Elementary Classroom
Following 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?
2. Was there a Big Idea or theme used? If so describe. Were students working with narrative, observation, imagination, and / or visual thinking?
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.
I have not seen very much art in the classroom this semester. Any art that I have seen usually has to do with digital projects. They use several different programs on the iPad to create collages, fliers, powerpoints, or other things where they have to include pictures along with some information. One project they did was creating a collage of different animals that live in different ecosystems. They google images and are able to rearrange and resize pictures the way they want, create backgrounds, and make the collage creative just the way they like it.
I think it would be great if the students did a little more hands on art in their classroom. Nowadays, it seems like everything is on the iPad or some sort of technology. You can integrate art into basically any subject. I think these students would really enjoy making their writing into a book, and drawing pictures to go with it. They do a lot of writing, so adding some pictures would make it more fun for them.
Art Classroom
Following your art room observations describe (200 words total):
1. The content of the lesson: written and spoken objectives, and resources used
I went and observed a fifth grade class. They are doing a unit called wearable jewelry. The day I went, they were working on making bracelets out of string. They were learning several different patterns and techniques. The teacher started by explaining what they were going to be doing and then giving them a demonstration on how to make the bracelet. While she was teaching them, she used vocabulary words that they had obviously already previously learned. They had already learned about different knots to use, and different ways to make the bracelet by using things like a "figure 4" loop. Since the students were fifth graders, the teacher was able to let them work pretty independently without much assistance. She did walk around and make sure they were all doing everything correctly.
As far as behavior management, at the beginning of the class she allowed them all to sit with their friends because they want to be able to talk to each other while they work on their project. They were very happy to be able to sit by their friends and the teacher was also able to use this as a way to keep them quiet. If they started to get too loud, she warned them that if they didn't quiet down they would have to go back to their assigned seats.
2. The teacher: her / his teaching strategies and format / process of the lesson as presented
3. Student engagement of the lesson: classroom atmosphere, environment, and classroom behavior management
Following 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?
2. Was there a Big Idea or theme used? If so describe. Were students working with narrative, observation, imagination, and / or visual thinking?
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.
I have not seen very much art in the classroom this semester. Any art that I have seen usually has to do with digital projects. They use several different programs on the iPad to create collages, fliers, powerpoints, or other things where they have to include pictures along with some information. One project they did was creating a collage of different animals that live in different ecosystems. They google images and are able to rearrange and resize pictures the way they want, create backgrounds, and make the collage creative just the way they like it.
I think it would be great if the students did a little more hands on art in their classroom. Nowadays, it seems like everything is on the iPad or some sort of technology. You can integrate art into basically any subject. I think these students would really enjoy making their writing into a book, and drawing pictures to go with it. They do a lot of writing, so adding some pictures would make it more fun for them.
Art Classroom
Following your art room observations describe (200 words total):
1. The content of the lesson: written and spoken objectives, and resources used
I went and observed a fifth grade class. They are doing a unit called wearable jewelry. The day I went, they were working on making bracelets out of string. They were learning several different patterns and techniques. The teacher started by explaining what they were going to be doing and then giving them a demonstration on how to make the bracelet. While she was teaching them, she used vocabulary words that they had obviously already previously learned. They had already learned about different knots to use, and different ways to make the bracelet by using things like a "figure 4" loop. Since the students were fifth graders, the teacher was able to let them work pretty independently without much assistance. She did walk around and make sure they were all doing everything correctly.
As far as behavior management, at the beginning of the class she allowed them all to sit with their friends because they want to be able to talk to each other while they work on their project. They were very happy to be able to sit by their friends and the teacher was also able to use this as a way to keep them quiet. If they started to get too loud, she warned them that if they didn't quiet down they would have to go back to their assigned seats.
2. The teacher: her / his teaching strategies and format / process of the lesson as presented
3. Student engagement of the lesson: classroom atmosphere, environment, and classroom behavior management