Tasha's+field+experience

Autobiography

When I was a little girl, I would come home excited to tell my mom what I learned in class. I would teach it to my little brother and sister whether they wanted to hear it or not. I loved to share my knowledge. When I reached junior high, I started babysitting my best friend’s little brother. One of my fondest memories is the day I taught him to fish, and I do not even like fishing. The way kids light up when they are learning something new and exciting is exhilarating. This is true for people of all ages. I have taught ELL courses to adults and tutored high school students; the excitement never leaves that people feel when they grasp something new and interesting. It is contagious.

Additionally, I grew up in small towns in Minnesota and Indiana. The class sizes I experienced were normally under one hundred students. I believe moving to new schools is how I came to love art. The first time I moved I was in the third grade. I was coming from a school in Lynd where I had only eight other classmates. Orono, my new home, was a very large school, my largest school by hundreds of students. I only attended there for a year and a half, but I felt lost for the entire stay. The only classes I felt comfortable in were Performing Arts and Art. I think this had more to do with the teachers’ methods of inclusivity and appreciation of //fun-having// than any inherent gifts I had; I definitely am not the best actress. When I moved to Indiana, it was a similar story. There were only eighty students, but it was hard for me to break into their tight-knit circles. Some of the best friendships I have were formed in the art room. I was more comfortable in that room with those teachers than anywhere else but home. I was a very serious student and still am, actually. The art room was my place to experiment with materials and have fun.

When I moved back to Minnesota during my Junior year, I found myself temporarily friendless again. I decided to take PSEO classes and work a significant amount of time outside of school. I felt disassociated from school. My senior year, however, I took a ceramics throwing class. No previous art teacher had ever been able to teach me to throw ceramics on the wheel. This particular art teacher let me come in on her free hour and sometimes stay after school, so I could work with the intermediate level as well. It was therapeutic and fun.

I fell in love again with art at the college level when I was introduced to art philosophy. I was challenged to explore myself, materials, and subject matter even more. More importantly, I was forced to articulate how I felt about art in academic terms. I was also exposed to hundreds of artists and artistic styles and opinions, past and present.

When it came time to decide what to do with my life, it did not take me long. A lot of my most influential people have been my art teachers. The art room is where I was most comfortable for a big part of my life, where I made friends and had fun learning and creating. Making art is therapeutic, talking about art is fascinating. This is what I want to bring as a teacher and why I chose my career path.

Journal 1 Orientation I did not get to meet my teacher, Eva Hendrickson, at orientation, but I did get to meet her after school that day. We looked at her class schedule and arranged times for me to come help every week. She was very flexible. We decided on Monday and Wednesdays, so I have since been to help once on Wednesday. I am there for hallway duty through six periods, lunch, and seventh period. This includes all 120 of her students, 13 of which have IEPs. Most of these are minor vision impairments and insevere cases of ADD. 2 have autism and require a helper that comes to class with them and helps them with their assignments. They are in the same class, so they share a helper. I asked for sheets with names and pictures, but there quarter is almost over. The next time I come in she will have a whole new set of students, so she is going to give me more specific information about them when she gets it, including IEPs, names, and pictures. She does not have a text book, although she has many Art books around the class room for students to use. I looked at those. Also, she gave me example sheets for her starter activities and a couple grading rubrics. I had met Becca, my co-teacher, at orientation that day and had discussed our schedules. She had already met with Eva. We looked at Eva’s plans for the next semester and arranged a time that would work for all three of us for me and Becca to teach and what she wanted us to cover. We agreed on a contour and gesture assignment that will build on the color theories that Eva will have been teaching them. It will cover four days, including some co-teaching and some not. The date is still a little tentative, based on how fast she goes through her proceeding lessons, but we are figuring it out. Journal 2 I have already gone over what my interview with my teacher was about, but I will go into some more specifics. Eva was an elementary teacher for 14 years; this is her first year as a middle school teacher. She is teaching seventh grade and has 120 students. I am going to be getting more specific data on IEPS on Monday or Wednesday when she gets her new group of students, but right now she has 13 students with IEPs. Most of these are slight vision impairments solved by having the students sit in the front of the class. There are a few ELL students but they can all read, write and speak English. However, their reading and writing skill level is more at that of a third-grader, so she has to make sure these students either receive verbal instruction as well as written or she makes sure they understand readings. She has two special education students. They have a helper they share that comes in with them and helps them with their work. When in groups, she makes sure to put them in the same group. Her ADD students are her task helpers; she tries to keep them busy. These students and a few others are the most frequent cause of her problems. The class sometimes does group work and she has to work to keep some students on task and from distracting others. She uses a sort of good teacher/bad teacher routine sometimes to keep them focused. She tells them if they behave they will never have to deal with a mean teacher. She also uses the school’s mottos to remind students to keep on track, be responsible, persist, and achieve. One is the Acronym PRIDE, that the whole school uses. The other is the district's art goals. She has these posted in the front of the room and uses the vocabulary to remind students. She also gives clear goals in the form “I can...” on the board at the start of class and gives clear instructions. She gives them a lot of freedom to explore their own ideas for projects. In her Art History assignment she had them do their own research in groups on an art history period and teach it to the rest of the class. She uses both formative and summative assessments. She often has practice exercises in which she uses formative assessments. For the final project she has them self-evaluate themselves. She also evaluates them. These summative assessments are used to create their grades. I believe she said they use MCA II, though I am not sure. I know they have to incorporate reading into all classrooms, something not only Eva railed against but all the teachers in the lounge were railing against. I know she is having them read articles this week for a part of an assignment, so she is making it work.

**Journal 3** I taught 7th grade and I was surprised by how much direction the students still need at that age. Things like putting the caps back on the markers and to not fight over paper need to be stated. Students also have to be reminded frequently to “persist,” as the school says. They tend to get easily confused and distracted. I learned which students needed more encouragement to stay focused. The most challenging part of my first lesson was that it was also my first day with a new group of students. I taught all of the periods and it was the first time that I received a class list, so I did not know any names or personalities. We had class discussions in which students were asked to raise their hand to speak. I was not able to call them by name, but I, thankfully, did not have any problems with them participating in discussion. Next time I will have the class list out in front of me, so that, hopefully, I will be able to call them by name. We related contour drawing with observation skills and good hand-eye coordination as well as good drawing practice. In my later classes I made more time to talk about different tasks that involve hand-eye coordination and observation skills as a class. They told me why this assignment was relevant, which was fun for me. I also talked with my later classes about how we live in a visual world and how there is line everywhere. I used a direct teaching method. I feel this is the teaching method that works best most often in art. Instead of doing a contour demo which not everyone may have been able to see, we chose to do short demos that corresponded with the slides and a better video demonstration. For the last class, my smoothest class, Mrs. Hendrickson and I also did demonstrations on the smart board with the students. I would do this in all my classes if I were to reteach this lesson. We did a lot of formative assessments that day. It was more about getting the idea of observation and blind contour than making pretty drawings. We also challenged them to use only one continuous line to create their drawings. We checked that students were not looking at their hand, that they drew slowly, and that they tried to capture many lines. They turned in their drawings for participation points. I do not think I would modify this, it seemed to work well. The students knew we knew if they were cheating. Ms. Hendrickson was there and helping with classroom management if students became too loud. This is one area I need more experience in, though the students did pay attention and stay on task very well for me. The rowdiest class always seems to be after lunch and even they are not too bad. We used the key words “engage and persist,” as well as the school’s pride poster to remind students to stay on task and be respectful. I do not know what bell work is. Over all, I was shocked at how easy it went for me. It was not stressful or even as big a deal as I thought it would be, which was nice. I was so busy teaching time flew by. I did not have time to be stressed. I also felt like I knew what I wanted to say; I did not forget main points and Becca was there saying anything that I didn’t. It was awesome.

