Teaching Fifth Grade
Fifth grade was my introductory class to teaching middle level students before moving onto seventh grade. Prior to entering the classroom I had created a lesson plan which I would be teaching to these students. In order to create the lesson plan which I would later implement into our teaching I first needed to understand the developmental characteristics of students at each age, and create a learner rationale. Additionally, to create the lesson plan, there had to be research on the topics, which was the cause and effect relationship of environmentalism and animal welfare.
Fifth grade was my introductory class to teaching middle level students before moving onto seventh grade. Prior to entering the classroom I had created a lesson plan which I would be teaching to these students. In order to create the lesson plan which I would later implement into our teaching I first needed to understand the developmental characteristics of students at each age, and create a learner rationale. Additionally, to create the lesson plan, there had to be research on the topics, which was the cause and effect relationship of environmentalism and animal welfare.
Central Focus (Big Idea):
Students will understand that art can be used to express the cause and effect relationship between animal welfare and environmentalism.
Students will understand that art can be used to express the cause and effect relationship between animal welfare and environmentalism.
Developmental Rationale
The big idea for this project is that the students will learn that art can express ideas and concerns about the cause and effect relationship between environmentalism and animal welfare. This topic choice for our lesson is a good idea for this age group. The reasoning behind this is that some good themes for students ages 9-11 include landscapes, cityscapes or seascapes, nature studies, and themes of adaptation or survival (Wachowiak). It could be argued that the issue being discussed through the students art work may fall under any of these categories, since they are dealing with environments they are dealing with different landscapes. One group in particular is doing the ocean, or seascapes specifically. The students will learn about environmentalism and animal welfare, which directly relates to studying nature. And lastly, this is a theme about adaptation and survival because animals are dying, fighting to survive and having to adapt to the fact that waste is intruding their natural environments.
The students will begin working with their clay animals by themselves. This is because they are more likely to be eager to create an animal than they would be to create an environment. However, to create motivation in making the environment the students will be working and forming in small groups together. Allowing them to collaborate in this way will create a motivating factor and spark interest in the project for the students, and they will be much more interested in beginning to work on their environments together, where they may have been uninterested had the assignment been separate to each individual student (Lowenfeld). Additionally, in this project very little of the points will actually come from the student’s “artistic abilities” or the ability to make their animals look exactly like them.
The form and characteristics should be appropriate to the animal, and the animal chosen should also be appropriate for the environment assigned to the student’s group, but I most of the points will not come from realistic qualities. My reasoning behind this is because trends in students at this age show that many kids in grade 5 and 6 begin to doubt their artistic abilities. In order for art teachers to keep them interested in art it is important to build their art skills while teaching them the value of expression in their artwork (not just the value of realism) (Wachowiak). As a teacher, I have taken into consideration that a student’s artwork may be beautifully conceptualized even though the appearance may not be perfect. I expect the students to think about what the class has discussed together, the images we have seen, and the artists we discussed, and come up with their own statement on the issues of animal welfare and environmentalism.
*references can be found in the lesson plan
The big idea for this project is that the students will learn that art can express ideas and concerns about the cause and effect relationship between environmentalism and animal welfare. This topic choice for our lesson is a good idea for this age group. The reasoning behind this is that some good themes for students ages 9-11 include landscapes, cityscapes or seascapes, nature studies, and themes of adaptation or survival (Wachowiak). It could be argued that the issue being discussed through the students art work may fall under any of these categories, since they are dealing with environments they are dealing with different landscapes. One group in particular is doing the ocean, or seascapes specifically. The students will learn about environmentalism and animal welfare, which directly relates to studying nature. And lastly, this is a theme about adaptation and survival because animals are dying, fighting to survive and having to adapt to the fact that waste is intruding their natural environments.
The students will begin working with their clay animals by themselves. This is because they are more likely to be eager to create an animal than they would be to create an environment. However, to create motivation in making the environment the students will be working and forming in small groups together. Allowing them to collaborate in this way will create a motivating factor and spark interest in the project for the students, and they will be much more interested in beginning to work on their environments together, where they may have been uninterested had the assignment been separate to each individual student (Lowenfeld). Additionally, in this project very little of the points will actually come from the student’s “artistic abilities” or the ability to make their animals look exactly like them.
