Core Commitments
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Every student is a unique, valued, three-dimensional individual who should be treated with respect and understanding.
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Every student is an artist and deserves to develop the confidence and freedom to create and explore.
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As a teacher I will try my best to be open and honest with my students. I will make mistakes, and I aim to own up to those mistakes, just as I expect my students to.
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As a teacher I will prioritize teaching art that is relevant and diverse. Every student deserves to see themselves reflected in the art world.
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Learning is a two-way street. While I expect my students to learn from me, I also will learn from my students.
Classroom Dynamics Guide
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Just as we care for each other, it is important to care for our materials and space. We will all do our part to help get ready and clean up.
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In this classroom there is room to fail and make mistakes. Together we will learn and try again.
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We all have bad days, but we can all do our best to come to the art classroom with an open mind and good attitude.
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Experimentation is encouraged. We will work together to find mediums and practices each student enjoys.
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There is no room or toleration for racism or prejudice of any kind. Everyone will be accepted and welcomed as they are.
Elementary Art Curriculum (ARED 6350S)
The following work includes a unit plan, lesson plan, curriculum map, case study and written response created during the Elementary Art Curriculum course at the University of Georgia. This class both offered classroom instruction and practical experience in an elementary art classroom.
Unit Plan
The following unit plan focuses on the theme of Lost & Found. This is explored over the course of three art experiences. Students will explore how everyday objects develop value and meaning and can be transformed into art. Students will study of contemporary artists such as Rose Salane, Lenka Clayton and Daniel Lind-Ramos. Aimed for 5th graders, this unit includes a detailed lesson plan, relevant National Visual Art Standards and a focus on enduring understandings and classroom experiences.
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TAPS Standard 1 - Professional Knowledge
The teacher demonstrates an understanding of the curriculum, subject content, pedagogical knowledge, and the needs of students by providing relevant learning experiences.
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TAPS Standard 2 - Instructional Planning
The teacher plans using state and local school district curricula and standards, effective strategies, resources, and data to address the differentiated needs of all students.
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TAPS Standard 5 - Assessment Strategies
The teacher systematically chooses a variety of diagnostic, formative, and summative assessment strategies and instruments that are valid and appropriate for the content and student population.
The above TAPS Standards can be seen throughout this unit plan through it's focus on higher-level thinking skills for students, as seen in TAPS Standard 1. The unit also aims to provide clear instruction for all students, including differentiated instruction, and assessment goals that focus on individual students needs and strengths as seen in TAPS Standards 2 and 5.
Lesson Plan
I had the pleasure of spending eight weeks at a local elementary school over the course of the semester. There, my partner and I got to develop and teach a lesson to a 4th and 5th grade class. This lesson was developed with an aim to keep engagement high and focus on contemporary art and practices. Specifically, this lesson focused on experimentation and craft, as the students got to explore the art of leather marbling. ​
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TAPS Standard 1 - Professional Knowledge
The teacher demonstrates an understanding of the curriculum, subject content, pedagogical knowledge, and the needs of students by providing relevant learning experiences.
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TAPS Standard 2 - Instructional Planning
The teacher plans using state and local school district curricula and standards, effective strategies, resources, and data to address the differentiated needs of all students.
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TAPS Standard 3 - Instructional Strategies
The teacher promotes student learning by using research-based instructional strategies relevant to the content to engage students in active learning and to facilitate the students’ acquisition of key knowledge and skills.
These standards are seen throughout this lesson through it's connection to content with real-world experiences and applications as stated in TAPS Standard 1. It also contains detailed instruction that allows for practice, pacing and transitions, as well as engages students in very active learning as evidence in TAPS Standards 2 and 3.
Curriculum Map
The following curriculum map lays out a possible year long plan for a 5th grade class. With a focus on the different forms art can take, this map allows for exploration, experimentation, student choice and in depth studies of different mediums and contemporary artists.
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TAPS Standard 1 - Professional Knowledge
The teacher demonstrates an understanding of the curriculum, subject content, pedagogical knowledge, and the needs of students by providing relevant learning experiences.
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TAPS Standard 2 - Instructional Planning
The teacher plans using state and local school district curricula and standards, effective strategies, resources, and data to address the differentiated needs of all students.
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TAPS Standard 5 - Assessment Strategies
The teacher systematically chooses a variety of diagnostic, formative, and summative assessment strategies and instruments that are valid and appropriate for the content and student population.
The above TAPS Standards can be seen throughout this curriculum map through it's expectations of students using higher-level thinking skills as mentioned in TAPS Standard 1. The map also aims to develop plans that are clearly logical and sequential, and assessments that involve students in setting goals and progress as seen in TAPS Standards 2 and 5.
Case Study
During my time at the elementary school, my partner and I gathered insights and observations from the classroom to develop a case study that addresses the needs of students. Our focus was on the disparity between focus and engagement on the basis of gender. We observed that in the 4th and 5th grade classes, male students tended to suffer from lower engagement and interest in art. We worked on developing teaching strategies to help bridge this divide.
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TAPS Standard 3 - Instructional Strategies
The teacher promotes student learning by using research-based instructional strategies relevant to the content to engage students in active learning and to facilitate the students’ acquisition of key knowledge and skills.
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TAPS Standard 4 - Differentiated Instruction
The teacher challenges and supports each student’s learning by providing appropriate content and developing skills which address individual learning differences.
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The case study uses a variety of research-based instructional strategies and research as laid out in TAPS Standard 3. It also provides options for differentiated instructional content, process and products as mentioned in TAPS Standard 4.
Written Response to NAEA Webinar
During this course, we were encouraged to join the National Art Education Association. As members we have access to many relevant and engaging webinars. This paper is in response to the 2019 webinar Solutions for Using Art to Teach Writing Skills: Integrate Literacy and Art Like a Pro! In this webinar the speakers discuss the value using art education to build reading and writing skills.
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TAPS Standard 9 - Professionalism
The teacher exhibits a commitment to professional ethics and the school’s mission, participates in professional growth opportunities to support student learning, and contributes to the profession.
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Through these written responses, we were able to participate in ongoing professional growth activities as well as engage in activities outside the classroom that help build school and student engagement as mentioned in TAPS Standard 9.