**Journal 4** My second lesson was also about line and observation, this time gesture. It was my second day with this quarter’s students. I taught every period, so it was too hard for me to memorize the hundred some names in one night. I had the class list out in front of me this time during class discussions, but it took me too long to figure out who’s name was who’s when calling on them. I quickly abandoned this approach. While going from student to student during work time I would try to read the name on their miscelleanious stuff and use it then in conversation. This seemed to work better, but I often forgot to do it. Next time I want to make a picture of the seating chart for each class with peoples’ names. That would help me. The nice thing about co-teaching is that I was able to go assist students who seemed lost or non-participitory while Becca addressed the whole class or vice versa. I tried to call on different people during class discussion of the power point in order to involve more students. Next time I will try to ask more questions that will involve all the students. Questions like, “raise your hand if you like blank more than blah” seem to elicit a strong response. Then when I ask “why?” it seems like more students raise their hand again. We used formative assessments again by just going around and checking for participation and understanding. We would help re-explain when neccassary. At the end, we had the students complete 2 final drawings in water colors, which they seemed to enjoy and had them critique themselves based on what we established gesture drawings to be about (capturing movement, showing mass, etc..) We also asked them to reflect on what they struggled/excelled with and answer a question about the different uses of contour and gesture drawings. We used these final drawings and the critique as a summative grade. Something Marti called me out on was the fact that we did not wait for students to quiet down before talking, nor did we give them time to end their conversations. This is a problem that I plan on correcting, possibly using a count-down or some other method. However, students were, for the most part, engaged and productive. I did not employ any discipline methods either days I taught. I’m not sure what disciplinary actions I would take. **Journal 5** This was my final lesson. This lesson was about geometric and organic shape (an enclosed line) and how to use repetition, variety, and movement to create interest (elements and principles), using contour line in a final project, positive and negative space, and complimentary colors. We used direct teaching and teaming for this lesson as well and I think it was effective. The first day they created a shape collage. The second day they used contour line replicate that collage and then used complimentary colors to color it. Originally, I was going to just teach the first day and Becca the second, but time became an issue. I knew it was going to be a close call and the students needed to be done with the collages they made with me in order to make the pastel drawing of it with Becca I had to choose between letting students have five extra minutes to finish their collages or have them fill out my evaluations. I chose to let them finish their project, and almost everyone did. It got better with consecutive classes, as I learned to remind students exactly how much time they had left and where they should be at with the project. Luckily, Becca was more than happy to let me come in and help her teach the second day and we handed out the evaluations then. It would be nice to have longer classes; 40 minutes seems so short! The second day we let the first classes have a few minutes to finish their collages. The later classes completed the evaluations at the end, so it kind of worked out. Time was still an issue, but Eva had already agreed to let the students finish the coloring after break, so they worked up until the end of class. We went around while students worked and helped clear up any confusion, but their final products (the collage and the drawing) were graded summatively. Students were given checklists on which was written what they’d be graded on. I really liked this idea, though the students did not seem to use it much. They seemed to prefer to struggle or ask questions. Some really liked having that visual, though. I did a little better with the names on these days, though not by much. I wish I had had time to come in for a day and play a name game or something. I am awful with names and there are so many! The first day Eva was gone, so I had extra challenges as far as discipline and technology. I did not have a computer to use, so I snuck into the digital design room and made 11x17 posters which I used as picture examples. I walked around the room, so everyone could see and asked students which picture they liked more and why. The question-based learning helped promote participation, but I prefer PowerPoint for visibility reasons. As far as classroom management went, I was rather freaked out Eva would not be there. I think I depended on her to step in if necessary. I think her not being there was actually good for me, though. I was the one who got their attention, dismissed them from class, etc… I did not have any real behavioral problems during these three days, however, except for one student who all of the teachers have been having issues with. He refuses to do anything no matter how much encouragement is given. He ended up walking out of class the first day and making a little bit of a scene, but he is allowed to retire to the media center if need be. There was a sub in the room; she called the office and let them know and I got the students’ attention back on their work. I used the countdown method; it worked pretty well. I did not do this as much the second day; I really think it had to do with Eva being there, not that her presence was not benefiscial.

**Overall Experience**

My overall experience was great! I learned a ton about myself and ways I need to improve, but it also made me feel more comfortable as a teacher. The teacher and students all seemed happy to have me there which was amazing. I am excited to have my own class with my own lessons and classroom management techniques. However, this has also made me more eager for further instruction and planning time. I know I need to learn more about different classroom management techniques, preferably seeing some in action. I also need to watch my nervous habits, such as playing with my hair. I think now that I know that I do it too much, that is something I can work on. I also need to work on time management, though that is something I believe will only improve with practice. Using lesson plans like my first two that have parts that can be easily added or subtracted without sacrificing learning or having the students perform busy work are a great way to work around my inexperience. My third lesson which was less flexible and required the students have a specific amount done by the end of the period was less of a success, especially the first few classes.


 * Task 1. ****Context for Learning Information **

Provide the requested context information for the class selected for this assessment. This format is designed to be completed electronically. Use as much space as needed to respond.

=About the school where you are teaching =


 * 1) Where are you teaching?

