Teaching Fourth Grade
In my elementary level methods course I was assigned to teach the fourth grade. This course was the first time that I had been introduced to writing lesson plans. the lesson plans used in this course were short-form, and not the edTPA formatting that was used in my middle level methods course. Additionally, contrasted to our middle level methods course, we were put into pairs for elementary, as this was our first time teaching.
Below is the short-form lesson plan which my partner and I used in our first time teaching our fourth graders.
Below is the short-form lesson plan which my partner and I used in our first time teaching our fourth graders.
In comparison to the edTPA formatting this is much shorter.
My partner and I used this power point as a visual aid and teaching tool on the first day to talk to the students about the art history which supported our lesson. We decided that the art history was especially appropriate because we were teaching in a Catholic elementary school.
After we spoke about the history of stained glass, we continued to use the power point as a visual aid to show the process of what we would be making with them. In addition to this presentation, we also taught our students the formal qualities of line and shape and incorporated that into our lesson while explaining to them how they would be using each within their own projects.
After we spoke about the history of stained glass, we continued to use the power point as a visual aid to show the process of what we would be making with them. In addition to this presentation, we also taught our students the formal qualities of line and shape and incorporated that into our lesson while explaining to them how they would be using each within their own projects.
Completed Stained Glass Projects
Elementary Methods Continued: Lesson Two
For our second lesson, we decided to do a more simple, one day project. We taught the kids about abstract art, what the difference is between abstract art and representational art, as well as the primary or secondary color schemes, We asked them to create different shapes using tape, and then go in with paint using either a primary or secondary color scheme. The kids then removed the tape and unveiled their new compositions, which they were allowed to add to using lines and shapes.
We introduced the abstract art lesson using this slide show:
We introduced the abstract art lesson using this slide show:
For this lesson we asked our students to choose either a primary or secondary color scheme and create an abstract piece of artwork by creating shapes using lines of tape, while also focusing on composition. Additionally, students were allowed to add patterns into their artwork once completed.
Below are a few examples of the students' completed abstract art pieces.
Elementary Methods Continued: Lesson Three
Our third and final lesson was a Chihuly-inspired sculpture project. The students viewed work by the artist, taught about the artist and his background, asked to describe the art and their own opinion on them. After this we taught the students new color schemes; analogous and complementary. We showed the students the difference between the two, and how complementary colors made for vivid color schemes.
Above is an informative slide that was in one of the presentations that we had given to our students while teaching to give them some insight to who Dale Chihuly is, as well as what kind of art he makes and what his artwork looks like. An example of Dale Chihuly's artwork is pictured below.
Completed Student Artwork
We chose to make this final project a collaborative piece. Each student had to make at least three pieces, all using different color schemes. Once all the students made three or more Chihuly inspired art pieces we combined them all into one collaborative sculpture.
Art Exhibit
Every year our program creates an art exhibit which features student work from that semester. Here is the set up that my partner and I created for our section of the show.
My partner and I spent two days total setting up for the show. It began by everyone declaring their space for their class and laying out the faceless over the walls and tables (our class color was purple- everyone was designated different colors for each grade). Then we began decorating the space. Afterwards we matted all of the kids art, their name tags and their artist statements and hung them all up. I really enjoyed how our production of it turned out. It was also nice to see the kids come out and show their parents their work as well as hear from the parents. They really seemed to be appreciative of us and what we were doing and really liked the way that we set up the show. After the show was over I also talked to the principal for a short while, whom also showed her appreciation for us being there and even mentioned that this may have been one of the best shows that have been put on at St. Mary's. Also, a small side note, I really enjoyed the drama performance that some of the kids held on stage. It was genuinely funny and entertaining. These kids are really talented.
Final Reflections
What I've learned so far- 4th graders can be a handful!
To begin, our class is particularly talkative. Which I expected, they are kids after all, and art can be particularly exciting. Our school is a private one, where each grade is their own class. So, by the fourth grade they all know each other quite well, have formed cliques already, and can be pretty crazy at times.
They become really excited to start the art, that they often do not want to listen to what we're teaching at the beginning, such as vocabulary, or even sometimes watching the demonstration can be hard because their attention is often scattered.
My partner and I have been using the same techniques that the homeroom teacher uses, such as saying "class" and expecting the kids to respond with "yes" all together to gain their attention. We also award team points, which the homeroom teacher gives awards for at the end of the week. Sometimes we have to separate students, because they may be distracting each other or students around them. We also choose students that are working well to help us as a reward- this gives them something to do and also encourages students to behave.