The form and characteristics should be appropriate to the animal, and the animal chosen should also be appropriate for the environment assigned to the student’s group, but I most of the points will not come from realistic qualities. My reasoning behind this is because trends in students at this age show that many kids in grade 5 and 6 begin to doubt their artistic abilities. In order for art teachers to keep them interested in art it is important to build their art skills while teaching them the value of expression in their artwork (not just the value of realism) (Wachowiak). As a teacher, I have taken into consideration that a student’s artwork may be beautifully conceptualized even though the appearance may not be perfect. I expect the students to think about what the class has discussed together, the images we have seen, and the artists we discussed, and come up with their own statement on the issues of animal welfare and environmentalism.
*references can be found in the lesson plan
Lesson Rationale
The lesson first begins by introducing the main ideas of the project to the students, that are over-arching and non-specific. The main ideas are brought in using a power point that includes examples and question pertaining the topics. The topics for this project is environmentalism and animal welfare. It is important for students to understand responsibility that they have and hold in regards to our planet and caring for others, such as the animals that live in the environments. As they are learning about animal welfare and environmentalism through the power point and class discussion, the students are also answering related questions about the topic and the related art work which were also viewed during the PowerPoint. Once the power point is completed the class leads a discussion about the answers that they each gave in their work sheets, or ‘think sheets’.
From here the physical project is introduced. The students are shown what it is they are making, and then shown a demo on how to make it. The students then are able to begin to work on their art. The first step of the project is to create the animals out of clay, thinking about formal qualities such as texture, shape, and form as well as conceptual qualities such as how the animal will be interacting with the environment. Once completed with the animals, the students will work in their designated group to create an environment from recycled materials.
Finally, the students place their animals in the environment and have them interact with a piece of trash, and then complete their artist statement work sheets. The students are lead step-by-step through this project by continued help and support from their teacher and teaching assistants as well as review and closure with each lesson. This allowed the students to gain a better understanding of the formalistic qualities that are looked for in art, as well as helped them build divergent thinking and understanding of how concepts, such as social issues, can be integrated in their artwork. Additionally, by adding contemporary artists that also discuss or include a similar theme into their own art work it shows relevancy to the students, and allows them to see how other artists create and think.
Background of the topic:
Considering that students of this age enjoy learning about animals, thinking about the environment, and expression is the reason I chose this particular topic. As a class we will discuss and explore the cause and effect relationships between animal welfare and environmentalism, and particularly what waste does to an animal when inside their habitats. We will examine this relationship and speak about artists with similar themes and subject matter.
Information about related artists, styles, movements or cultures:
Surrealist painter Martin Wittfooth:
Martin Wittfooth was born in Toronto in 1981, and spent most of his childhood in Finland, moving back to Toronto in 1993 where he earned his BAA in Illustration from Sheridan College in 2003. He currently lives and works as an illustrator and fine artist in New York City, where he earned his MFA at the School of Visual Arts. Wittfooth’s oil paintings explore disquieting themes of industry and nature, unhinged evolution, the clash of old ideologies with modern fears, and the growing shadow of the human footprint on the earth. Set in atmospheric landscapes rendered over many paint layers on canvas, linen, or wood panels, these themes are realized through a combination of symbolism, the juxtaposition of visual narratives, and the displacement of expected realities. The worlds created in Wittfooth’s paintings implore the viewer to question the status quo, to challenge that which is taken for granted, and to proceed with caution on our present course.
The lesson first begins by introducing the main ideas of the project to the students, that are over-arching and non-specific. The main ideas are brought in using a power point that includes examples and question pertaining the topics. The topics for this project is environmentalism and animal welfare. It is important for students to understand responsibility that they have and hold in regards to our planet and caring for others, such as the animals that live in the environments. As they are learning about animal welfare and environmentalism through the power point and class discussion, the students are also answering related questions about the topic and the related art work which were also viewed during the PowerPoint. Once the power point is completed the class leads a discussion about the answers that they each gave in their work sheets, or ‘think sheets’.
From here the physical project is introduced. The students are shown what it is they are making, and then shown a demo on how to make it. The students then are able to begin to work on their art. The first step of the project is to create the animals out of clay, thinking about formal qualities such as texture, shape, and form as well as conceptual qualities such as how the animal will be interacting with the environment. Once completed with the animals, the students will work in their designated group to create an environment from recycled materials.
