Elementary Classroom
1: This does not take place directly in my classroom, but for a special the kids go down to the lab and work on a project for that week/month etc. Each project is different but art is incorporated because they are either making art on the computer, or they are writing about the topic and then they use art as an example (the piece has what the wrote with something they made) and usually each of the pieces are used as decorations leading up to the classroom. This does take place in my classroom and the kids made a mini book on the Lewis and Clark Expedition. Each page represents something significant that Lewis and Clark did or encountered and they kids have to draw what that was. Also, during re-alouds, my teacher will do an intentional listening so the kids have to stop and sketch what they think is important. My teacher recognizes that we have several gifted artists in the class but also knows that some kids are not as gifted so she makes the atmosphere comfortable where everyone can feel like they just do their best. Most of the integrated art my classroom does is drawing with colored pencils or sketching.
2: Besides the book on Lewis and Clark where they were told the theme, there are not a lot. During this project, the kids used their history textbooks as guidance and payed attention to the pictures in the textbook so that definitely helped them or they would use this project as a special and go to the lab to do more research. During the re-alouds I think the kids are using their imaginations because the book has no pictures so it really tests them if they are paying attention to the details in the book. Each student's sketches look very different and they pick different items to sketch on their paper because those were important to them so they are definitely imagining the situations in the book.
3: I wouldn't really change the unit or the integration because there is art integration in my classroom but maybe tweak the stop and sketch could be during a down time the students could go back to their work and add color, paint, etc to make their drawing seem more realistic to the situation occurring in the book. Not everyone can finish what they are drawing in the amount of time the teacher gives, so I think this would be good idea and then later they can write about the situation to integrate reading and writing or make a pop-out book (add dialogue) of all of their sketches and put it together, I think this would definitely help the students see better what they are doing but it lets the teacher know what the kids are paying attention to in the book. A piggy back activity off of this could be that the students are given a writing prompt that tells them if they were stranded on a deserted island, what items would they pick and why? They could draw/ sculpt with magic clay or use anything else to help make the items and then do a gallery walk so each student can see each other's items they would pick. Then a discussion from this activity would be what similarities or differences did the kids notice with how the items were made and did anyone pick the same materials, but were they made in a different way? The theme for this would be survival because the kids are thinking about how Lewis and Clark survived the expedition so once they are put in the mindset of the expedition this activity will be more meaningful for them because they are thinking how to survive in their scenario which could be similar or different to Lewis and Clark.
Art Classroom:
1. The content of the lesson was to teach the kids different water color techniques. The written objectives were the same as the spoken- the kids will be able to experiment with water color and use different techniques they watched from the video. Resources used were: youtube video demonstrating and explaining the different techniques the kids were encouraged (but not forced) to try, paint pallet, different size paintbrush, water bucket, paper and salt.
2. The teacher's strategy for this activity was all student centered. First, she showed them examples of other classes she had that day that were doing the same activity. She gave them instructions and they were aware of their responsibilities, but besides watching the segment of the video, this was all about the kids and how they wanted to use water colors. She first sat the kids down and told them they were going to experiment with water colors, different shades, techniques, etc Then she played a tenish minute video on an artist demonstrating water color strategies. She then told each kid to get a paint pallet and 2 different size paintbrush and a water bucket. When they were silent, they were told to begin experimenting with water colors and they got the remainder of class to try the techniques.
3. Students were very engaged in this lesson because the teacher was not going to do it for them, she would help guide what they wanted to create or give them idea, or even tell them to refer back to the video but she never took the paintbrush out of a students hand and showed them how to do it. The kids like making up their way of doing water colors but also practiced the techniques they saw in the video. The atmosphere was friendly and nice to be around for the most part. Each student was focused on their water color painting, but also was interested in what their peers had created. They got a little talkative on the carpet while watching the video but I think that was mainly because it was on the longer the side. Each student enjoyed doing their own painting and the atmosphere was just calming and nice to be around.
4. She helped reinforce the students that needed more confidence about their artwork ability, but when some arguing took place she simply asked the student to stop talking while others were talking and told them that they could go to the "peace corner" to calm down and then rejoin the class when they were ready. The peace corner is a corner of the room that has mats for sitting or leaning on that say peace and love and the kids just look up and see different decorations on the wall- so once they have calmed down they join the class.
5. The art instructions are much more specific and detailed which means that it takes longer to explain. The one for the classroom are very basic and second nature to the kids so they don't need a lot of help. The students in the art classroom are definitely more engaged because not all the kids are doing the stop and sketch. Some don't like to draw or don't think they are good at drawing so they just sit there a little bored not doing anything while they watch others sketch. The behavior is managed the same way- the teacher will ask the student to move away from their peer and then the next stop is outside the classroom. During the stop and sketch there are little disruptions like a student will be talking to their peer, or someone will get to go to the bathroom or blow their nose so the teacher has to keep stoping and that does not really happen during art.
