AED 401

How can connections within the art education community be implemented in a classroom or lesson (NAEA/PAEA/Etc.)? When are students "too young" to be taught about social issues in classrooms? Is there even a limit? In relation to bullying: - Don't go to far from the conversation that gets brought up - At a level and depth to the knowledge they have/ want to have at their ages - More a matter of how you teach it in classrooms      - Keep parents involved about how they can talk about it with their child on these topics - Parent Note (Digitally/Physical): Explain what you did today; significance of the ideas; the bigger overarching idea; questions (1-3) to discuss; talk about next lesson and how it connects - When talking about sexuality, don't make it about the sexuality and the derogatory nature that bullying can create How much student input should be considered when taking qualitative assessments? - Is it done in writing or verbal comments?...

Implementation in the Classroom           For my art lesson on understanding the longevity that clay works can have in communicating about social circles and personal communities, I gave an 8-minute PowerPoint presentation about artists Antony Gormley and Josephina Aguilar. Their works of small clay figures that represented their communities were the catalyst to inspire students in creating a minimum of 15 clay figures that communicated about the people in their lives. The supervising art teacher, who gave me the opportunity to teach a lesson in his class, advised that students will become bored if the presentation about the project and instructions lasted for more than 10 minutes. The classroom was set up with two long tables vertically parallel to one another, a series of drawers to the right side of the room, and a line of windows immediately in front of the entrance.           I wanted my students to take the clay balls t...

Part 1: Unit Overview Unit Title: Ceramics in the Community Space Enduring (Big) Idea: Clay and ceramics throughout history have been used to display representations and a personal history of the world surrounding the artists. They can be markers of time and are often looked to as proof of long-forgotten communities and civilizations existing due to their durability. It is through understanding the power and longevity that clay work holds in embodying our social circles and both the history of ourselves and others that students can then begin to create with a greater purpose behind their works.     Key Concepts about the Enduring Idea: -         Community -         Creation -         Social Circles -         Representation -         Hand crafts -    ...

What surprised you?         What first surprised me was the size of the classroom as it was seemingly larger than either of the classrooms I had observed before. This space also had a variety of shelves available to store materials, projects, and student items all while having room for maneuverability around the space. This freedom of space was capitalized by the teacher and students as they often moved around to gather supplies and worked at different angles to suit their preferences. Along with this, I was impressed at the variety of supplies this room had within. Amongst the supplies I expected of an art room, I also spotted bags of clay, a machine to flatten clay, and even wheels to throw clay on. It was surprising to see such an emphasis on clay work within the room as I hadn't experienced ceramic during my middle and high school experiences. What did you learn?          Things I learned during t...

What surprised you?         What caught my attention while observing the classroom of school D was their usage of the classroom space and the materials they used. I noticed that many of the materials used are housed in small drawers or containers and are often filled to a large quantity. Along with this, I noticed that the walls had numerous shelfs of different sizes that accommodated both student works and class materials. These areas appeared to me to be filled but also diverse since so many different items were housed on this one side of the classroom. These observations made me consider how one organizes their room to maintain an efficient environment but also one that facilitates movement. I was also made to consider how we can use everyday items to create art spaces in an effective but cost efficient manner as well when I observed students using Q-tips as a blending tool. What did you learn?          Thi...