___Dakota Meadows (7th grade)_____ Middle school__ __High school__

__Other (please describe)__

There are para-professionals to help students with learning disorders. There are no required curricula, pacing plans, or standardized tests for art. It is considered an exploratory course and only runs for a quarter. The district decided to put learning objectives for each lesson on the board in "I Can" form for the students. They also provide a framework for “studio thinking” and “eight habits of mind.” They are developing craft, engaging and persisting, envisioning, expressing, observing, reflecting, stretching and exploring, and understanding the art world. When teaching, it is good to use this vocabulary to keep students on track by reminding them what they are expected to do and why. This list is located at the front of the room along with a longer description of each. The break down for us goes as follows: The student will understand the following components of the visual arts: Students will understand technical skills of visual arts, such as selecting and using tools and techniques of the medium. Students will understand how audience and occasion affect artistic choices in creation of visual art. Students will use artistic processes to create in avariety of visual art contexts:
 * 1) List any specialized features of your school or classroom setting (e.g., themed magnet, classroom aide, bilingual, team taught with a special education teacher) that will affect your teaching in this learning segment.
 * 1) Describe any district, school, or cooperating teacher requirements or expectations that might impact your planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests.
 * 1) Observe, reflect and understand art world
 * 1) Elements, including color, line, shape, form, texture, and space.
 * 2) Principles such as repetition, contrast, and balance.
 * 3) Styles such as abstract or impressionist
 * 4) Structures such as two-dimensional or three-dimensional
 * 5) Develop Craft
 * 1) Observe, Reflect, Understand art world
 * 1) Envision, Express, Stretch and Explore, Reflect, Engage and Persist
 * 1) Express and communicate ideas using the components of visual arts.
 * 2) Generate ideas for artistic expression in visual arts
 * 3) Make and explain artistic choices in creating visual art
 * 4) Use feedback to revise artistic expression in visual art.

=About the subject area/course you are teaching =


 * 1) What is the name of the course you are documenting? ___Art 7_____


 * 1) What is the length of the course? o one semester o one year x other (describe) ___One quarter. The students actually just started a new semester, so I have just started interacting with these students.__

40 min every day A couple students share a para. Otherwise, no.
 * 1) What is the class schedule (e.g., 50 minutes every day, 90 minutes every other day)?
 * 1) Is there any ability grouping or tracking in mathematics? If so, please describe.

There is no instructional program or textbook. Eva has many art books she uses as sources and for student use. She has a SmartBoard that works most days as well as a kiln room and an extra room filled with art supplies.
 * 1) Identify any textbook or instructional program you primarily use for mathematics instruction. If a textbook, please provide the name, publisher, and date of publication.
 * 1) List other resources (e.g., SmartBoard, graphing calculators, on-line resources) you use for mathematics instruction in this class.

=About the students in the class featured in this assessment =


 * 1) Grade level composition of the class ___7th grade_____


 * 1) Number of:


 * 1) students in the class 35, 36, 37, 38, 38, and 39. 200 total.


 * 1) males __78__


 * 1) _ females ___122___


 * 1) English language learners 0

d. students identified as gifted and talented unknown at this point_

e. students with Individualized Education Plans (IEPs) or 504 plans __6___

-may use the resource room to complete work or assessments in a quiet environment with support, if deemed necessary. -paraprofessional will provide support in classroom to focus and work at a speed close to her peers, may consult with the resource teacher and/or school counselor when she is in need of talking through friendship issues, preferential seating to aid her in attending and concentrating during instruction and work times, directions may need to be restated insure understanding, large assignments may be broken up into smaller segments, may have additional time to complete classroom and homework assignments or have assignments modified, may go to resource room to work and/or take assessments in quieter setting, and may need clarification of instructions she may not understand or have missed due to ADD. ||
 * 1) Complete the chart below to summarize the required accommodations or modifications for special education students or gifted and talented **students that will affect your mathematics instruction in this learning segment**. As needed, consult with your cooperating teacher to complete the chart. The first row has been completed in italics as an example. Use as many rows as you need.
 * ** Special Education Category ** || ** Number of Students ** || ** Accommodations/Pertinent IEP Objectives ** ||
 * OHD-ADHD || 4 || -Preferential seating near the teacher to assist in on task behavior, paraprofessional support to assist with on-task and appropriate behavior, may go to resource room to calm down when anxious or upset, and needs reminders of changes to his schedule.
 * SLD-written language || I || Paraprofessional support available in the classroom to support written language assignments and monitor information processing difficulties in math and reading. ||
 * Vision Impairment /albinism || 1 || Shared para to assist when necessary to meet his vision needs, a monocular, visor, dark lined paper, large print texts, and preferential seating. ||

** Contour Drawing Lesson Plan ** ** 7th Grade ** ** Natasha Haugen ** ** Rebecca Fiebelkorn ** ** 40 min **


 * ** Desired Results ** ||
 * **Relevant Minnesota or Nat’l Content Standards:**


 * Benchmark:** Analyze how the elements of visual art including color, line, shape, value, form, texture, and space are used in the creation of, presentation, or response to visual artworks.
 * Benchmark:** Analyze the meaning and function of visual art.
 * Benchmark:** Create original two and three dimensional artworks in a variety of artistic contexts. |||| **Learning Objective: Key Understanding(s) you intend students to obtain:**

The benefit of not taking your eyes off of an object being drawn in regards to capturing subject matter. The benefit of not lifting your pencil in regards to capturing subject matter. How line weight can be used to create a more interesting drawing The importance of contour drawings in regards to preliminary sketches. ||
 * ** Assessment Evidence ** ||
 * **What do you want your students to __know__?**

What a contour line drawing is. What a continuous blind contour drawing is. What line weight is. What line is. |||||| **What do you want students to be able to __do__?**

Use line to create a contour drawing Use line weight to add interest to a contour drawing. Use a continuous line to recreate an image. Create a drawing without looking at their paper. ||
 * **__Group Accountability (Formative)__**
 * How will you check to see whether your class has met your learning objectives?**

In class blind continuous line sketches of hand. We will look to see if students are picking up their pencils and breaking their line. We will check for improvement between sketches. We will be watching to see if they peek at their drawings. |||||| **__Individual Accountability (Summative)__**
 * How will you check to see if individuals have acquired the knowledge/skills you expected them to learn?**

Final continuous line drawing of toys and other interesting objects.

We will check to see that they are drawing the edges of the objects We will be watching to see if they peek at their drawings too much. We will look to see if students are picking up their pencils and breaking their line. ||
 * ** Learning Plan ** ||
 * **What key vocabulary/language will students need to know to meet the learning objective?**

Contour line (A contour is the line which defines a form or edge - an outline. ) Line (An identifiable path of a point moving in space. It can vary in width, direction, and length. ) Continuous line (A continuous line drawing is a type of drawing that includes continuous contact with the surface of a picture plane that makes enclosed forms and shapes.)