Finally, the students place their animals in the environment and have them interact with a piece of trash, and then complete their artist statement work sheets. The students are lead step-by-step through this project by continued help and support from their teacher and teaching assistants as well as review and closure with each lesson. This allowed the students to gain a better understanding of the formalistic qualities that are looked for in art, as well as helped them build divergent thinking and understanding of how concepts, such as social issues, can be integrated in their artwork. Additionally, by adding contemporary artists that also discuss or include a similar theme into their own art work it shows relevancy to the students, and allows them to see how other artists create and think.
Background of the topic:
Considering that students of this age enjoy learning about animals, thinking about the environment, and expression is the reason I chose this particular topic. As a class we will discuss and explore the cause and effect relationships between animal welfare and environmentalism, and particularly what waste does to an animal when inside their habitats. We will examine this relationship and speak about artists with similar themes and subject matter.
Information about related artists, styles, movements or cultures:
Surrealist painter Martin Wittfooth:
Martin Wittfooth was born in Toronto in 1981, and spent most of his childhood in Finland, moving back to Toronto in 1993 where he earned his BAA in Illustration from Sheridan College in 2003. He currently lives and works as an illustrator and fine artist in New York City, where he earned his MFA at the School of Visual Arts. Wittfooth’s oil paintings explore disquieting themes of industry and nature, unhinged evolution, the clash of old ideologies with modern fears, and the growing shadow of the human footprint on the earth. Set in atmospheric landscapes rendered over many paint layers on canvas, linen, or wood panels, these themes are realized through a combination of symbolism, the juxtaposition of visual narratives, and the displacement of expected realities. The worlds created in Wittfooth’s paintings implore the viewer to question the status quo, to challenge that which is taken for granted, and to proceed with caution on our present course.
Banksy’s Dismaland Sculpture:
Banksy's artwork is characterized by striking images, often combined with slogans. His work often engages political themes, satirically critiquing war, capitalism, hypocrisy and greed. Common subjects include rats, apes, policemen, members of the royal family, and children. In addition to his two-dimensional work, Banksy is known for his installation artwork. One of the most celebrated of these pieces, which featured a live elephant painted with a Victorian wallpaper pattern, sparked controversy among animal rights activists.
Banksy's artwork is characterized by striking images, often combined with slogans. His work often engages political themes, satirically critiquing war, capitalism, hypocrisy and greed. Common subjects include rats, apes, policemen, members of the royal family, and children. In addition to his two-dimensional work, Banksy is known for his installation artwork. One of the most celebrated of these pieces, which featured a live elephant painted with a Victorian wallpaper pattern, sparked controversy among animal rights activists.
Here Today… Exhibition:
"Here Today," is named after the saying “Here today, gone tomorrow” that reminds us of the fleeting nature of everything. The exhibition is being held to mark 50 years of the IUCN Red List, which was started to keep track of plant, fungi and animal species at risk of extinction. The Red List tracks over 74,000 species, giving an invaluable overview of how mankind is affecting the environment and those who share it with us—more than 20,000 of the species assessed are threatened with extinction.
"Here Today," is named after the saying “Here today, gone tomorrow” that reminds us of the fleeting nature of everything. The exhibition is being held to mark 50 years of the IUCN Red List, which was started to keep track of plant, fungi and animal species at risk of extinction. The Red List tracks over 74,000 species, giving an invaluable overview of how mankind is affecting the environment and those who share it with us—more than 20,000 of the species assessed are threatened with extinction.
Environmentalist Movement:
The environmental movement (sometimes referred to as the ecology movement), also including conservation and green politics, is a diverse scientific, social, and political movement for
addressing environmental issues. Environmentalists advocate the sustainable management of resources and stewardship of the environment through changes in public policy and individual behavior. In its recognition of humanity as a participant in (not enemy of) ecosystems, the movement is centered on ecology, health, and human rights. The environmental movement is an international movement, represented by a range of organizations, from the large grassroots and varies from country to country. Due to its large membership, varying and strong beliefs, and occasionally speculative nature, the environmental movement is not always united in its goals. The movement also encompasses some other movements with a more specific focus, such as the climate movement. At its broadest, the movement includes private citizens, professionals, religious devotees, politicians, scientists, nonprofit organizations and individual advocates.
