Elementary Field Reflection
1. What form of arts integration or interdisciplinary learning units have you observed? In what ways were the visual forms investigated, learned, discussed, or produced in the classroom?
During my time in the classroom, the most art I have seen has been integrated with writing. They were starting to publish their stories and with that they did illustrations. Each page of their book had a picture on it to represent what was written on that page. My host teacher used examples of different children's and chapter books to show how the kids could rearrange their pictures on the pages.
2. Was there a Big Idea or theme used? If so describe. Were students working with narrative, observation, imagination, and / or visual thinking?
There was not really a big idea expressed during this time. There may have been a time that my teacher went more in depth with how they should illustrate their pictures, but I was not there to see it nor was it completely obvious in the art they were creating. Each student basically just had their own reign to decide how they wanted the words on their page depicted through their pictures. They were able to use their own imagination or they could look at examples in other books to get ideas for their illustrations.
3. What suggestions would you have for integration and interdisciplinary learning for this unit or lesson you observed? Try to think how you could make the learning more meaningful, connected, and deeper. Be specific.
This lesson could become more meaningful if the teacher and students participated in a VTS over a book cover or a specific picture, like we did in class. It would be a good way to get the students thinking more about how they want their pictures to come across in their books and show them that each picture is complex and may have many different meanings. By doing a VTS with all the students, it allows the them to recognize certain things in pictures that they may not have noticed on their own, and that new recognition may come across in the art work they produce later. It is important for students to be aware of all the ways they can create their art so that they can express it in their own way and gain a greater appreciation.
During my time in the classroom, the most art I have seen has been integrated with writing. They were starting to publish their stories and with that they did illustrations. Each page of their book had a picture on it to represent what was written on that page. My host teacher used examples of different children's and chapter books to show how the kids could rearrange their pictures on the pages.
2. Was there a Big Idea or theme used? If so describe. Were students working with narrative, observation, imagination, and / or visual thinking?
There was not really a big idea expressed during this time. There may have been a time that my teacher went more in depth with how they should illustrate their pictures, but I was not there to see it nor was it completely obvious in the art they were creating. Each student basically just had their own reign to decide how they wanted the words on their page depicted through their pictures. They were able to use their own imagination or they could look at examples in other books to get ideas for their illustrations.
3. What suggestions would you have for integration and interdisciplinary learning for this unit or lesson you observed? Try to think how you could make the learning more meaningful, connected, and deeper. Be specific.
This lesson could become more meaningful if the teacher and students participated in a VTS over a book cover or a specific picture, like we did in class. It would be a good way to get the students thinking more about how they want their pictures to come across in their books and show them that each picture is complex and may have many different meanings. By doing a VTS with all the students, it allows the them to recognize certain things in pictures that they may not have noticed on their own, and that new recognition may come across in the art work they produce later. It is important for students to be aware of all the ways they can create their art so that they can express it in their own way and gain a greater appreciation.
Art Classroom
1. The content of the lesson, written and spoken objectives, and resources used
The main lesson during this class was to show the contrast of warm and cool colors. The students used scissors, pencils, card stock, and pastels. Before the students got to work on their art pieces, however, they engaged in a VTS of a painting.
2. The teacher, her / his teaching strategies and format / process of the lesson as presented
The teacher started this lesson with a VTS where the kids were interested and enthusiastic to share their opinions of the painting. They each raised their hands before they talked during the VTS. Before the students got to work on their abstract art, the class went over their knowledge of the different warm and cool colors as a review. Then, the teacher demonstrated how the students were to do their piece of art. He set a few guidelines and gave the students many ideas of how to use contrasting colors.
3. Student engagement of the lesson, classroom atmosphere, and environment
The students were very engaged in both the VTS and when they got to work on their art. They were really excited to get to work with pastels and were eager to get to work on their actual artwork. The class was calm and relaxing while they were working. They were not rushed and they got to use their own creativity, which allowed them to not have to worry about what exactly the teacher wanted.
4. Classroom behavior management
The students knew exactly what to do when they entered the art classroom. They went straight to their spots on the carpet and waited quietly while their art teacher got ready to start the lesson. During the VTS, no one called out if it was not their time to speak. They all listened intently to what their classmates were saying and bounced ideas off one another. Then, when they were done with the VTS, they waited patiently for the teacher to tell them what was next and whose job it was to get the art supplies for each table. During their work time they were all respectful to one another and kept the noise level at a minimum. They knew exactly what their teacher expected of them and did just that.
5. Compare the art classroom to the regular classroom in regards to the teaching strategies, lesson presentation, student engagement, classroom atmosphere, environment, and behavior management.
In the art classroom, the kids knew going in what they were expected to do when it came to working with the art supplies. Like their normal classroom, they knew what was expected of them and followed their teachers directions. The art class differed, however, in the lesson presentation. The students were expected to analyze and think critically about a certain work of art and were treated like artists. This is not how their regular classroom is because the classroom teacher does not really dig deep with meaningful art integration. At least not from what I have seen in the classroom. In both classes, when dealing with art, the students were always enthusiastic and happy to be creating art! It is clear that art is very important for students to be able to do as a creative outlet and to get them to think in all different ways.
The main lesson during this class was to show the contrast of warm and cool colors. The students used scissors, pencils, card stock, and pastels. Before the students got to work on their art pieces, however, they engaged in a VTS of a painting.
2. The teacher, her / his teaching strategies and format / process of the lesson as presented
The teacher started this lesson with a VTS where the kids were interested and enthusiastic to share their opinions of the painting. They each raised their hands before they talked during the VTS. Before the students got to work on their abstract art, the class went over their knowledge of the different warm and cool colors as a review. Then, the teacher demonstrated how the students were to do their piece of art. He set a few guidelines and gave the students many ideas of how to use contrasting colors.
3. Student engagement of the lesson, classroom atmosphere, and environment
The students were very engaged in both the VTS and when they got to work on their art. They were really excited to get to work with pastels and were eager to get to work on their actual artwork. The class was calm and relaxing while they were working. They were not rushed and they got to use their own creativity, which allowed them to not have to worry about what exactly the teacher wanted.
4. Classroom behavior management
The students knew exactly what to do when they entered the art classroom. They went straight to their spots on the carpet and waited quietly while their art teacher got ready to start the lesson. During the VTS, no one called out if it was not their time to speak. They all listened intently to what their classmates were saying and bounced ideas off one another. Then, when they were done with the VTS, they waited patiently for the teacher to tell them what was next and whose job it was to get the art supplies for each table. During their work time they were all respectful to one another and kept the noise level at a minimum. They knew exactly what their teacher expected of them and did just that.
5. Compare the art classroom to the regular classroom in regards to the teaching strategies, lesson presentation, student engagement, classroom atmosphere, environment, and behavior management.
In the art classroom, the kids knew going in what they were expected to do when it came to working with the art supplies. Like their normal classroom, they knew what was expected of them and followed their teachers directions. The art class differed, however, in the lesson presentation. The students were expected to analyze and think critically about a certain work of art and were treated like artists. This is not how their regular classroom is because the classroom teacher does not really dig deep with meaningful art integration. At least not from what I have seen in the classroom. In both classes, when dealing with art, the students were always enthusiastic and happy to be creating art! It is clear that art is very important for students to be able to do as a creative outlet and to get them to think in all different ways.