Line weight (Lineweight is a term that describes the relative 'weight' - strength, heaviness, or darkness - of the line against the background or support.) |||| **How will you teach this key vocabulary to enable students to meet the learning objective?**

Verbal explanation and discussion with image examples. Demonstration (video and teacher modeling) Practice and correction Final creative project ||
 * **What is the Essential/Guiding Question(s) for this Lesson? (It should correlate to your learning objective.)**

Does anyone know what contour is? …continuous? …blind? ….line? Why is this technique useful? How/when would you use it? Would preliminary sketches make for a better final product? How might we make some of our lines more interesting (referring to line weight) Why would being able to not look or pick up your pencil be beneficial (in reference to time) |||| **How will you differentiate for all the learners (ELL, Sp. Ed., poverty, gifted, etc.) in your class?** There are no ELL students, although we have included picture examples for every slide for our non-reader and for future ELL students. Our visually impaired students sit in the front. One student has albinism and will be viewing our slide and clip on his Ipad.All other materials will be provided for the students. Different drawing materials could be provided in the future if a student suffered an allergy. There will be visual and audio aids, as well as hands-on activities. We will push more advanced students to experiment more with line weight and students with emotional problems who have been approved to leave the classroom when necessary are located by the door. There are also a couple paras to help students with learning disabilities. ||
 * Differentiation Options: questions, stems, sentence frames, strategies, etc.**
 * **Materials/Resources Required:**

Paper bags. Pencils Markers Paper Toys and other interesting objects Students Computer and projector || -tell you what line is. -tell you what a contour drawing is. -tell you what a blind continuous line drawing -use a continuous line to create a contour drawing. -use observation to draw a subject, looking only at that subject. - tell you what line weight is. -use line weight to make a work more interesting. || (What will you do? What do you expect students to do? Include set induction and closing.) || ** Time Allotment ** || Toys, markers, paper bags, and paper will be set on the main big table for student use. Objectives will be written on the board in “I can” form. || Pre-class || We will discuss line, then contour line, then line weight. Questions will include: What is line (an element) How will changing line weight affect your picture? Say you have two drawings of the same image. Both are the same except one plays with different thickness of line. Which one do you think will be more interesting? We may draw a picture of two apples on the board. Why do you think people make continuous line contour drawings? What would the benefit be of not picking up your pencil? (speed) What do you think the benefit of drawing a blind contour drawing is? (keep your eyes on the subject results in speed and better observation.) Do you think you are better observing your subject if you keep your eyes on it? How might people use contour drawings? (practice, preliminary sketches, observation skills) || 8 min || We will have one student from each table go get 2 markers and 2 paper bags and 2 pieces of paper. The students will be instructed to place their paper inside the paper bag. Their drawing hand will also go inside the paper bag. Their other hand will be placed flat on the table. They will be instructed not to look at the paper in the bag. They will begin drawing their other hand using one line (continuous line drawing.) They will be told to draw as much of their hand as they can using one continuous line. They will have 2 minutes. We will be walking around the room helping those who are stuck, encouraging students to persist, and reminding them only to draw the outlines and edges. || 4 min || Let students compare their drawings with their neighbors. Then demonstrate for students how to move your head with your eyes and make your hand follow at the same speed and direction as your head. Also show how to turn the marker to make thicker lines. Half of the class will watch Tasha. One half will watch Becca. || 3 min || Students will be instructed to try again, this time trying to move the marker at the same speed as their hand. Students that finish early or seemed to have done well the first time will be encouraged to experiment with line weight. || 4 min || Students will be informed this will be their final sketch and that they will have 10 minutes and that they should persist (school word) and draw for the whole time. They will select an item from the table of toys to draw. They will not be required to cover their hand with the bag this time, but they will be instructed to look down as little as possible. It is about observation. || 10 min || ** Gesture Drawing Lesson Thursday Nov. 17, 2011 ** ** 7th Grade ** ** Rebecca Fiebelkorn ** ** Natasha Haugen **
 * **Learning Objectives for Students**
 * I can:**
 * **SCHEDULE OF ACTIVITIES** ||
 * ** Method/Strategy **
 * Set-up :
 * Warm-up drawing: using a continuous line, draw your favorite animal. If you pick up your pencil, put it back down where you left off. || 3 min ||
 * Video demonstration of contour line drawing followed by a short discussion: what do you think a contour line drawing is? What did the artist do? How did he start? || 4 min ||
 * Power Point/discussion of vocabulary with picture examples.
 * First sketch (blind continuous line drawing)/ discussion
 * Discussion: How did it go?
 * Second sketch:
 * Final sketch:
 * Cleanup || 3 min ||

Direct Instruction: We will teach them the vocab, show them how to make a contour drawing, practice making a contour drawing, then they will make a final contour drawing. |||| **Co-teaching Strategy** Teaming - Thank you for complimenting them as they draw - sometimes this is the only kind word they will hear in their entire day. What persistent and focused individuals.
 * ** Desired Results ** ||
 * **Teaching Strategy**

You're both quite good at coaching them in the process. You compliment them well, you show them potential pitfalls/errors they could make and, giving them freedom to make mistakes, allow them to grow in a safe community. ||
 * **Relevant Minnesota or Nat’l Content Standards:**


 * Benchmark:** Analyze how the elements of visual art including color, line, shape, value, form, texture, and space are used in the creation of, presentation, or response to visual artworks.
 * Benchmark:** Analyze the meaning and function of visual art.
 * Benchmark:** Create original two and three dimensional artworks in a variety of artistic contexts.
 * Benchmark:** Analyze and interpret a variety of artworks using established criteria. |||| **Learning Objective: Key Understanding(s) you intend students to obtain:**

How gesture drawing is important/useful in regards to capturing a figure or object in a given time constraint. great. That they are capturing a figure or object based on what it’s doing, not what it looks like. This is a "know." The difference between gesture and contour drawing (contour being more interested in appearance and gesture being more involved with movement) This is a "know." ||
 * ** Assessment Evidence ** ||
 * **What do you want your students to __know__?**

What gesture drawing is. The importance of observation This could be an "understand." You could state it as, "How observation affects what one can express in Gesture Drawings." How to make a gesture drawing. |||| **What do you want students to be able to __do__?**

Make a gesture drawing where the subject's movement/action is evident. Make a gesture drawing without looking down very often. Did you talk about 'not looking down often?' Strive for continuous pencil movement. I didn't hear you talk about "continuous movement." You talked about line, shapes to use in order to 'fill in' and making the drawing quickly, but not about continuous movement or how it relates to the successful completion of a Gesture Drawing.

While student teaching and for your TPA (Teacher Performance Assessment), you'll have to prove how your lesson (activities, plans, assessments) bring about your students' abilities to do what you've said they're going to do. If you say that students will be able to "do" something or "know" something or even "understand" something and then do not address it in your lesson, you'll have to justify why, what changed, etc. in order to make up for what was missed. If you're going to include it as a "Students will be able to...," make sure it's addressed in your lesson and that you have a way to measure that they can (assessment). ||
 * **__Group Accountability (Formative)__**
 * How will you check to see whether your class has met your learning objectives?**

We will have practice sketches that we will observe and help students improve. Yes, you did this. We will look for continuous, rapid pencil movement. - again, I did not hear you mention 'continuous movement.' We will check that their eyes are mostly on their subject and not the paper. - did not hear you mention keeping your eyes up on the subject. We will check that they are capturing movement rather than appearance. Yes, you spoke often of capturing movement.