The environmental movement (sometimes referred to as the ecology movement), also including conservation and green politics, is a diverse scientific, social, and political movement for
addressing environmental issues. Environmentalists advocate the sustainable management of resources and stewardship of the environment through changes in public policy and individual behavior. In its recognition of humanity as a participant in (not enemy of) ecosystems, the movement is centered on ecology, health, and human rights. The environmental movement is an international movement, represented by a range of organizations, from the large grassroots and varies from country to country. Due to its large membership, varying and strong beliefs, and occasionally speculative nature, the environmental movement is not always united in its goals. The movement also encompasses some other movements with a more specific focus, such as the climate movement. At its broadest, the movement includes private citizens, professionals, religious devotees, politicians, scientists, nonprofit organizations and individual advocates.
Animal Rights Movement:
The animal rights movement, sometimes called the animal liberation movement, animal personhood, or animal advocacy movement, is a social movement which seeks an end to the rigid moral and legal distinction drawn between human and non-human animals, an end to the status of animals as property, and an end to their use in the research, food, clothing, and entertainment industries.
Animal Rights Movement:
The animal rights movement, sometimes called the animal liberation movement, animal personhood, or animal advocacy movement, is a social movement which seeks an end to the rigid moral and legal distinction drawn between human and non-human animals, an end to the status of animals as property, and an end to their use in the research, food, clothing, and entertainment industries.
All of this information can also be viewed in my full lesson plan which can be seen below. To enlarge the lesson plan click the full screen icon on the bottom right.
Lesson Refelection
Taking the time to look back on the lesson is a very important part of teaching. If the teacher cannot locate the successes and weaknesses in their teaching they will never be able to grow as an educator, and their lessons will never become any stronger or more put together. As I was teaching I noticed many things in my lesson that went well, and things that could have been done better.
To begin I would like to point out the fact that being over prepared before I went into St. Mary’s was very helpful to my teaching. Prior to being in the classroom I already had everything I needed. I had pre-placed my students into teams, gave them team bins with all of the supplies they would use throughout the lesson, and also had team binders with lesson objectives, worksheets, and reference materials that they could look at and gave me a place to keep their name tags and team tags. This made it easier for me to be able to pass out their materials and made clean up easier as well. Additionally, having the clay already divided and wedged for each student saved a lot of time having to do so during class.
The first day was mostly used as an introduction to my big idea, the concept of the project, and a demo on we would be using the material to make the artworks. At the beginning of class the fifth grade was split up differently than their original assigned teachers. It took a few minutes away from our time to teach, but otherwise didn’t bother me too much.
My second curveball was that when it came time for me to teach the projector wouldn’t turn on. Fortunately, I was prepared that day and already had the think sheets out on their tables. I quickly introduced myself and the project and asked the students to start thinking about the first question on the thinksheet. We went over the first question and the students filled out the question and that was enough time for my colleagues to get the projector up and running.
Once we had the projector running I began my powerpoint, which is how I introduced my big idea. I began by reading the title of the project, and then asking to a student to read what it said underneath, which noted to follow the stars throughout the powerpoint to find answers to the questions on the think sheets. I think the stars were really successful because looking through the think sheets the student’s all gave really great answers to those questions. We began by asking associative questions, such as what is animal welfare, and what is environmentalism, to begin to get the students to understand the social issues we would be discussing as well as learn their vocabulary for the project. From there we talked about the cause and effect relationship between the two, showing ways that trash in the environment harmed animals. The last thing discussed in the powerpoint was relevant artists. While looking at artists who had similar themes in their artwork, I asked the students what they saw, how they felt, and what they thought the artist wanted to say, and the student’s gave really great descriptions and insights to these answers, I was really amazed at how thoughtful they were.
When the powerpoint was completed I went over the think sheets with the students and asked them to complete filling out the answers while we went over them. Again, the students had very great answers. I went back through all of the worksheets again later and was happy with the responses. However, I think I should have given the student’s some more time to finish them because not everyone had completed the last answer on the worksheet it seemed. I do not think that this is the student’s fault, I think I simply rushed through it so I had time to demo and do closure with them.
