ART 211: Media, Techniques, and Inquiry for Secondary Schools
Studio Assignment
IPTS (2013) STANDARD 2 – Content Area and Pedagogical Knowledge: The competent teacher has in-depth understanding of content area knowledge that includes central concepts, methods of inquiry, structures of the disciplines, and content area literacy. The teacher creates meaningful learning experiences for reach student based upon interactions among content area and pedagogical knowledge, and evidence-based practice.
Description: Included here is my artwork example and artist statement from my unit. My artwork example is a distorted self-portrait and is based off of a photo of myself and grids. I created my artwork example with pencil and sharpie. My artist statement describes and explains my artwork example, as well as talks about my thoughts on my unit’s big idea and the inspirations behind my artwork.
Rationale: My artwork example was cleanly drawn with pencil and outlined with sharpie. My artwork example demonstrates craftsmanship in how there are no remaining pencil lines showing, there are only sharpie-outlined contour lines. My artwork example illuminates distortion in how the sunglasses are stretched, the eyes are squished, and the nose is elongated. My artist statement is well-written, detailed, and it clearly describes my artwork example, shares my artistic motivations behind my artwork example, and communicates the influences I had for my artwork example. My artist statement helps readers understand my artwork example and the social context of it.
Unit Plan
IPTS (2013) STANDARD 1 – Teaching Diverse Students: The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop and learn within the context of their social, economic, cultural, linguistic, and academics experiences. The teacher uses these experiences to create instructional opportunities that maximize student learning.
Description: Included here is my unit plan on distorted self-portraits. In this unit, I teach students about image vs. reality, distortion, and how to make a distorted self-portrait. To teach students these things, I created presentations and lecture and demonstration videos.
Rationale: In my distorted self-portraits unit, I want students to learn that not everything they see is reality and that internet and technology has played a large role in making things appear not as they really are. I want students to think critically about images and the truthfulness behind them. I want students to think about self-image and learn not to be comparative to images they see on social media because distortion is a common attribute of many of them. In this unit, students will learn how to use distortion in art and how to specifically distort a photo of themselves to understand how easy it is to construe an image for a purpose.
Studio Assignment Assessment
IPTS (2013) STANDARD 7 – Assessment: The competent teacher understands and uses appropriate formative and summative assessment 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: Included here is my unit’s formative assessment and rubric. The formative assessment is a written-response form that asks students to critique their distorted self-portraits. The rubric breaks down how I will grade students based on the completion of their distorted self-portrait, on the craftsmanship of their distorted self-portrait, and on the completion of their formative assessment. I am able to grade students’ distorted self-portraits virtually by having them share with me a photo of their distorted self-portraits in a shared class presentation.
Rationale: For this unit, I assess students formatively at the end because my formative assessment is reflective based. I give students the opportunity to complete their distorted self-portraits and evaluate them critically once they are completed. I also assess students summatively at the end of this unit when students’ distorted self-portraits are complete, so that students have ample time to work on their compositions and are able to see their peers’ distorted self-portraits while working.
Artist Handout and Presentation
IPTS (2013) STANDARD 6 – Reading, Writing, and Oral Communication: The competent teacher has foundational knowledge of reading, writing, and oral communication within the content area and recognizes and addresses student reading, writing, and oral communication needs to facilitate the acquisition of content knowledge.
Description: Included here is my artist handout and a corresponding presentation for my unit. My artist handout is on an artist who works with distortion, Tschabalala Self, and it provides information about her and her work according to the Conceptual Frameworks and the Frames. My artist handout also references other artists who work with distortion such as Caroline Westerhout and Sakir Yildirim. My presentation for my unit makes mention of the artists included in my artist handout and covers the various points of my unit.
Rationale: On my artist handout, there are many questions about the artists in relation to the Conceptual Frameworks and the Frames. The questions force readers to think critically about who my artists are, what my artists’ work means, and the cultural-societal implications of my artists’ work. Some questions are also comparative and have readers assess how distortion is used differently by artists. My presentation highlights my artists in order to expose students to the many types of artists who all work with the subject of distortion and to how distortion in art can be used to create many meanings.
Professionalism, Advocacy, and Leadership (PAL’s)
IPTS (2013) 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.
PAL 1's
Description: For a PAL 1, I attended Kristy Luck’s lecture, which was held as part of ISU’s Wonsook Kim School of Art Visiting Artist Lecture Series. Kristy Luck is a painter that grew up in Illinois and now works as an artist in California.
Rationale: Kristy Luck’s paintings draw from Surrealism and are based upon improvisation. Kristy Luck is constantly working and never completes one painting at once. I enjoyed learning about Kristy Luck’s work and relating it back to my knowledge of Surrealism. I found it fascinating that movements from decades ago are still inspirational for artists today. As a teacher, I will teach students about the various art movements from history and I hope that students fall in love with one as Kristy Luck did with Surrealism.
Description: For a PAL 1, I attended Tiffanie L. Beatty’s lecture, which was held as part of ISU’s Wonsook Kim School of Art Visiting Artist Lecture Series. Tiffanie L. Beatty is both a poet and an artist.
Rationale: Tiffanie L. Beatty’s projects revolve around social activism and social justice. She is part of many social justice programs and has a clear passion for the work she does. I enjoy how Tiffanie L. Beatty incorporates social topics into various art forms and it is inspirational what a strong impact her work and corresponding messages has on viewers. As a teacher, I will encourage adding meaning and purpose to art as Tiffanie L. Beatty does.
PAL 2's
Description: For a PAL 2, I had a painting and corresponding take-home painting kit featured at a Spring Art and Crafts Sale at an art studio in Sandwich, Illinois. I work and help teach at the art studio, The Petite Palette, over breaks and the owner decided to make a sunflower painting lesson I made into a take-home kit for students since the studio has had to limit classes due to COVID-19.
Description: For a PAL 2, I showed an artwork I made at an exhibition sponsored by the Geneva Foundation for the Arts (GFA). The artwork I chose to show is a watercolor and colored pencil depiction of colored glass and fabric.
Rationale: I had created this painting lesson a while ago, but I was happy to see it made it into a kit for students to do on their own. Having access to art at home is so valuable for students because it furthers their interest in art and pushes them to explore outside of school. Art kits are a great way to bring art into students’ home life because they include supplies students may not have and also a lesson that students can execute when they are on their own.
Rationale: I chose which artwork to show based on the amount of detail and time I put into my chosen artwork. In the artwork, I focused on blending the watercolors seamlessly and on creating the illusion of transparency within the colored glass. Because of how proud I am of this artwork; I am happy I got the opportunity to have it shown.