Reference no: EM131971383

This is assignment about art education

TASK: INSTRUCTION COMMENTARY

Respond to the prompts below (no more than 6 single-spaced pages, including prompts) by typing your responses within the brackets following each prompt. Do not delete or alter the prompts. Commentary pages exceeding the maximum will not be scored. You may insert no more than 2 additional pages of supporting documentation at the end of this file. These pages may include graphics, texts, or images that are not clearly visible in the video or a transcript for occasionally inaudible portions. These pages do not count toward your page total.

1. Which lesson or lessons are shown in the video clips? Identify the lesson(s) by lesson plan number.

[The video clip shows the middle part of the introduction from Lesson #2: Food as a Metaphor.]

2. Promoting a Positive Learning Environment

Refer to scenes in the video clips where you provided a positive learning environment.

a. How did you demonstrate mutual respect for, rapport with, and responsiveness to students with varied needs and backgrounds, and challenge students to engage in learning?

[I endeavored to create a positive learning environment by demonstrating rapport with, mutual respect for, and responsiveness to students with varied needs and backgrounds; furthermore, I also challenged students to engage in learning.

First, I built rapport with my students by calling on their first names (see video clip at 00:16, 00:24, and 05:09). This signaled to the students that I was approaching each of them as a unique individual, not just one of many in the class.

Second, I demonstrated mutual respect by politely asking what students said before and repeating their ideas. When I couldn't hear what my student said, I politely apologized immediately and tried not to miss his opinions and comments (see video clip at 00:18-20). Also, in order to show that students' ideas are as important as teacher's, I repeated and rephrased their comments or responses out loud (see video clip at 03:49 and 03:54).

Third, I demonstrated responsiveness to students by listening to what students have to say and replying to them with a sign of affirmation. I used verbal expressions such as "Yes," "That's right," and "Right" and showed body language as well. I nodded my head to respond to student's statements (see video at 05:12-13).

Finally, I also challenged students to engage in learning through carefully structured discourse. Instead of resorting to a one-way communication, whereby teachers would give unilateral instruction that students would follow passively, I asked students open-ended questions and engaged in a conversation and stimulated their active learning. In the beginning of the class, for example, I asked students to explain what Pop art is, instead of just providing them what it means: "Who can tell me what Pop art is?" (see video clip at 00:12 - 00:14).

I also gave open-ended questions throughout the class such as "what do you notice?" and "what do you think are the differences between the two artists?" to provoke active discussions among the class (see video clip at 00:09, 3:43-45, and 05:08).

3. Engaging Students in Learning
Refer to examples from the video clips in your responses to the prompts.

a. Explain how your instruction engaged students in
- developing the skills of interpretation or analysis in relation to accounts of historical events or social studies phenomena
- building and supporting arguments
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b. Describe how your instruction linked students' prior academic learning and personal, cultural, and community assets with new learning.
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4. Deepening Student Learning during Instruction

Refer to examples from the video clips in your explanations.

a. Explain how you elicited and built on student responses that supported your students' ability to form interpretations or analyses of history/social studies sources and accounts and build and support arguments.
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b. Describe and cite examples from the clips of how you supported students in using evidence from sources to build and support arguments about historical events, a topic/theme or social studies phenomenon.
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5. Analyzing Teaching
Refer to examples from the video clips in your responses to the prompts.

a. What changes would you make to your instruction-for the whole class and/or for students who need greater support or challenge-to better support student learning of the central focus (e.g., missed opportunities)?
Consider the variety of learners in your class who may require different strategies/support (e.g., students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students).

b. Why do you think these changes would improve student learning? Support your explanation with evidence of student learning AND principles from theory and/or research.

Assessment Commentary Directions:Respond to the prompts below (no more than 10 single-spaced pages, including prompts) by typing your responses within the brackets following each prompt. Do not delete or alter the prompts; both the prompts.

1. Analyzing Student Learning
a. Identify the specific standards/objectives measured by the assessment you chose for analysis.
[These are the specific learning objectives measured by the assessment I chose for analysis:
• Skill-based: Students will learn and describe how they can create a collage and how they can manipulate newspaper and magazines in many different ways.
• Conceptua¬¬¬l: Students will learn that there are many different materials and methods in making art. They will also learn how to express themselves through recreating and expanding an image.
• Dispositional: Students will learn how to be open and receptive to taking risks and exploring new ideas by using an unconventionalmaterial and tool: magazines and hands.
The selected assessment also measures the following National Visual Arts Standards set forth by National Art Education Association (1994):
• Standard 1 Understanding and applying media, techniques, and processes:
o In addition to using newspaper and magazines to obtain information, students will learn that the same medium can be used to turn into great colored paper.
o Students will learn how to make a collage.
• Standard 2 Using knowledge of structures and functions:
o Students will learn what collage is and how to make it using magazines and newspaper with their hands as a tool.
• Standard 3 Choosing and evaluating a range of subject matter, symbols, and ideas:
o In making theirdelicious collages, students will use various types of papers and ways of making collage.
o Students will think about food that represents them. They will choose a food that symbolizes their personality and characteristics of themselves as a subject of their base drawing.
• Standard 4 Understanding the visual arts in relation to history and cultures.
o Students know that the visual arts have both a history and specific relationships to various cultures: students will look at various artworks ofAndy Warhol, Roy Lichtenstein and Wayne Thiebaud to discusswhat Pop art is and what kind of subject matter was popular in 1960's.
• Standard 5 Reflecting upon and assessing the characteristics and merits of their work and the work of others:
o Students will reflect upon their own artworks at the end of the lesson and share their own story behind the artwork in class. They willalso learn from each other's artworks, processes and experiences.]
b. Provide the evaluation criteria you used to analyze student learning.
[The evaluation criteria I used to analyze are as follows: (1) Form and function, (2) Skill-based, (3) Production/Conceptual, (4) Time and effort, (5) Personal perspective, and (6) Dispositional]
c. Provide a graphic (table or chart) or narrative that summarizes student learning for your whole class. Be sure to summarize student learning for all evaluation criteria described above.

d. Use evidence found in the 3 student work samples and the whole class summary to analyze the patterns of learning for the whole class and differences for groups or for individual learners relative to their abilities to create or respond to visual art concepts incorporating
- form and structure
- production
- art context
- personal perspective

All three students are ELL students. Student 1 and 2 are not enrolled in either Individualized Education Programs (IEPs) or 504 Plan,whereas Student 3is under IEPs for Hearing Impairment. The work samples demonstrate different strengths and areas in need of improvement, and they are compared and contrasted with what the class as a whole understood and did well, and the areas where the class struggled:
• Form and structure/Skill-based:Most students were familiar with the term, collage, from the beginning of the lesson. As shown in students' work samples, all three students successfully created collages with given megazines and newspaperand thus received score of 3 as indicated in the chart above under Task 3, Part C.1.b.All studentsin class either met or exceeded the expectations in creating and describing collages.
• Production/Conceptual:Students usedvariouskinds of newspaper and magazines as collage materials, and they found and usedseveral tones of colors found from different images and texts from the materials.For example, Student 1 discovered and used numerous tones of green and blue for her background design; it shows that she utilized more than one pages of the materials for variation of colors.In the other hand, sample work from Student 3 is well executed with small pieces of paper, her does not meet expectations in a way that she only used one tone of color; it is not qualified for the assignment to look for multiple tones from many different images.Although five students indicated areas of improvement, and rest of the students met or exceeded the expectations. None of the artworks produced by students looked alike.
• Art context:
• Time and effort:
• Personal perspective:
• Dispositional:

Attachment:- Instruction Commentary.zip