The demo went pretty well. I began by showing them how to use the clay, what I like to do to make the body and the head, etc. I chose to do the lion so I could show them how to do texture on the maine. I explained to them what slip and score was, and all of them really seemed to understand the concept of it because every one of them did this very well when it came to their projects, and even smoothed out their edges like I had. Then I showed them how to begin making the environment. I pre-cut piece of cardboard that was smaller than what they would be using so that it would save me time, since I wouldn’t have to fill the whole space. I showed them to lay down large areas first, then work with texture and foliage. I rushed this last part a bit so we had time to clean and get to closure. During closure I went over what we learned in the powerpoint as well as our vocab words.
The main critique that my classmates had given me was that my lesson went great, but sometimes the students were a bit talkative. During the first day I didn’t notice how talkative my students were, but I did notice it the following days of the lesson and I tried to work on my techniques on how to minimize the issue, such as giving incentives for working well or asking them to listen and wait until they were all done talking.
I have included both the powerpoint and an image of the think sheets that I used with the students to create individualized learning. Both of these are also included in my lesson plan. I used a similar powerpoint and 'think sheet' while teaching seventh grade, just a re-tooled version to meet their higher learning needs.
The next days were all workdays for the students. The first two days the students worked with clay. This is where my ability to help them really felt stretched. I constantly felt like I needed to be 4 places at once helping individual students. Some needed help figuring out how to build their animal, and some needed help deciding on an animal, etc. This is probably the hardest part for me when it comes to teaching. I need to somehow try to minimize their need for me, and help them become more independent workers. I think that maybe it would have helped if I had done a quick mini demo again at the beginning for them so that they wouldn’t have had so many questions on how to make it look like their animal. Some students had picked an animal on the list that I did not have an image for, so I showed them what the animal looked like on my phone. The second day working with clay I brought them in images of their animal they picked that I had printed out for them in between the two days. This really seemed to help them out.
Some of the students did not finish their clay animals yet that day so I had brought in plastic containers with lids and directions on how to keep their animals wet and how to make clay by mixing it with water. I was worried some may break while traveling but they all actually came back in once piece! Some students had some minor things to finish on them the last day, but for the most part were all completed. If they did not take them home I’m not sure if we would have had enough time to finish in class or not.
The last day went fairly well. As I mentioned, the clay animals were all done so I began the day by having the students start their artist statements. Once the artist statement was almost completed (they were allowed to leave the last question for later, since it had to do with the environment they were about to make) they could begin to gather recycled materials I had in bins for them to begin to make the animal’s habitat. The students did really amazing and creative things with the recycled materials, I was very happy about how they turned out. All of the teams finished the environment. I think that a major key to them finishing on time was the fact that I was really conscious about how much time was available on our last day. I would give the students warnings when it came to 15, 10, and 5 minutes left to finish the environment they worked on. Once the environment was finished, the students put their animals in the spot that they would want them once they are fired, and how they would be interacting with the trash. I took many, many pictures of each group’s work so that once the animals come out of the kiln I can place them back how the student wanted it.
At the end of class we had some extra time. With the extra time I allowed each group to stand up and talk about their project. I asked the group to tell us what their environment was, what animal they had, how they made their project, and what their project says about animal welfare and environmentalism. Once they answered these questions they were allowed to add additional comments, and their classmates could ask them questions. They seemed to really enjoy this part.
Overall I think that my lesson went well. There are some things I do need to work on, including my classroom management. I believe that organization is really key when it comes to teaching, it just makes everything run much more smooth. However, I have no idea how I would make this into a 3 day project realistically. That would be really very tough for me to do. Hopefully I can find a way to do this with my 7th graders next week when I teach them, or even minimize the lesson by at least one day, making it a 4 day project instead. Only time will tell, I suppose. I will say, however, how incredible it is working with children and seeing them work on art. Our students are so create and smart.
In-Progress Images of the Student Artwork
Here is the artist statement worksheets that I used with my students:
Here is an example of a completed student artist statement that was created using the worksheet's format. More examples can be found within my final long-form edTPA lesson plan above.
We created this art piece as a group. It is about the desert environment, its animals, and harmful trash. Nelson made a meerkat that is eating leftover harmful plastic. Luke made a llama who is sitting in the trash. Nicole made a fox which is eating the plastic in the desert. Josh made a snake named Bob who is eating plastic and choking. Jaden made an armadillo who is drinking antifreeze from a discarded can. The animals were created by making the body out of clay. We scored and slipped the clay to put it together. Josh made the clay into a string and put diamonds on the back to make his snake. Luke made his llama by making a body out of clay, then making a long neck, and next the head, eyes, and ears. We made our environment collaboratively. We worked as a group to make our animal’s environment, the desert, by collecting trash and garbage. We taped everything together to make the things like the cacti. The reason we made this art piece was to show you should not leave trash in places animals live, and how this is mean to animals. People should not throw trash in the desert because armadillos are people too. Everyone should stop putting trash out into the world.