1: This does not take place directly in my classroom, but for a special the kids go down to the lab and work on a project for that week/month etc. Each project is different but art is incorporated because they are either making art on the computer, or they are writing about the topic and then they use art as an example (the piece has what the wrote with something they made) and usually each of the pieces are used as decorations leading up to the classroom. This does take place in my classroom and the kids made a mini book on the Lewis and Clark Expedition. Each page represents something significant that Lewis and Clark did or encountered and they kids have to draw what that was. Also, during re-alouds, my teacher will do an intentional listening so the kids have to stop and sketch what they think is important. My teacher recognizes that we have several gifted artists in the class but also knows that some kids are not as gifted so she makes the atmosphere comfortable where everyone can feel like they just do their best. Most of the integrated art my classroom does is drawing with colored pencils or sketching.
2: Besides the book on Lewis and Clark where they were told the theme, there are not a lot. During this project, the kids used their history textbooks as guidance and payed attention to the pictures in the textbook so that definitely helped them or they would use this project as a special and go to the lab to do more research. During the re-alouds I think the kids are using their imaginations because the book has no pictures so it really tests them if they are paying attention to the details in the book. Each student's sketches look very different and they pick different items to sketch on their paper because those were important to them so they are definitely imagining the situations in the book.
3: I wouldn't really change the unit or the integration because there is art integration in my classroom but maybe tweak the stop and sketch could be during a down time the students could go back to their work and add color, paint, etc to make their drawing seem more realistic to the situation occurring in the book. Not everyone can finish what they are drawing in the amount of time the teacher gives, so I think this would be good idea and then later they can write about the situation to integrate reading and writing or make a pop-out book (add dialogue) of all of their sketches and put it together, I think this would definitely help the students see better what they are doing but it lets the teacher know what the kids are paying attention to in the book. A piggy back activity off of this could be that the students are given a writing prompt that tells them if they were stranded on a deserted island, what items would they pick and why? They could draw/ sculpt with magic clay or use anything else to help make the items and then do a gallery walk so each student can see each other's items they would pick. Then a discussion from this activity would be what similarities or differences did the kids notice with how the items were made and did anyone pick the same materials, but were they made in a different way? The theme for this would be survival because the kids are thinking about how Lewis and Clark survived the expedition so once they are put in the mindset of the expedition this activity will be more meaningful for them because they are thinking how to survive in their scenario which could be similar or different to Lewis and Clark.
Art Classroom:
1. The content of the lesson was to teach the kids different water color techniques. The written objectives were the same as the spoken- the kids will be able to experiment with water color and use different techniques they watched from the video. Resources used were: youtube video demonstrating and explaining the different techniques the kids were encouraged (but not forced) to try, paint pallet, different size paintbrush, water bucket, paper and salt.
2. The teacher's strategy for this activity was all student centered. First, she showed them examples of other classes she had that day that were doing the same activity. She gave them instructions and they were aware of their responsibilities, but besides watching the segment of the video, this was all about the kids and how they wanted to use water colors. She first sat the kids down and told them they were going to experiment with water colors, different shades, techniques, etc Then she played a tenish minute video on an artist demonstrating water color strategies. She then told each kid to get a paint pallet and 2 different size paintbrush and a water bucket. When they were silent, they were told to begin experimenting with water colors and they got the remainder of class to try the techniques.
3. Students were very engaged in this lesson because the teacher was not going to do it for them, she would help guide what they wanted to create or give them idea, or even tell them to refer back to the video but she never took the paintbrush out of a students hand and showed them how to do it. The kids like making up their way of doing water colors but also practiced the techniques they saw in the video. The atmosphere was friendly and nice to be around for the most part. Each student was focused on their water color painting, but also was interested in what their peers had created. They got a little talkative on the carpet while watching the video but I think that was mainly because it was on the longer the side. Each student enjoyed doing their own painting and the atmosphere was just calming and nice to be around.
4. She helped reinforce the students that needed more confidence about their artwork ability, but when some arguing took place she simply asked the student to stop talking while others were talking and told them that they could go to the "peace corner" to calm down and then rejoin the class when they were ready. The peace corner is a corner of the room that has mats for sitting or leaning on that say peace and love and the kids just look up and see different decorations on the wall- so once they have calmed down they join the class.
5. The art instructions are much more specific and detailed which means that it takes longer to explain. The one for the classroom are very basic and second nature to the kids so they don't need a lot of help. The students in the art classroom are definitely more engaged because not all the kids are doing the stop and sketch. Some don't like to draw or don't think they are good at drawing so they just sit there a little bored not doing anything while they watch others sketch. The behavior is managed the same way- the teacher will ask the student to move away from their peer and then the next stop is outside the classroom. During the stop and sketch there are little disruptions like a student will be talking to their peer, or someone will get to go to the bathroom or blow their nose so the teacher has to keep stoping and that does not really happen during art.