Elementary ClassroomFollowing your elementary classroom observation, describe how art materials, visual forms, images, or activities were used in the classroom by answering the following three questions (200 words total):
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? My field experience at Paxton Keely Elementary has been enlightening. I have seen many subjects addressed. One of the few subjects I have not seen much of is art. I am in the fifth grade and I feel that art integration is more common in younger grades. One day, the students got to make new name tags for their lockers. They got to pick a color of paper, write their names, and decorate them however they wanted. The kids had a blast. The only art integration I have seen was art and literacy. 2. Was there a Big Idea or theme used? If so describe. Were students working with narrative, observation, imagination, and / or visual thinking? The students cut out a picture of a pie. They colored it brown. Each slice had a different type of writing on it (i.e. persuasive, entertaining, and informative). Under each slice was another piece of paper with the definition of that type of writing that the students could make different colors. 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. If I was doing this lesson, I would let the students have more creative freedom. I would not make them color the top brown, and I would make more of a correlation between the type of writing and definition with the colors. If they were color coded, that might help some of the students remember. It could also be extended to social studies by having the students read current events articles and place them in the appropriate categories. |
Art CLassroomFollowing your art room observations describe (200 words total):
1. The content of the lesson: written and spoken objectives, and resources used The lesson I saw was about architecture. The students learned what and architect does and got to be architects for the day. They looked at some blueprints and then made their own. They used blue paper and white paint. They pained their blueprints using random objects like the sides of different lengths of cardboard, Legos, cups, and marker lids. They wore small smocks she called their painting shirts. 2. The teacher: her / his teaching strategies and format / process of the lesson as presented The teacher made it seem to the students that they really were architects. They discussed the various components of buildings using prior experiences and photos in a PowerPoint and were then encouraged to be creative and make unique buildings. The students were given a small piece of paper to practice making a building. After their drawing was approved, they got a piece of blue paper. The teacher demonstrated how she wanted the students to use the materials before they were allowed to start. 3. Student engagement of the lesson: classroom atmosphere, environment, and classroom behavior management The atmosphere was a little chaotic because the students were very excited about the work they were doing. The students were moved to the safe seat if they would not listen but most only needed a few reminders. The students stayed busy the whole time. When they were finished and cleaned up, they went to the carpet where they could make something with string, paper, or other various materials. |