We created this art piece as a group. It is about the desert environment, its animals, and harmful trash. Nelson made a meerkat that is eating leftover harmful plastic. Luke made a llama who is sitting in the trash. Nicole made a fox which is eating the plastic in the desert. Josh made a snake named Bob who is eating plastic and choking. Jaden made an armadillo who is drinking antifreeze from a discarded can. The animals were created by making the body out of clay. We scored and slipped the clay to put it together. Josh made the clay into a string and put diamonds on the back to make his snake. Luke made his llama by making a body out of clay, then making a long neck, and next the head, eyes, and ears. We made our environment collaboratively. We worked as a group to make our animal’s environment, the desert, by collecting trash and garbage. We taped everything together to make the things like the cacti. The reason we made this art piece was to show you should not leave trash in places animals live, and how this is mean to animals. People should not throw trash in the desert because armadillos are people too. Everyone should stop putting trash out into the world.
Completed Student Artwork
Teaching Seventh Grade
After teaching my lesson to fifth grade I continued my middle level teaching methods into seventh grade. The same lesson was re-tooled to fit the learner characteristics of seventh grade. The lesson is different, but still uses much of the same research such as the information about related artists, styles, movement or cultures. Because of this I will not repeat that information within this section, though you can revisit it within the second lesson plan that will be provided below.
Central Focus (Big Idea):
Students will understand that art can be used to express the cause and effect relationship between animal welfare and environmentalism.
Students will understand that art can be used to express the cause and effect relationship between animal welfare and environmentalism.
Developmental Rationale
The big idea for this project is that the students will learn that art can express ideas and concerns about the cause and effect relationship between environmentalism and animal welfare. This topic choice for our lesson is a good idea for this age group. Seventh grade is a time where students can begin to think critically about social and global issues. (George) They should be shown and talk about art that is relevant and explore their concepts, as this age level is able to do so even more deeply than elementary students (George). When you begin to tap into expressive art that has meaning, and not just a lesson concentrated on formalist qualities, you also begin to tap into the student’s interests. (Wachowiak)
This lesson also uses means of collage and sculpture, which provides middle school students the opportunity to use the principles of art. (George) Additionally, this lesson is connected to many of the state goals which are very important for students learning and understanding about looking artist’s work and making art of their own. (Kerry) This lesson is relevant to students because it is something that occurs around them, and something that they can also take responsibility for. The lesson employs language that is both academic and student-friendly. It is also diverse from the original 5th grade lesson, which is important because it fills academic gaps (Sandell)
*references can be found in the lesson plan
The big idea for this project is that the students will learn that art can express ideas and concerns about the cause and effect relationship between environmentalism and animal welfare. This topic choice for our lesson is a good idea for this age group. Seventh grade is a time where students can begin to think critically about social and global issues. (George) They should be shown and talk about art that is relevant and explore their concepts, as this age level is able to do so even more deeply than elementary students (George). When you begin to tap into expressive art that has meaning, and not just a lesson concentrated on formalist qualities, you also begin to tap into the student’s interests. (Wachowiak)
This lesson also uses means of collage and sculpture, which provides middle school students the opportunity to use the principles of art. (George) Additionally, this lesson is connected to many of the state goals which are very important for students learning and understanding about looking artist’s work and making art of their own. (Kerry) This lesson is relevant to students because it is something that occurs around them, and something that they can also take responsibility for. The lesson employs language that is both academic and student-friendly. It is also diverse from the original 5th grade lesson, which is important because it fills academic gaps (Sandell)
*references can be found in the lesson plan
In addition to learning about the relationship of environmentalism and animal welfare, seventh grade also learned about color association, and applied this learning while choosing the inner color of their shadow boxes.