I learned a lot over the semester. I learned about how to properly manage a class better (though I'm still new to this), how to create a lesson plan, how to follow the state guidelines, how to pick an appropriate lesson for the age group, teach, demonstrate, help, and be a guide to the students.
I really enjoyed the content of our readings, which were required of us almost every day at the beginning of the school year. They were interesting and really brought in sight as to what would be expected of us as future educators, and how to create interest for the kids while feeding their imaginative sides. I particularly liked the chapter that broke down the development process for age groups. I found this to be very interesting.
Over all, I think it was a pretty good semester. I enjoyed working with the kids more than I thought I would (because of their grade level I was a bit worried at first, as fourth grade is not my preferred teaching level). I picked up a lot of techniques on managing a classroom and will keep them in mind as I further my career.
However, I would still prefer to teach a higher grade level, such as high school. This is mostly because I would like to teach more concept-based and higher art. I would also feel more comfortable managing a higher grade classroom, and I think it is easier to explain things to a high school student. It is difficult for me to put things into terms for a fourth grader, and I also feel bad being strict on little kids, even when they are entirely out of line. Maybe this will become something I get over the more I teach.
Formalistic visual qualities are something that is important, but can be hard to teach. This is mostly because they easily become bored and do not want to listen to our explanation. In order to counter-act this and stimulate their brain I ask the kids to participate in the teaching process.
The first visual quality we taught our students was LINE. We explained to the kids that they would be using lines to create their pictures for their stained glass projects, and asked them to come up and draw their own lines. This really gained their attention and helped make sure they understand the concept of this particular visual quality.
After we taught line, we taught shapes, and once again called on students to come up and show an example of the visual quality we were teaching. We also asked them questions about the lines- what is a line, different qualities of a line, how do lines make shapes, how many lines are used to make a shape, etc.
I have included a few videos that I thought were good introductions to some of the formal qualities that I used in my lessons during my elementary level teaching experiences.
To begin, our class is particularly talkative. Which I expected, they are kids after all, and art can be particularly exciting. Our school is a private one, where each grade is their own class. So, by the fourth grade they all know each other quite well, have formed cliques already, and can be pretty crazy at times.
They become really excited to start the art, that they often do not want to listen to what we're teaching at the beginning, such as vocabulary, or even sometimes watching the demonstration can be hard because their attention is often scattered.
My partner and I have been using the same techniques that the homeroom teacher uses, such as saying "class" and expecting the kids to respond with "yes" all together to gain their attention. We also award team points, which the homeroom teacher gives awards for at the end of the week. Sometimes we have to separate students, because they may be distracting each other or students around them. We also choose students that are working well to help us as a reward- this gives them something to do and also encourages students to behave.
I learned a lot over the semester. I learned about how to properly manage a class better (though I'm still new to this), how to create a lesson plan, how to follow the state guidelines, how to pick an appropriate lesson for the age group, teach, demonstrate, help, and be a guide to the students.
I really enjoyed the content of our readings, which were required of us almost every day at the beginning of the school year. They were interesting and really brought in sight as to what would be expected of us as future educators, and how to create interest for the kids while feeding their imaginative sides. I particularly liked the chapter that broke down the development process for age groups. I found this to be very interesting.
Over all, I think it was a pretty good semester. I enjoyed working with the kids more than I thought I would (because of their grade level I was a bit worried at first, as fourth grade is not my preferred teaching level). I picked up a lot of techniques on managing a classroom and will keep them in mind as I further my career.
However, I would still prefer to teach a higher grade level, such as high school. This is mostly because I would like to teach more concept-based and higher art. I would also feel more comfortable managing a higher grade classroom, and I think it is easier to explain things to a high school student. It is difficult for me to put things into terms for a fourth grader, and I also feel bad being strict on little kids, even when they are entirely out of line. Maybe this will become something I get over the more I teach.
Formalistic visual qualities are something that is important, but can be hard to teach. This is mostly because they easily become bored and do not want to listen to our explanation. In order to counter-act this and stimulate their brain I ask the kids to participate in the teaching process.
The first visual quality we taught our students was LINE. We explained to the kids that they would be using lines to create their pictures for their stained glass projects, and asked them to come up and draw their own lines. This really gained their attention and helped make sure they understand the concept of this particular visual quality.
After we taught line, we taught shapes, and once again called on students to come up and show an example of the visual quality we were teaching. We also asked them questions about the lines- what is a line, different qualities of a line, how do lines make shapes, how many lines are used to make a shape, etc.
I have included a few videos that I thought were good introductions to some of the formal qualities that I used in my lessons during my elementary level teaching experiences.