"You seem to be getting the idea for the most part." "I'm impressed with this class." Remind them of what the idea is as you compliment them. Tell them, "I'm seeing you capturing the motion of the subject." "I see you working quickly to capture the general idea, not the realist detail of the subject." |||| **__Individual Accountability (Summative)__**
 * How will you check to see if individuals have acquired the knowledge/skills you expected them to learn?**

Self-evaluation of works:

They will discuss what they did successfully and unsuccessfully. They will decide what drawing best exemplifies gesture drawing and how (checking understanding of vocab and technical skill).

Will you give them a set of criteria for this self critique? Will they be able to check off what they have done successfully and what they may still need to work on? What will be their guide for conversation around this topic?

. ||
 * ** Learning Plan ** ||
 * **What key vocabulary/language will students need to know to meet the learning objective?**

Gesture. -A quick method of representing a sense of Movement and an object’s weight and mass with As few marks as possible. - I'm not sure it was clear that I should make as "few" marks as possible.

Contour, line, line weight (review) |||| **How will you teach this key vocabulary to enable students to meet the learning objective?**

We will build on the use of line in capturing an image. We will compare gesture to contour (which they will have just learned). We will have a video demonstration and examples. They will have formative practice with different materials and subjects. ||
 * **What is the Essential/Guiding Question(s) for this Lesson? (It should correlate to your learning objective.)**

What is the purpose of gesture drawing? How can emotion be shown using gesture drawing? How might gesture drawing be useful for capturing a subject in motion or about to move? How does gesture differ from Contour, what are they trying to capture about the subject? |||| **How will you differentiate for all the learners (ELL, Sp. Ed., poverty, gifted, etc.) in your class?**
 * Differentiation Options: questions, stems, sentence frames, strategies, etc.**

There are no ELL students, although we have included picture examples for every slide for our non-reader and for future ELL students. Our visually impaired students sit in the front. One student has albinism and will be viewing our slide and clip on his Ipad. All other materials will be provided for the students. Different drawing materials could be provided in the future if a student suffered an allergy. Good point (ha ha). You didn't have to include this...but it was a great thought. There will be visual and audio aids, as well as hands-on activities. We will push more advanced students to experiment more with mass differentiation If you're going to say this, make sure you do it (getting you ready for the TPA) and students with emotional problems who have been approved to leave the classroom when necessary are located by the door. There are also a couple para-professionals to help students with learning disabilities I did not see the paras. Are the absent today? ||
 * **Materials/Resources Required:**

Pencils Paper Objects Model(s) Water colors Slide show and movie http://www.youtube.com/watch?v=eRTqpJMs98E Projector, screen and computer. || -tell you what a gesture drawing is -tell you the difference between gesture drawing and contour drawing. - use observation skills to make a gesture drawing. - use gesture drawing to capture the mass, proportion, and motion of a subject. -self critique my work based on what I know about gesture drawings. || (What will you do? What do you expect students to do? Include set induction and closing.) || ** Time Allotment ** || Draw a person dancing. || 2 min - You asked them to draw for five minutes instead of two. What brought this change?
 * **Objectives for Students**
 * “I Can:”**
 * **SCHEDULE OF ACTIVITIES** ||
 * ** Method/Strategy **
 * Warm-up:

How did this initial activity relate to today's work? ||
 * Re-cap: what is contour, line, line weight? || 2 min - Do you see how they __want__ to get it right? The __want__ to have the right answer for you. They care whether or not they are impressing you. This is fun, isn't it?

Great give and take between the two of you asking and answering student questions. || What do you think Gesture Drawing is? What does the word “Gesture” imply (looking for the answer motion). We will go over definition. How does that differ from contour drawing? Why do you think people make gesture drawings? (capture subjects quickly, practice, stylistic preferences) Then we will go over 4 steps to making a gesture drawing (one of us will lead the powerpoint, the other will give a demo on the board): -observe -find the line -draw contours -add mass || 6-10 min
 * PowerPoint:

Example of Gesture Drawing (Tash reiterates the 'outline' and 'closure' needed for contour lines)

Notice

As you let them know what the difference between gesture and contour drawing is, how might you engage students in conversation (with you or with one another) that would help them relate this concept to their lives?

Could one of you remain at the front of the room and one stand somewhere else (not a "have to")? This might divide students' attention between two location points in the room. You can capitalize on the fact that there are two of you.

Could you have asked students to look at some pictures and identify where the "subject" line would be?

I think I understand the use of line as the subject or main starting point of my drawing for the first time in my life. these students should know how to use line as subject to indicate gesture. This was very clearly communicated.

. ||
 * Video demonstration || 2 min

I'm supposed to pay attention to how fast the artist draws his gesture drawing. Is there anything else that I am supposed to focus on as the video is shown? If so, I missed it? || One student from each table will get pens or and paper. Students will be told they will use pen to draw the first model. They must draw quickly in order to get their subject down. Their pen/marker should be continuously moving and they will not be able to erase. || 2 min
 * Prep/instructions:

All students walked up. I love how plans change as you go/you learn how the cooperating teacher does things and so adapt. || We will be reminding them to keep their pen/marker moving, look for line and add mass. || 30 seconds. || Did you finish? Do you maybe need to use time better? Did you show mass, movement, proportion? We will inform them that they will get to try again for the same amount of time. || 1 min ||
 * Sketch one (pen/marker): 30 seconds!:go!
 * Discussion:
 * Sketch two (30 seconds): one teacher modeling (same) || 30 seconds Second one goes for a minute instead of 30 seconds. Did y'all discuss these changes before or were they made on the fly?

Attention is drawn to Ms. Hendrickson's drawing. Students continue to talk to each other as you discuss why Mrs. H's drawing is a great example of Gesture. Do not use your explanation as a way to get their attention. Get their attention FIRST and then tell them why her sketch is a good example of Gesture. If you talk over them or while they're talking, you're saying that what you are saying is less important or not as important as what they are saying. You must teach them how to listen to you and to trust that what you're saying is important for their success. ||
 * One student from each table will retrieve water colors, water, and paper for their table. || 2 min ||
 * Sketch three will be using water colors (1 minute): 2 teacher models (same)/discussion: did your sketches turn out better when you knew how much time you had, did you draw faster ? Was it better with more time? || 3 min ||
 * Sketch 4 (2 teachers will be modeling): 3 min || 4 min (this one can be cut if time runs short) ||
 * Sketch 5 (All three teachers will be modeling): 4 min || 4 min The build of graduated difficulty, giving students options.

Great job asking them to 'number' their draintings (intentional pun) so you can see their growth. You might know (hopefully) anyway due to the different pose of the subject, right?

