked them step through step about how to draw a simple owl with sharpie on white paper. She then had them use the watercolors to color their owls whatever colors they chose. The kindergardeners did surprisingly well with sharing the supplies. They then cut them out, and glued them one the sheet mentioned before.
2. The teacher, her / his teaching strategies and format / process of the lesson as presented
I am still impressed with how the majority of the students behaved. Most of them sat quietly and waited for direction before messing with the supplies. The teacher always reminded them that "they can't touch until she gives them the green light" and they actually listened. She walked them through each step slowly and waited for every student to be ready before they moved on.
3. Student engagement of the lesson, classroom atmosphere, and environment
The kids were so excited about art class! They loved the project they were doing and you could tell they really enjoyed the teacher too. She had them first draw their owls (step by step) with pencil, then they outlines their pencil lines with sharpie. The students had fun with every step and you could tell this is just a very joyful environment.
4. Classroom behavior management
The students were very well behaved for the most part. There was just one student who have having trouble with behavior, but he already at the isolated desk. Se just made sure to give him extra attention so that he is still keeping up with the class. Occasionally, the teacher would have to remind the students to be gentle to the materials. The students went on a gallery walk which is where everyone puts their artwork on their desk and the class walks around in a single file line to view all of them. They did very well with this except some students needed to be reminded not to touch the art.
5. Compare the art classroom to the regular classroom in regards to the teaching strategies, lesson presentation, student engagement, classroom atmosphere, environment, and behavior management.
The biggest different of art in the art classroom and art in the regular classroom is where the focus is on. In the regular classroom, the focus is typically on whatever project the art piece is going along with. In the art classroom though, the top focus is always on the art. In art classrooms, students are corrected on their technique to help them improve, but in a regular classroom they are just expected to work with the skills they have. Again, in a regular classroom, the lesson presentation is focused on whatever the art is going along with. This is unfortunate because most of the time the part is just as powerful. Students tend to be more engaged in the art classroom because they are so excited to be there to let their creativity soar. They aren't held back there and they are actually encouraged to let their imagination run wild.