Jamie Daylor

Tiger team #3

Fashion and Function Seal Skin Parka Part One (Before) Our lesson will go over Fashion verse function. We will have students circle up and introduce them and reflect on their own clothing. They will say why they chose what they are wearing. We will then read a book about a boy in the Arctic that will set the scene for talking about other coats and the Motel of Mysteries. We will then move into a PowerPoint about motel of mysteries and several different types of coats ending with the example from the museum. We will then have them create their own coats with Saran wrap using their bodes as a form which they will then decorate. The decorations must tell us something about their identity and who they are. Instructional goals: a. Viewing Art
a. Students will view and analyze artifacts in a museum. b. Students will compare and contrast their own cultural artifacts with those found in the Museum and in literature. c. Students will identify connections between the function of cultural objects and the environment and culture from which they originate. d. Students will identify connections between the fashion of cultural objects and the environment and culture from which they originate. B. Making Art a. Students will construct meaningful symbols.

b. Students will convey symbols of self-identity through wearable art. c. Students will plan, design, and execute their wearable art. C. Presenting Art

Students will present their work through modeling and photography The children already knew how to create meaningful self-identity symbols through wearable art. Most students knew what they wanted to put on their coats they just didnt know how to do it. They were also very good at discussion and talking about the fashion and function of coats and cultural objects. We referred to resources and books at the museum of anthropology. We also used several different childrens books about the arctic and arctic clothing and fashion. We also looked up several types of coats on art and high fashion websites. Part Two (during) I think students learned a lot about the difference between fashion and function. At first they would just say things such as oh that looks pretty or that looks warm. By the end they were able to say why something is fashionable or why it is functional. We were able to assess them with formative through class discussion. If this were a classroom were I would see the students again I might give an exit slip. Some students were shyer than others and did not speak a lot during the class discussions. To help him or her participate we asked them what they thought and made sure every student had a chance to talk. Overall I think the students did very well with sharing their ideas. They were able to share which coats they would use in the cold and which would be just for looks. They were also all able to create a coat that expressed something about them. Students were able to share ideas that

stretched and challenged the ideas of their classmates. The students led the discussion the next students comments were fed by and changed by what the students said before them. This showed that the comments showed higher-level thinking. Students were even posing questions themselves to their classmates. The questions they asked while creating their coats also displayed higher-level thinking. Many students created in depth symbols on their coats. We allowed student ideas to fuel the discussion over the power point. We fed our comments based off of what they were saying and commenting. We strived to value every students opinions and thoughts and make sure every student had a chance to answer and speak during the discussions. We were able to organize and manage the students in discussion by having them sit all together at the front of the room. Each of us stood around the students to make sure that everyone was paying attention. We kept them in this formation during the demonstration. During the studio time we had the students sit around the outside of the u shaped table formation and we were able to see all students and see who was struggling from the inside. During closing we were able to direct the students in clean up. When some students looked lost or not participating we gave them a special specific job. Part three (after) I think our goals were very appropriate. Each student was able to share their ideas with the class and students were able to glean off of their peers. I think our direction on how they were to create their coats could have been clearer. Some students were so excited once they saw our exemplars that they got anxious and did not listen to the instruction. Once we started wrapping I gave more instruction to

the students on an individual level this worked really well because I had the students full attention. It did not really work to show the students all together because they could not understand without having the materials in front of them also they got too excited when they saw the exemplars to pay attention. I would have been more intentional in the process of explaining the studio project. The materials and the room arrangement were very successful. The activities were also very successful. We were able to maintain student engagement throughout the entire lesson. I think we were also very successful at modeling effective communication. We were having all students listening and contributing to the discussion as well as valuing what other students were saying as well. Part Four Reflection We did make a few on-the-fly decisions during the lesson. In the beginning it took a lot longer for the students to arrive than we expected to we had a discussion on what the topic of the day might be based on the books we had placed around the room. This ended up being really good. Most of the students actually guessed correctly by saying that we would talk about arctic fashion. His gave a good activity for the kids to do while they were waiting so they did not get too antsy. Also the direction of the discussion over the power point was very different than we planned. We had planned a more teacher-centered approach with more of our talking, but once the discussion started it became clear that we could let the students take more control of the discussion. They had several insightful comments. We were able to feed off of their comments instead of what we had planned to say. This was very appropriate. They were able to learn much more this way and it

encouraged much more student engagement where as if we would have just been talking the students might have become bored and unengaged. The biggest thing I learned from this lesson is that students of all ages will come up with great insightful ideas that you as a teacher could never come up with. I did not anticipate this. I thought that the power point would be the most boring part of the lesson and that we as teachers would have to work hard to keep the conversation coming, however, the students took the conversation much farther. The power point was the part of the lesson that students were most engaged in. I realized that students would come up with solutions to problems and projects that I never could have thought of. Children are creative and imaginative and can be great artists. One big idea that I learned from this lesson was that student engagement can resolve many classroom management issues. We barely had any problems with classroom engagement because the students were genuinely interested in what they were learning. They were excited for their projects and were willing to listen in order to be able to start their projects. I also learned the big idea of imagination. I have not worked with children of his age in a few years and I forgot how easy it is for them to create and express themselves, and in general how willing they are to try new things. They are not afraid of what their neighbor might think of them if they truly express themselves in their artwork they only create. This was amazing to see. By nature I am a shy and introverted person. This has always given me anxiety about leading a class especially instruction and class discussion, however

from this experience I have realized that my students can do the talking and I only have to guide. They are full of meaningful opinions and ideas. The curriculum should be centered on their ideas and allowing them to express them. Showing each student that they and their opinions are valued is the most important thing I can do as a teacher. I do not need to worry about not knowing what to say at every moment, though careful planning is very necessary. Students are able to have thoughtful discussions and great ideas. There is only so much that I can do and guide my students, they will be the ones that make amazing work.