Lesson Reflection
In my second round of teaching I went from the science room teaching fifth-grade, to room 212, and then taught seventh. This jump was rather big for me, considering I went to a room full of thirteen talkative fifth-graders to only four, quite seventh-graders. The first day of class I had two students absent, and there were actually only two students present. This day I introduced the assignment, and began with a power-point. The two students I had present was one boy, and one girl. The boy was willing to answer all of my questions, however the girl did not seem as eager, maybe shy, or perhaps couldn’t come up with answers to my questions as easily as the boy student could. There were a few times where I had asked if she had an answer, or had anything to add to the discussion, but she would only smile and shake her head. The girl student seemed a bit timid and quiet. I did not want to push her too hard into answering, as I did not want to make her anxious, but I still wanted to see if she had understanding of the topics we were discussing.
Once the power-point was completed, I turned the class’s discussion toward what we would be making. I moved over to the demo table. Here I had all of my supplies already set up, which included clay, slip, and recycled products like cardboard or plastic. I went through the demonstration process of how to use clay, and asked the students to use some clay to follow along with what I was doing. This was so the students were not only watching what I was doing, but also so that they gained an understanding of what it looked like and felt to do it in their own hands. I believe that it is important to use multiple types of learning techniques in the classroom because different students learn in different ways.
Following the demonstration process the students sat back down, and we did a quick refresh of what we learned that day, and what the project was that we would be making. It was unfortunate that half of my class was absent that day, and some were absent other days, because I feel as if we would have completed the assignment in only the three days originally designated to us. However, we were thankfully granted extra time for our lesson.
The next day the whole class was there. This day we were in the library. I had to wait for a few minutes as my students completed artist statements for their last lesson, but I believe that we still had gotten a lot done on this day. Once the students were with me I ran through the power point on my laptop (as there were only 4 of them, and there was no projector in the library). This caught up the students who were absent on my previous day teaching. After that I explained the assignment we would be making, and asked them to choose an animal which they would like to create.
Once they chose their animal, we found images of the creature they had chosen. Using the images, the students drew a realistic portrait of their animal, which I had given a step-by-step demo of how to do so. Prior to my demo I had drawn out four pictures of a jaguar. The first image was of the basic shapes, the second was of how to fix the shapes in order for them to be realistic, then of how to shade, and finally with texture. This created a completed image of what I wanted my students to do, and I showed them these steps throughout my demonstration. I was very pleased with how the students’ drawings turned out.
The next day the students began to work on their clay animals. I had the images they drew out so that they could reference them in their sculptures. Again, a few of my students were either late or absent. However, the ones who were there worked really hard. I also had music playing this day, which I think was really helpful to their hard work. It kept the students concentrated and apparent to be happier.
The final day with my students I had the schedule really timed out. I had spoken to their homeroom teacher who said that if I need extra time I was capable of receiving some, however I tried to be confident that I wouldn’t require any. I did this by timing out how much time was given for each task that needed to be completed, while still giving the students able time to do each. I fractioned the time with each task, created a schedule which I wrote down for the students to see, and were aware of. I did end up extending the time for creating the clay animal for one student, as he was absent the previous class. The other three students seemed to only need a few moments to put on finishing touches, as they were almost entirely completed at the end of the prior lesson day. Once animals were completed they chose an image of the appropriate environment for their animals, cut it out, and pasted the image inside of their shadow boxes. The student then completed the art by choosing a piece of trash that the animal interacted with, and completed their artist statement.
All of the students ended up finishing up around the same time. Once the students completed the work they stayed in the classroom with their homeroom teacher, while they waited for the other half of class to finish working on their art. I thought this day went well, as the artwork did not seem rushed and everything was still completed. It was a very efficient day, and I think a lot of it may have also been because the students were aware of what needed to be done, and that it was our final day. The four of them worked very well.
I did need some help in my lesson, as I was getting ready to gear myself as a teacher from fifth to seventh. I had to change the lesson to be better suited for the students I was teaching in seventh grade. Thankfully, I had been given great advice from my professor and my colleagues and I was able to create something with my students that I believe we were both happy with in the end. I think that I am becoming much more suited to become an educator the more that I go through this process in the art education program, and I am beginning to feel more confident as well.
Overall, I think that the lesson turned out well. The drawings that the students initially did on one of our first days were really fantastic. I felt as though they understood the qualities I was expecting out of their drawings and the students applied themselves in the art-making process. The students also enjoyed creating their animals, and put a lot of work into them as well. Some students even went so far as to make two animals, which was not expected in this lesson. I am glad that the lesson had been changed in order to better tailor the 7th grade, because the hard work and quality is definitely seen because of it.
