Curriculum Map
Illinois Professional Teaching Standard 3 - Planning for Differentiated Instruction – The competent teacher plans and designs instruction based on content-area knowledge, diverse student characteristics, student performance data, curriculum goals, and the community context. The teacher plans for ongoing student growth and achievement.
description
This is a curriculum map I created which spans four semesters, two for seventh grade and two for eighth. My goal was to introduce students to new, artists, and artwork throughout the four semesters while allowing students to gain a strong basis for artistic skills. Students will gain more traditional art-making skills like value, color theory, proportions...etc and slowly work into more non-traditional mediums and projects towards the end of their middle school art career. I am hoping to address the developmental challenges middle school artists face in the curriculum to allow them to feel celebrated in (and outside) the art classroom.
Rationale
A big decision I made was to have students base their projects in their lives. Students will pull from subject matter they are familiar with and hopefully more comfortable with. Each semester builds on the last. For example, in seventh-grade students spend the first semester working with themselves and their personal identity, and the second semester is based around their family and culture. My hope is to allow students to pull from their day to day life and that that will allow students to become more engaged with the lessons and art-making process. My hope is this will also build a classroom culture and allow students from a variety of backgrounds and experiences to feel accepted, valued, and seen.
309 Unit plan
Illinois Professional Teaching Standard 5 - Instructional Delivery – The competent teacher differentiates instruction by using a variety of strategies that support critical and creative thinking, problem-solving, and continuous growth and learning. This teacher understands that the classroom is a dynamic environment requiring ongoing modification of instruction to enhance learning for each student.
Illinois Professional Teaching Standard 7 - Assessment – The competent teacher understands and uses appropriate formative and summative assessments for determining student needs, monitoring student progress, measuring student growth, and evaluating student outcomes. The teacher makes decisions driven by data about curricular and instructional effectiveness and adjusts practices to meet the needs of each student.
Description
This unit plan was written with my future student teaching placement in mind. While as of yet, student teaching is about a year away. My hopes are that I will be placed in a CPS school. When writing this unit plan, I was heavily inspired by the works of Sabeena Karnik and the concept of typography. I was also conscious of the lack of materials that might be available for students in CPS.
Rationale
This unit plan is heavily inspired by the paper quilling art typographer Sabeena Karnik creates. It is my home this unit that is based around typography and identity will spark students' engagement in the art classroom as both of these concepts are accessible for these students. It also serves as a way to open the "what is art?" discussion with the classroom. My home is that my future students will be pushed in their artmaking process but will be actively engaged and excited for the projects throughout this lesson.
Below is my art example for this unit, to the right are all the supplemental materials I plan to implement throughout this unit.
TEaching Philosophy
7M: articulates a logical rationale for the role of the visual arts in the school curriculum, including philosophical and social foundations
for visual arts education.
Description
I have placed my teaching philosophy to the right of this in the box titled 'evidence'.
RAtionale
My teaching philosophy provides the value I hold in my future classroom expectations and my students. The importance of the presence of visual arts in schools and how I plan to shape my curriculum and best serve my students' needs.
Evidence
I believe that every student has the potential to gain something out of being present in the art classroom. Every student brings something new to the classroom and not only can their peers learn from them but so can I. I feel that art is so powerful and teaching art is an honor. My goal is to give students a space to express themselves and give them freedom to respond to their lives while building a strong basis in artistic skills and knowledge. I plan to surround my student with diverse artworks, art projects, and artists and teach with a strong mindset in regard to visual culture. I hope to show students artists, they can resonate with and relate to in some way shape, or form. Above all, I will to give all my students a space that is for them to be accepted, acknowledged, and heard.
PAL 1
Illinois Professional Teaching Standard 9 - Professionalism, Leadership, and Advocacy – The competent teacher is an ethical and reflective practitioner who exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession.
To the left and below are images taken from the MOMA and MCA websites in which I have gotten access to online gallery spaces, lectures, and courses.
Description
While I would have loved to attend lectures and discussions on/ near campus, the shelter in place really did flip the semester around! One thing I have been very gracious of is museums such as the Museum of Contemporary Art (MCA) in Chicago and the Museum of Modern Art (MOMA) in New York for opening their resources to the public. I have been looking on their website for new and interesting online "classes" and readings to boost my skill set as a future art educator. I think that this opportunity is available is wonderful and allows the power of art and art education to be visible in a truly crazy time.
