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?
I observed in the classroom art integration in the writing class. Students were working on
descriptive writing and personal narratives. The class worked on describing themselves
physically; they drew self-portraits of themselves. Then characteristics they have and
how they can represent those in their drawings by either using colors or drawing extra
symbols to represent their characteristics.
2. Was there a Big Idea or theme used? If so describe. Were students working with
narrative, observation, imagination, and / or visual thinking?
Yes students used the big idea of Identity. The students expressed their physical and
internal identity. They represented themselves and their personal identity in their artwork
and their writing
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 would suggest spending more time and materials on the art aspect. I also think that it
would be beneficial if the children knew before hand that they are going to write and then
create their picture so that they can more easily include representations of their
characteristics. I think this would have a deeper meaning to the lesson if the children
were aware of the drawing before hand so they can have more time to think about what
they want to convey in their artwork.
Art Classroom
Following your art room observations describe (200 words total):
1. The content of the lesson: written and spoken objectives, and resources used
The students were creating paper masks. The students were to get a copy of the same
mask and then use tissue paper to trace the outline of the mask and some/if any of the
details from the original mask. Then students crated their own individual masks.
Resources used were tissue paper, paper, and markers.
2. The teacher: her / his teaching strategies and format / process of the lesson as presented
The teacher was very open with instructions to allow for students to be creative with their
piece. Students worked independently but the teacher allowed talking among table
groups. I did not see much of a lesson presented because students had already been
introduced to the lesson and came into the classroom knowing what they were going to
work on.
3. Student engagement of the lesson: class atmosphere, environment, and classroom
behavior management
Students were engaged with the lesson and worked the entire class. The environment was
relaxed; students talked while the worked and the teacher walked around the class
offering assistance when it was needed and compliments. Students complimented each

other on their artwork. The classroom management was very well done. Students knew to
work independently and to talk quietly. Once the student had finished his/her mask the
student showed the art teacher to make sure there was sufficient detail and color and then
could free draw on the designated free draw paper or read a book. Each table had a table
helper who returned the tables materials to the designated spot at the end of class.