. || This will be passed out by the teacher. It will ask questions like: what did you do successfully, what did you struggle with? Which one of your drawings do you think best exemplifies gesture drawing, why? Did you improve? How? || 7 min ||
 * Self-critique:
 * Clean up || 3 min ||

Self-Critique Look at your drawings and choose one work that you think is the best example of gesture drawing and rate yourself on the following by circling the number you think you deserve: Should my critique include something about "not looking down?" and "as few strokes as possible?" or should I modify my lesson objectives to reflect the students' critique?

1 2 3 4 5
 * 1) Is the subject recognizable as a person? Yes, you talked about the subject being a person.

1 2 3 4 5
 * 1) Are the proportions correct for the most part? Did you discuss this?

1 2 3 4 5
 * 1) Does the drawing imply movement? Yes, you discussed and demonstrated this.

1 2 3 4 5
 * 1) Did you show mass? You did talk about this (Tash) when you were talking about what leg you were using as your weight bearing leg.


 * 1) What can you use gesture drawing and contour drawing for (why do people make gesture and contour drawings?



** Positive and Negative Project ** ** 2 Day ** ** Natasha Haugen and Rebecca Fiebelkorn ** ** Art 7 **

Direct Teaching |||| **No Co-teaching** (Tasha is teaching the first day and Becca the second) || -Benchmark: Analyze how elements of visual art, including color, line, shape, value, form, texture, and space, are used in creation, presentation of, or response to visual artworks. -Benchmark: Analyze how principles of visual such as repetition, pattern, emphasis, contrast, and balance are used in creation, presentation or, or response to visual artworks. -Benchmark: Create original 2 and 3-dimensional artwork in a variety of artistic context. |||| **Learning Objective: Key Understanding(s) you intend students to obtain:**
 * ** Desired Results ** ||
 * **Teaching Method:**
 * **Relevant Minnesota or Nat’l Content Standards:**

How color, scale, repetition/movement, and shape can be used to create interest in a work of art. ||
 * ** Assessment Evidence ** ||
 * **What do you want your students to __know__?**

The difference between positive and negative space. The difference between geometric and organic shape. What colors are complimentary. the purpose of using repetition, scale, color, and shape to create interest in a work of art. |||| **What do you want students to be able to __do__?**

Use geometric and organic shapes to create a collage. Use scale and repetition to create interest. Use a contour line to recreate their collage. Use complimentary colors to create contrast. ||
 * **__Group Accountability (Formative)__**
 * How will you check to see whether your class has met your learning objectives?**

We will be watching them and helping them if they get stuck. |||| **__Individual Accountability (Summative)__**
 * How will you check to see if individuals have acquired the knowledge/skills you expected them to learn?**

They will create a collage using construction paper and glue that will use shape, scale, and repetition to create interest. They will then, observing this collage, re-create it as a contour line drawing. They will use complimentary colors to both identify positive and negative space and create interest using contrast. ||
 * ** Learning Plan ** ||
 * **What key vocabulary/language will students need to know to meet the learning objective?**

Positive and Negative space. Shape Repitition/rhythm movement Scale Complimentary Colors Contour line (review) |||| **How will you teach this key vocabulary to enable students to meet the learning objective?**

They will view a powerpoint with picture examples and explanations for each word and how they are used in a work of art. We will have class discussions as well. They will also see teacher-made examples specific for their project. || Which work do you think is more interesting and why? (in reference to visual aids for movement, rhythm, and scale) What did the artist do differently? Which principle was the artist following? How can we use this in our own compositions? How will using complimentary colors make the artwork more appealing? How will knowing the difference between positive and negative space help when formally talking about art? |||| **How will you differentiate for all the learners (ELL, Sp. Ed., poverty, gifted, etc.) in your class?** There are no ELL students, although we have included picture examples for every slide for our visual-learners and any future ELL students. Our sight-impaired students have preferential seating. One student with albinism has an Ipad with which to view our slide show. All other materials will be provided for the students. There will visual, audio, and hands-on activities. Students with emotional problems who have been approved to leave the classroom when necessary are located by the door. There are also paras to help students with learning disabilities. ||
 * **What is the Essential/Guiding Question(s) for this Lesson? (It should correlate to your learning objective.)**
 * Differentiation Options: questions, stems, sentence frames, strategies, etc.**
 * **Materials/Resources Required:**

Construction paper (white, colored, and black) Pastels Computer, powerpoints, and projector or visual print outs if computer unavailable. Pencils Scissors glue || (What will you do? What do you expect students to do? Include set induction and closing.) || ** Time Allotment ** || ** Tasha is teaching ** The Computer/projector is unavailable || ** Becca is teaching ** ||
 * **SCHEDULE OF ACTIVITIES** ||
 * ** Method/Strategy **
 * ** Day 1 **
 * Daily warm-up: Use circles to draw a person. || 5 min ||
 * I will show them pictures of organic shapes and geometric shapes and have the definitions written on the board. We will view printed images of art works that use shapes to create rhythm/repetition, proportion, variety, and movement (things that make a work interesting.) We will compare these to works that do not do this and have a class discussion. || 6 min ||
 * I will show them our examples of teacher-made collages and hand out the collage checklist. (this will be a visual aid to help them remember what they will be graded on. It will include all the topics of the prior discussion.) I will also give a demo on what is expected: They will draw shapes, cut them out, lay them out to make an interesting composition, then glue them down.) || 2 min ||
 * Half of the students will be instructed to get construction paper, the other half will get glue and scissors. Then they will switch. || 2 min ||
 * The students will spend the rest of class making collages. I will be going around making sure students are on task and understand the project, helping where it is needed. || 20 min ||
 * Clean-up || 2 min ||
 * The first three classes will complete the student survey || 3 min ||
 * ** Day 2 **
 * Daily warm-up: Draw a silhouette of a person. || 5 min ||
 * Review of yesterday’s lesson || 1 min ||
 * Powerpoint of examples and explanation of positive and negative space and complimentary colors and why they are important to in making art more interesting. || 7 min ||
 * Gather collages and materials needed for second part of the project || 2 min ||
 * Draw recreation of collage using contour line || 10 min ||
 * Color positive and negative space of drawing with complementary colors || 15 min ||
 * Clean up and the last three classes will complete the student survey. || 5 min ||



