What are you discovering about your style in front of your students? Your choice of instructional methodology for this lesson? Your instructional planning and delivery? Your style with different types of learners?
As I have been able to have more of an authoritative presence in the classroom, especially during the Landscape Painting unit, I find that building relationships through casual conversation and obvious interest in their personal lives has allowed me to have a better teaching experience altogether, in both classes. There has been a strong mutual respect causing students to value my opinion and insight, as they want to respect me and can see my expertise and passion for art through modeling my own projects and working with them one on one. In cases of misbehavior, I found that when I would not acknowledge the behavior or show some sense of disappointment and discontent, students seemed to snap out of it, because they know I meant no harm and only wanted a positive, artful time.
I find that my instructional methodology varies depending on what we are doing and how the class has been going. Changing it up is important but I want to be able to fairly reach all types of learners by providing change and continuity in my lessons. Designing and preparing for my lessons is a thorough process, regardless of if the amount of preparation and lesson planning, it is important to have a thorough lesson that will not allow time management to be an issue.
One of my biggest strengths is that I have a strong projection to my voice, and I emphasize my demos, information and input through simple yet concise emphasis of information. I am able to differentiate the ways I interact with my students through our relationship and understanding of their personalities and levels of comfort. With many students, humor is an appropriate way to interact, whereas with more quiet and focused students, a level of seriousness is necessary.
What did teaching these lessons do for you?
As I have been able to have more of an authoritative presence in the classroom, especially during the Landscape Painting unit, I find that building relationships through casual conversation and obvious interest in their personal lives has allowed me to have a better teaching experience altogether, in both classes. There has been a strong mutual respect causing students to value my opinion and insight, as they want to respect me and can see my expertise and passion for art through modeling my own projects and working with them one on one. In cases of misbehavior, I found that when I would not acknowledge the behavior or show some sense of disappointment and discontent, students seemed to snap out of it, because they know I meant no harm and only wanted a positive, artful time.
I find that my instructional methodology varies depending on what we are doing and how the class has been going. Changing it up is important but I want to be able to fairly reach all types of learners by providing change and continuity in my lessons. Designing and preparing for my lessons is a thorough process, regardless of if the amount of preparation and lesson planning, it is important to have a thorough lesson that will not allow time management to be an issue.
One of my biggest strengths is that I have a strong projection to my voice, and I emphasize my demos, information and input through simple yet concise emphasis of information. I am able to differentiate the ways I interact with my students through our relationship and understanding of their personalities and levels of comfort. With many students, humor is an appropriate way to interact, whereas with more quiet and focused students, a level of seriousness is necessary.
What did teaching these lessons do for you?
L A N D S C A P E P A I N T I N G L E S S O N S
Teaching this lesson allowed me to understand the importance of being well-prepared and more importantly, showing the students (as an art teacher) that I am also an artist by working alongside the students on the same project, as a model and example for how to undergo problem solving and thought process methods. Regardless of your content area, it is important to challenge yourself to attempt to undertake the lessons you are expecting the students to execute. Allowing myself to find things that I find challenging or needed to troubleshoot with my own work as a more advanced artist allowed me to understand the ways I can help students when they run into similar challenges. |
P H O T O G R A P H Y C R I T I Q U E L E S S O N S
This lesson was important for me to be able to see how a classroom climate and participation from students can change depending on the class, even in the same subject. I was able to design and deliver two of the same (or similar) lessons to two different classrooms. In the first class’ critique lesson, I was presented with a couple roadblocks that were easy to fix upon the second delivery (such as: what do I do when a student does not have a final print to contribute to the critique lesson?) . It allowed me to see which students were understanding the principles of design, which was the primary emphasis for the first project. Asking questions that related to the art terminology they were supposed to learn allowed me to see who truly was grasping the content and who was not in their responses. |
What have you learned about yourself over the semester?
Include thoughts about your philosophy, your personal and professional goals, and your evolving belief of your students, classroom management, planning and assessment?
I have learned that I am thorough, detailed, persistent, and relatable. One of my biggest fears with going into the High School classroom was that students would lack respect for me and my input, but I doubted myself and how I am able to allow room for fun and positive relationships while motivating students to excel at their work. This experience brought me back to reflections on my own high school student memories and how art truly was an outlet from many things in my life. I want students to really feel that sense of passion solely for art and making beautiful and unique perspectives from visual imagery, as a way to appreciate life and the ability to excel at craft and skill. Professionally, I would like to evoke a sense of excitement and positivity from students, giving them projects that they will want to participate in and willingly do outside of school. I belief students minds are so malleable that their feelings and emotions towards school teeter a fine line, and that not all projects are going to be amazing and excite students. I believe consistency in management and routine is important to have, especially in a studio setting where the environment has rules and particular areas in place that need to be respected in order to achieve efficiency in studio habits and producing good art.
Include thoughts about your philosophy, your personal and professional goals, and your evolving belief of your students, classroom management, planning and assessment?
I have learned that I am thorough, detailed, persistent, and relatable. One of my biggest fears with going into the High School classroom was that students would lack respect for me and my input, but I doubted myself and how I am able to allow room for fun and positive relationships while motivating students to excel at their work. This experience brought me back to reflections on my own high school student memories and how art truly was an outlet from many things in my life. I want students to really feel that sense of passion solely for art and making beautiful and unique perspectives from visual imagery, as a way to appreciate life and the ability to excel at craft and skill. Professionally, I would like to evoke a sense of excitement and positivity from students, giving them projects that they will want to participate in and willingly do outside of school. I belief students minds are so malleable that their feelings and emotions towards school teeter a fine line, and that not all projects are going to be amazing and excite students. I believe consistency in management and routine is important to have, especially in a studio setting where the environment has rules and particular areas in place that need to be respected in order to achieve efficiency in studio habits and producing good art.