Elementary Classroom Reflection
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?
In my third grade classroom I did not see much art begin done. The one art activity that I observed in my host classroom was character trait posters. My students were all reading the book Shiloh. For the project the students were split up into groups and given a character from the book to draw on a poster. After the students drew the picture they decorated the poster with words that described that character.
2. Was there a Big Idea or theme used? If so describe. Were students working with narrative, observation, imagination, and / or visual thinking?
I am unsure if there was a big idea or theme used specifically. If I had to guess I would think that narrative was being used. Since the student were telling a story about the characters I think that would be narrative.
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 were to suggest something for this unit I would make sure to explain to the students why they are doing the art and maybe have an artist to learn about while doing the art, I feel that with this lesson the art wasn't meaningful or connected to anything,
In my third grade classroom I did not see much art begin done. The one art activity that I observed in my host classroom was character trait posters. My students were all reading the book Shiloh. For the project the students were split up into groups and given a character from the book to draw on a poster. After the students drew the picture they decorated the poster with words that described that character.
2. Was there a Big Idea or theme used? If so describe. Were students working with narrative, observation, imagination, and / or visual thinking?
I am unsure if there was a big idea or theme used specifically. If I had to guess I would think that narrative was being used. Since the student were telling a story about the characters I think that would be narrative.
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 were to suggest something for this unit I would make sure to explain to the students why they are doing the art and maybe have an artist to learn about while doing the art, I feel that with this lesson the art wasn't meaningful or connected to anything,
Art Classroom
1. The content of the lesson: written and spoken objectives, and resources used
For this lesson the students were using graffiti letters to create their name. The students first watched a video a person creating graffiti letters. It was a "how-to video". The video did not show the face of the person or the art behind it. The students were then instructed to create their name using the technique the person in the video did. The students used pencils to sketch their name then color pencils to decorate it.
2. The teacher: her / his teaching strategies and format / process of the lesson as presented
The teacher just showed the students the video then passed out the materials. She never gave a large class example of the project. The teacher would walk around and help students when they needed.
3. Student engagement of the lesson: classroom atmosphere, environment, and classroom behavior management
Many of the students did not seem very interested in the assignment. The video was long and a lot of the students lost interest and stopped paying attention to it. After the video many of the students were frustrated because they didn't know what to do or how to start the graffiti letters.
For this lesson the students were using graffiti letters to create their name. The students first watched a video a person creating graffiti letters. It was a "how-to video". The video did not show the face of the person or the art behind it. The students were then instructed to create their name using the technique the person in the video did. The students used pencils to sketch their name then color pencils to decorate it.
2. The teacher: her / his teaching strategies and format / process of the lesson as presented
The teacher just showed the students the video then passed out the materials. She never gave a large class example of the project. The teacher would walk around and help students when they needed.
3. Student engagement of the lesson: classroom atmosphere, environment, and classroom behavior management
Many of the students did not seem very interested in the assignment. The video was long and a lot of the students lost interest and stopped paying attention to it. After the video many of the students were frustrated because they didn't know what to do or how to start the graffiti letters.