RATionale
Both the MCA and the MOMA offer wonderful resources. As an art educator, it is nice as some of the content is rather familiar, but there is a shift in some of the courses available such as "Fashion as Design" and "Museum Teaching Strategies" that the MOMA offers. These are wonderful courses that are free and open to the public (but you can pay for a course certification). The MCA of Chicago has opened up a section of the website "The Commons Online" which has also been a great tool. There are studio tours from a variety of artists, virtual galleries, at-home projects, and more. Both of these websites offer great at-home tools to further involvement in the visual art field in a very accessible way.
PAL 1
Illinois Professional Teaching Standard 9 - Professionalism, Leadership, and Advocacy – The competent teacher is an ethical and reflective practitioner who exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession.
DEscription
Throughout the shelter in place, I have found myself reading a lot. I am very thankful to have checked out the book Drawing Blood by Molly Crabapple before the libraries had closed. This book is a wonderful memoir about artist and writer Molly Crabapple.
An image from the book (pg 319)
RAtionale
This book follows the life, and artistic journey of Molly Crabapple. She has a permanent collection at the Museum of Modern Art (which I would love to get the opportunity to see). Her work is very fluid and the book itself is filled with her pen, ink and watercolor images throughout the text. This book is very raw and explains some biographical details to why she became an artist and some subjects that reoccur/ the finds value in. This is a first hand novel that touches on Crabapple's value and purpose in art and how her style and appreciation for art has evolved over time.
The cover of Drawing Blood by Molly Crabapple
PAL 2
Illinois Professional Teaching Standard 9 - Professionalism, Leadership, and Advocacy – The competent teacher is an ethical and reflective practitioner who exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession.
7N: advances his or her knowledge of current developments in the field by participating in professional development activities (e.g., coursework, professional organizations, and workshops).
Description
Over winter break, my friend (Anandita Vidyarthi) and I, decided to put our heads together to create a gallery space with our friends' artwork in a variety of mediums. There was no theme for this show as we really tried to work out the kinks and are in the process of making this a semi-annual art gallery to showcase works from a variety of artists. It was a really great experience getting to curate and organize an art show and I learned a lot and look forward to this being a reoccuring event!
RAtionale
On top of putting the show together, there was a day dedicated to art-making. I reserved a room at a local public library to set a space aside for an art-making party. On the day of the art show, we had the gallery at The Yellow Compound in Oak Park. We did only have access to space for one night, but we had an opening ceremony with snacks and music and a great opportunity for everyone to walk around and see all the work. I compiled an artist biography as well as contact information (such as art social media accounts) for artists to connect and contact one and other even after the show. It allowed me to put a show together that fit the space we had. I also gained a lot that I can use in future years in the classroom, as well as skills to keep in mind to make future shows better than the one prior. We are currently trying to put together a virtual art summer gallery in June!
(Left) works done by Celeste Gonzalez-Belobradic
(Above) one of my artworks in the show
(Right) weaving work done by Alexis Woo
PAL 2
Illinois Professional Teaching Standard 9 - Professionalism, Leadership, and Advocacy – The competent teacher is an ethical and reflective practitioner who exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession.
7N: advances his or her knowledge of current developments in the field by participating in professional development activities (e.g., coursework, professional organizations, and workshops).
DESCRiption
Throughout this semester, prior to shelter in place, I worked with Illinois Art Station doing projects with students at Sarah Reymond and Milestone Early Learning.
RATIONALE
This was an incredible experience and I truly love working for Art Station. I worked with students ages 3-5 making a variety of art projects. On Thursdays, I would work at Milestone with students who are on the spectrum. The focus of this time was to give them creative space and try to retain attention in an activity for the 20-minute increment. This was wonderful as I became more experienced in adapting materials and lessons to fit the variety of needs in the class.
Below are two images are taken from a felt monster project I got to do with kids at Sarah Reymond. Below are two selected students who were both 4 years old. I love the vast difference between how the two students (and other students) approached the making of the monsters.