**Videos****[|Part 1]** [|part 2] [|part 3] **[|part 4]** [|link 5]

[|part 6] **Video Critique**

I video-taped the first lesson I taught. It was a lesson on contour drawing including continuous line and blind contour drawings. We had our goals written on the board in “I can…” form. This is the way the district has decided to introduce the objectives for our students. Our goals included being able to define contour drawing as well as continuous line, line, line weight, and blind contour drawing. We wanted them to understand how to use line to make contour drawings and how making contour drawings, especially blind, continuous drawings can improve their hand-eye coordination and observation skills. We wanted them to practice making contour drawings. We also encouraged them to explore line weight to make their drawings more interesting. We started the lesson with their regular warm-up drawing. This day it was to use a continuous line to draw an animal. After, we started the lesson by introducing ourselves and telling them that the day would be about contour drawing and observation (a word from their word wall). We had the goals written on the board, but we did not read them. I wish we would have; not everybody reads what’s written on the board. We followed this with a presentation with definitions, explanations, and examples using both pictures and demonstrations. We also pointed out that line is an element and that observation is on their word wall which is a part of their standards. However, they would not have been able to tell you what standard they were learning. Contour drawing is about observing the subject, so we had them start with bind contour drawings, which does not result in polished or pretty results. We were measuring their attempt. Therefore, we used formative assessment, because the lesson really was focused on a new way of thinking about drawing that we wanted them to explore and practice. We also had a final drawing planned where they used contour line in a consequent lesson, so formative made the most sense to us for this lesson. We used paper bags over their hands so it became very obvious when they were cheating. Even for the final drawing we stressed keeping their eyes on their subject for most of the time and it was easy to tell if they were staring at their object more or their hand/object. They seemed to be very engaged. Everyone was on task and seemed to understand what was expected. They were definitely challenged, but they seemed to enjoy the lesson, more so when they got to draw then during the presentation. We were able to get them to talk more during consequent classes by asking more questions. Between drawings they were a little chatty, but that was expected; they were busy showing each other their funny results. I wish I had given them a countdown or something to bring them back, a chance to wind down their discussions and then focus back at me. However, their behavior was good as well as their learning. They may not have mastered contour drawing, but they can now tell you what it is and how to make one. Most can even tell you why people make them. I know this because they made drawings that demonstrate their knowledge of the content. We also reviewed it the next day and they were able to tell me what they had learned. They also answered a question about the difference between contour and gesture drawing the next day. Some, however, confused blind, continuous contour drawings with regular contour drawings. Contour drawings do not need to use continuous line or be drawn blind. It is very common and does have to do with the idea of creating an outline while looking at the subject, which is part of why we chose to make them focus on blind, continuous drawings. We chose this to really stress the ideas of observation and challenge them. I think having them make a non-blind, non-continuous line drawing would help clear this up, though I believe I cleared this up the next day when we reviewed what they had learned. Next time I will probably make it a 2 day lesson where the second day they will take the whole lesson to do a more complicated, refined contour drawing that will not be blind or use a continuous line. I do not know if my objectives are appropriate for diverse learners. We tried to include verbal, visual, and hands-on learning. We also tied the lesson to universal skills. However, it is more designed for students who like to express themselves creatively. We also tried to make our lessons cohesive within each other and the course. It was the start of the quarter, so we started with line, one of the most basic elements. The first lesson we taught was about contour line. The second day was about gesture drawing, another way to use line. The third lesson introduces shape, an enclosed line. They made their own shape collages using repetition, variety, and movement to create interest. Then they used a contour line (not blind or continuous) to draw their collage on black construction paper. They then learned about complimentary colors and positive and negative space and how they are used to create interest. The goal was to introduce basic elements and vocabulary and get them to consciously use them to create interest(the principles of design). Our supply usage changed throughout the day, improving. We used a powerpoint to teach concepts which included pictures. For the first two lessons, we co-taught, so we took turns making demos on the chalk board. We also had a video demonstration, which we thought would make it easier for the students to view. After Becca left for class, I used a different powerpoint with more picture examples in order to teach by myself. By the last class, I was making examples on the smartboard. I preffered this to my powerpoint. Other materials included markers, paper, paper bags, the students’ hands and toys brought from home. I liked the combination of the toys and the students’ hands. Students were split on which they preferred. This way they experimented with different objects and they were given a choice between the two for their final drawing. I think it would be fun to have them do a final project where they create their own still-life using random objects. Other than a little confusion about how to use Eva’s computer, we were very prepared. Materials were out and ready to go. I was surprisingly comfortable with teaching, even my first lesson. I stressed much more writing the lesson and preparing everything than I did giving it. I was a little confused as to what to do with myself when everyone was hard at work and seemed to get it. I tended to play with my hair too much and cross my arms. I did not realize I was doing this at the time. I would call myself fidgety. My voice and language was fine, but my body was treacherous. I also caught myself referring to the students as “you guys” a lot. This drives me crazy. I’ve been trying to stop, but it is very hard. I use a lot of gestures, too, but that did not bug me as much. I smiled a lot, which I like. I do not believe teachers should avoid smiling for their first three years. I want to push and challenge them, but I also want to have fun and establish a trusting, fun relationship. The students referred to me as Tasha, something Becca, I, and Eva agreed was most comfortable. This will change when I am a teacher, but even then I will probably go by Ms. H. I am not a big last name person; it seems too impersonal. I also really enjoyed teaching collaboratively. It was hard for me at first not to want to say everything myself and our words would run into eachother at times (I was definitely worse than Becca about wanting to take over), but we were respectful and tried to split everything evenly. We added to what we each had to say, reminded each other of things to do and discussed changes and ideas as we went. We were also able to provide more individualized feedback to more students. We tried to talk to everyone. I was especially looking for those struggling so I could help them consider how to improve or re-explain the assignment. At the end I wish I had dismissed the class rather than just talking with Becca. We were talking about how to improve for next class, but it looked bad. This has to do with, I think, my discomfort with classroom management. I do not like to yell and I have little experience setting behavior expectations. I believe I got better with this in consequent classes; I mirrored how Eva handled the class. However, I relied too much on Eva to manage the class. I believe it will be easier with my own class with whom I will set expectations early on and then remind them of those expectations. However, I need to practice now. Luckily there was no real behavioral problems. The classes ran pretty smoothly. It was very hard for me to watch myself teach, but it was a great learning experience. I now know I need to improve my body control and my classroom management style. Otherwise, I think I did pretty well. There were small things, but I think they will improve with practice.

Self-Assessment: MSU Level 2 (KSP 330) Clinical Experience


 * Name**:Natasha Haugen___**Section:**__ __01___

__In order to judge the effectiveness of the KSP 330 field experience, please answer the statements below which indicate your part in the success of your clinical experience. Indicate your success by using the continuum of Strongly Agree (5) to Strongly Disagree (1) by circling the appropriate number for each statement.__

