Elementary Field Reflections
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?
-I have not observed that much art integration in my class. I have seen their projects of ripped paper for "When I am 100 Years Old" on the wall. I have been in the classroom when we decorated Valentine's bags. The students were taught how to cut hearts out by folding a paper in half.
2. Was there a Big Idea or theme used? If so describe. Were students working with narrative, observation, imagination, and / or visual thinking?
-I have not observed that much art integration in my class. I have seen their projects of ripped paper for "When I am 100 Years Old" on the wall. I have been in the classroom when we decorated Valentine's bags. The students were taught how to cut hearts out by folding a paper in half.
- Students were basically copying the teacher's example for the Valentine's project. Some students did use their own ideas. Most ideas were very similar and only colors or placement varied.
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.
- I would want to look at artists that decorate birdhouses (they Valentine houses are similar styles). The students could get more varied ideas and inspiration this way. Also, this could support a more diverse approach to the houses.
-I have not observed that much art integration in my class. I have seen their projects of ripped paper for "When I am 100 Years Old" on the wall. I have been in the classroom when we decorated Valentine's bags. The students were taught how to cut hearts out by folding a paper in half.
2. Was there a Big Idea or theme used? If so describe. Were students working with narrative, observation, imagination, and / or visual thinking?
-I have not observed that much art integration in my class. I have seen their projects of ripped paper for "When I am 100 Years Old" on the wall. I have been in the classroom when we decorated Valentine's bags. The students were taught how to cut hearts out by folding a paper in half.
- Students were basically copying the teacher's example for the Valentine's project. Some students did use their own ideas. Most ideas were very similar and only colors or placement varied.
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.
- I would want to look at artists that decorate birdhouses (they Valentine houses are similar styles). The students could get more varied ideas and inspiration this way. Also, this could support a more diverse approach to the houses.
Art Classroom
1. The content of the lesson, written and spoken objectives, and resources used
-The teacher used an African family portrait. She then did a VTS with the first graders. The goal was for students to begin a family portrait in a setting that was meaningful to their families.
2. The teacher, her / his teaching strategies and format / process of the lesson as presented
-She gave the class clear instructions in between each step and gave out materials as needed. After the VTS, the teacher asked students where are placed that they could paint their families and why they would paint them in those locations. She also let students decide if and how they would incorporate family pets. She explained that certain pets would not belong in certain settings.
3. Student engagement of the lesson, classroom atmosphere, and environment
-Students were very focused on their work. They all wanted to share things that their families do together. The classroom was a trailer and seemed gloomy but the students were happy to be there.
4. Classroom behavior management
-The teacher spoke in very soft tones and called all of the students sweet names like “love”. They had assigned carpet spots and then were released to tables based on how quiet they were. The students were also asked to raise their hand when they were ready to add color to their picture. These strategies were very effective for most of the classroom. The students were calm.
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 art unit in the art classroom was completed over several class periods. On my second trip to the art classroom, a local artist came to class and showed the students how she makes family portraits and why she makes them. The art room seemed to go more in depth of why artists make family portraits and the different kinds and processes that can be used to make them. The class atmosphere was very calm except when a student got in trouble it seemed much more harsh than in the regular classroom. This was due to how quiet the art room was. It made it really obvious when a student was in trouble and the teacher let it linger before moving on.
-The teacher used an African family portrait. She then did a VTS with the first graders. The goal was for students to begin a family portrait in a setting that was meaningful to their families.
2. The teacher, her / his teaching strategies and format / process of the lesson as presented
-She gave the class clear instructions in between each step and gave out materials as needed. After the VTS, the teacher asked students where are placed that they could paint their families and why they would paint them in those locations. She also let students decide if and how they would incorporate family pets. She explained that certain pets would not belong in certain settings.
3. Student engagement of the lesson, classroom atmosphere, and environment
-Students were very focused on their work. They all wanted to share things that their families do together. The classroom was a trailer and seemed gloomy but the students were happy to be there.
4. Classroom behavior management
-The teacher spoke in very soft tones and called all of the students sweet names like “love”. They had assigned carpet spots and then were released to tables based on how quiet they were. The students were also asked to raise their hand when they were ready to add color to their picture. These strategies were very effective for most of the classroom. The students were calm.
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 art unit in the art classroom was completed over several class periods. On my second trip to the art classroom, a local artist came to class and showed the students how she makes family portraits and why she makes them. The art room seemed to go more in depth of why artists make family portraits and the different kinds and processes that can be used to make them. The class atmosphere was very calm except when a student got in trouble it seemed much more harsh than in the regular classroom. This was due to how quiet the art room was. It made it really obvious when a student was in trouble and the teacher let it linger before moving on.