Once the power-point was completed, I turned the class’s discussion toward what we would be making. I moved over to the demo table. Here I had all of my supplies already set up, which included clay, slip, and recycled products like cardboard or plastic. I went through the demonstration process of how to use clay, and asked the students to use some clay to follow along with what I was doing. This was so the students were not only watching what I was doing, but also so that they gained an understanding of what it looked like and felt to do it in their own hands. I believe that it is important to use multiple types of learning techniques in the classroom because different students learn in different ways.
Following the demonstration process the students sat back down, and we did a quick refresh of what we learned that day, and what the project was that we would be making. It was unfortunate that half of my class was absent that day, and some were absent other days, because I feel as if we would have completed the assignment in only the three days originally designated to us. However, we were thankfully granted extra time for our lesson.
The next day the whole class was there. This day we were in the library. I had to wait for a few minutes as my students completed artist statements for their last lesson, but I believe that we still had gotten a lot done on this day. Once the students were with me I ran through the power point on my laptop (as there were only 4 of them, and there was no projector in the library). This caught up the students who were absent on my previous day teaching. After that I explained the assignment we would be making, and asked them to choose an animal which they would like to create.
Once they chose their animal, we found images of the creature they had chosen. Using the images, the students drew a realistic portrait of their animal, which I had given a step-by-step demo of how to do so. Prior to my demo I had drawn out four pictures of a jaguar. The first image was of the basic shapes, the second was of how to fix the shapes in order for them to be realistic, then of how to shade, and finally with texture. This created a completed image of what I wanted my students to do, and I showed them these steps throughout my demonstration. I was very pleased with how the students’ drawings turned out.
The next day the students began to work on their clay animals. I had the images they drew out so that they could reference them in their sculptures. Again, a few of my students were either late or absent. However, the ones who were there worked really hard. I also had music playing this day, which I think was really helpful to their hard work. It kept the students concentrated and apparent to be happier.
The final day with my students I had the schedule really timed out. I had spoken to their homeroom teacher who said that if I need extra time I was capable of receiving some, however I tried to be confident that I wouldn’t require any. I did this by timing out how much time was given for each task that needed to be completed, while still giving the students able time to do each. I fractioned the time with each task, created a schedule which I wrote down for the students to see, and were aware of. I did end up extending the time for creating the clay animal for one student, as he was absent the previous class. The other three students seemed to only need a few moments to put on finishing touches, as they were almost entirely completed at the end of the prior lesson day. Once animals were completed they chose an image of the appropriate environment for their animals, cut it out, and pasted the image inside of their shadow boxes. The student then completed the art by choosing a piece of trash that the animal interacted with, and completed their artist statement.
All of the students ended up finishing up around the same time. Once the students completed the work they stayed in the classroom with their homeroom teacher, while they waited for the other half of class to finish working on their art. I thought this day went well, as the artwork did not seem rushed and everything was still completed. It was a very efficient day, and I think a lot of it may have also been because the students were aware of what needed to be done, and that it was our final day. The four of them worked very well.
I did need some help in my lesson, as I was getting ready to gear myself as a teacher from fifth to seventh. I had to change the lesson to be better suited for the students I was teaching in seventh grade. Thankfully, I had been given great advice from my professor and my colleagues and I was able to create something with my students that I believe we were both happy with in the end. I think that I am becoming much more suited to become an educator the more that I go through this process in the art education program, and I am beginning to feel more confident as well.
Overall, I think that the lesson turned out well. The drawings that the students initially did on one of our first days were really fantastic. I felt as though they understood the qualities I was expecting out of their drawings and the students applied themselves in the art-making process. The students also enjoyed creating their animals, and put a lot of work into them as well. Some students even went so far as to make two animals, which was not expected in this lesson. I am glad that the lesson had been changed in order to better tailor the 7th grade, because the hard work and quality is definitely seen because of it.
Below is my finished lesson plan for seventh grade. Again, the document can be viewed by clicking the full screen button on the bottom right. The lesson plan follows the edTPA format.
Completed Student Artwork
Art Exhibition
In addition to the teaching, we were also given the experience of setting up an art show for our students. Here are some of the photos from our middle level art show at St. Mary's School.
Impact + Elevate: Middle level art explorations on personal and global issues