1. I prepared for the initial visit by having an appropriate

nametag, providing an autobiography, dressing

appropriately, and arriving punctually. //**5**//

2. I prepared for the field experience by thoroughly reading

the clinical packet materials **//5//**

3. I clarified the requirements of the field experience

by rereading the materials provided and/or by asking

questions of the KSP 330 professors. **//5//**

4. I made arrangements for a lesson observation by

emailing my KSP 330 professor in a timely manner. **//5//**

5. I took the initiative in talking to my clinical teacher about

the requirements for the experience, specifically preparing

and teaching lessons, videotaping a lesson, and completing

a class profile for classes I taught. //**5**//

6. I contacted my MSU professor with concerns and

obstacles after trying to solve the problem myself. //**5**//

7. I attended the field experience on each of the days

required. If I was unable to do so, I called the clinical

teacher and made arrangements to attend on alternate

days. //**5**//

8. I asked my clinical teacher to provide feedback on

lessons taught. //**5**//

9. I made copies of the seating chart, wrote in my journal,

designed and taught lessons, wrote a thank you note,

and completed other requirements that were listed on

the checklist. //**5**//

10. I completed my clinical packet and handed it in on time. //**5**//

** Minnesota State University, Mankato ** ** Showing Professionalism ** Teaching Candidate Progress Monitoring Sheet

Name: __Natasha Haugen__ Tech ID: __00875371__ MSU Program: __KSP 330__ Teacher Candidates receiving an “unsatisfactory” must have a professional concern submitted to the College of Education. **Self-Evaluation**
 * Field Experience Level: 1 __2__ 3 || ** Unsatisfactory **  ||  **Meets Expectations **  ||  **Exceeds Expectations **  ||  ** Not observed **  ||
 * **// Respectful relationships //** || SP1. Interacts with students, co-workers, parents, and community in a positive, professional manner || ||   x   || || ||
 * ^  || SP2. Perceives and respects the physical, emotional, and social boundaries of others || ||   x   || || ||
 * ^  || SP3. Perceives and respects diversity among groups of people and individuals based on age, ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area || ||   x   || || ||
 * ^  || SP4. Listens and values others’ ideas || ||   x   || || ||
 * **// Integrity //** || SP5. Adheres to the guidelines for ethical conduct as described by Minnesota Bd. Of Teaching || ||   x   || || ||
 * ^  || SP6. Maintains confidentiality standards || ||   x   || || ||
 * ^  || SP7. Values and demonstrates honesty || ||   x   || || ||
 * **// Responsibility and work ethic //** || SP8. Arrives on time and completes assigned tasks on schedule || ||   x   || || ||
 * ^  || SP9. Accepts personal responsibility for one’s own actions || ||   x   || || ||
 * ^  || SP10. Arrives ready and able to support students’ intellectual, academic, social, and emotional growth || ||   x   || || ||
 * **// Commitment to teaching and professionalism //** || SP11. Engages in professional growth: reading, scholarly work, conferences, workshops and further coursework || ||   x   || || ||
 * ^  || SP12. Uses proper grammar and vocabulary in written and oral communication || ||   x   || || ||
 * ^  || SP13 .Maintains personal hygiene || ||   x   || || ||
 * ^  || SP14. Dresses appropriately || ||   x   || || ||

Filled out by: ________Natasha Haugen_________ Position: q MSU Faculty Member q Cooperating Teacher x __MSU Teacher Candidate__ A member of the Minnesota State College and Universities System. MSU is an Affirmative/Action/Equal Opportunity University. This document is available in alternative format to individuals with disabilities by calling the Office of Clinical & Field Experience at 507-389-1517(V), 800-627-3529 or 711(MRS/TTY).

**MSU Student Name**
 * _Natasha Haugen**

__**Name of Unit**__ **__Drawing: shape and line__**
 * Lesson Objectives:**
 * 1. Understanding positive and negative space in art**


 * 2. Understanding how to use complimentary colors in art.**


 * 3. Understanding how shape is used successfully in art (repetition, variation, movement) as well as what the different shapes are (organic and geometric)**

**We surveyed 64 students throughout 6 classes. We asked only students who had finished their assignment before the end of class to fill out the surveys.**
 * **Question** || ** Percent of Students whose answers closely matched Objective 1 ** || ** Percent of Students whose answers closely matched Objective 2 ** || ** Percent of Students whose answers closely matched Objective ** **3** || **Patterns or Themes noted in students’ answers.** ||
 * **1. What is the main idea of today’s lesson?** || **75 ****Explain two important things you learned from today’s lesson ** || **75** || **80** || **Answers were simple but correct. I Most students said the lesson was about positive and negative space or complimentary colors (things they learned on day 2 of our 2 day lesson). A few mentioned different use of shape which was from day 1 and correct. This made me feel good that they were able to remember. One student wrote a very good answer about how complimentary colors can be used to create contrast and emotion. The most frequent wrong answer included 3 comments about how to make a collage which happened, but it was not our objective.** ||
 * || ** Percent of Students who gave significant information ****. ** ||  ||   || **Examples of some answers** ||
 * **2.** Explain two important things you learned from today’s lesson Explain two important things you learned from today’s lesson Explain two important things you learned from today’s lesson **What are two important things learned?** Explain two important things you learned from today’s lesson Explain two important things you learned from today’s lesson Explain two important things you learned from today’s lesson || **100** || **100** || **100** || **Everyone answered this question correctly! We told them to be specific or to give an example. Most chose to use examples. The most common answer was the definition of complementary colors with an example of two complimentary colors. Some explained that negative space was the area around the stuff you draw. A few gave shape examples. A couple even brought up contour line which is what they used to draw their final project, so I deem that correct. The best answer was one where the student talked about how color can be used to express emotion.** ||
 * || ** Percent of students who identified unit ** ||  ||   || **Examples of answers that showed connection between lesson and unit.** ||
 * ** 3. What is the unit we are studying? **** What is the unit we are studying? ** || **100** || **100** || **100** || **Students seemed confused by this question. We asked this question to the whole class and brainstormed what all three lessons had in common: drawing techniques. Consequently, everyone wrote down drawing. I’m not sure if this is cheating or not.** ||
 * ||  ||   ||   || **List themes of student answers** ||
 * **4. Things Student teacher did to help you learn?** || **90** || **90** || **90** || **4 students did not answer this question at all; they may not have been able to or they may have ran out of time. We are not sure. The answers for this question varied a lot. The most common ran around the lines of the use of picture examples. Students seemed to think this really helped, which makes sense given the visual nature of our content. Others mentioned the discussions before and during the lesson, or that we talked to them individually. A couple appreciated our checklist we gave them. Many did not even read it, but those who did seemed to do better and were less confused or off track during the project.** ||

**Reflection** Students seemed to do well on our surveys which made me feel wonderful. Their answers were pretty simple, but they were able to write more for question one with encouragement. If I repeated this, which I believe I will in order to improve my teaching, I will write more specific questions. These seemed too general. I would ask for examples for sure, maybe have them rate me in different catorgories or give them an area in which to give suggestions, like they give us at the university level. I also might have everyone complete the survey, not just those who finished early. However, it did work nicely for us. Everyone who needed more time to finish was afforded it, while keeping everyone occupied. Despite any doubts I have about the accuracy of the survey, I learned a lot from it. Almost all of the students stated picture examples as being the most helpful, which makes sense. On the other side, only a couple students sited the check list as a help. However, during the project, most did not use. Those who did seemed to do better, though. In the future I will experiment more with this, maybe reading the checklist or making them read it before I let them start and see if they think it helps.