Art 211
Dreams and Nightmares - A Unit on Watercolor
(Artist Statement can be accessed by clicking on the Teacher Example)
211 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 each student based upon interactions among content area and pedagogical knowledge, and evidence-based practice.
Description
Pictured on the left is the Teacher Example of the final painting for the watercolor unit titled 'Dreams and Nightmares'.
Rationale
The Teacher Example provided shows proficiency in the medium being taught, as well as adheres to the theme provided in the unit. The piece itself demonstrates specific techniques students are required to demonstrate throughout the unit, and the artist statement provided explains in-depth the meaning behind the piece.
211 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 academic experiences. The teacher uses these experiences to create instructional opportunities that maximize student learning.
Description: I taught a unit plan about techniques in watercolor to students that had little to no experience with the medium. Throughout the first two lessons, students would learn basic techniques in watercolor- from value to color mixing to different techniques such as applying a wash or using salt to enhance their work. The second half of the lesson required students to plan and then paint a final piece revolving around the theme 'Dreams and Nightmares'.
Rationale: The students in the class I taught were doing a semester long drawing unit, and had just completed a lesson in graphite. By using scaffolding and using familiar graphite techniques such as value scales, I as the instructor could introduce a new medium that functioned differently, but still related back to basic principles students had learned previously. This made the transition to a different medium relatively smooth, and by explain with context from key artists that watercolor can be used as both a drawing and painting medium, students were engaged and excited to experiment and learn to use watercolor.
(Unit Plan can be accessed by clicking on the image above)
211 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: Students were assessed informatively throughout the unit. Each individual lesson had a formative assessment to go with it, and at the end of each lesson, students would being their work to me upon completion and get it graded. At the end of the unit, students would present their final painting, and be assessed through group critique.
Rationale: I assessed students throughout the unit because it gauged students' understanding during different lessons in the unit, and allowed me as an instructor to observe where students were excelling, and where they were struggling. By assessing them in this way, students were also aware of their grades throughout the unit, and through one-on-one conversation, would know how they were being assessed. The school I taught at would grade using a scale of 1-4, so my rubrics reflected this.
Rubric Link
Formative Assessment Link
Student Work
ARTIST HANDOUT AND POWER POINT
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: The Artist Handout designed for this unit builds upon themes present in the lesson. The artist selected uses watercolor as her primary medium in a collection of works that I chose to showcase to my students. The artist comes a diverse background and creates works relevant to modern day issues that I beloved my students would be able to relate to, as well as draw inspiration from her works. The PowerPoint slides showcase what was to be learned each day, and were designed with the students I was to teach in mind. There is minimal text on each slide, and examples of work that would be required for the day.
Rationale: I selected key artists that were culturally diverse and showcased works that related to my unit's theme, 'Dreams and Nightmares'. By finding three different artists that encompassed different styles and came from different cultures, I was able to find works that would be appealing to each student.
Assessments
PROFESSIONALISM, ADVOCACY & LEADERSHIP: PAL 1 (2 submissions)
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.
Description: Attended MFA Thesis Exhibition Reception on March 27th, 2024.
Rationale: I went to the MFA Thesis Reception and spoke to the exhibiting artists about their works and observed each individual show.
Evidence: https://galleries.illinoisstate.edu/exhibitions/2024/mfa-thesis-exhibition/
Description: Attended 'What Water Feeds' on March 19th, 2024.
Rationale: I sat in on an Artist Talk, and listened to the artists recount the importance of their works in the context of the environment and Wold Water Day.
Evidence: https://library.illinoisstate.edu/exhibits/2024/water/
(Link to show's page)
PROFESSIONALISM, ADVOCACY & LEADERSHIP: PAL 2 (2 submissions)
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.
Description: Worked with MFA graduate Ian Cooper on their work, Occentatia.
Rationale: Over the course of the semester, I helped design concept art via request of a client (Ian Cooper) that was posted on social media, as well as compiled into a print anthology.
Evidence: Concept art for 'Zomgler', in print form (Pictured Above)
Description: Worked at the SOTD in the Prop Shop
Rationale: I created 3D works- from scratch to modified from preexisting items to edible stage props for usage in the past semester's mainstage shows.
Evidence: Prop Ranch from 2024 show 'Space Girl' (Pictured Above)
