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Olivia Vitale November 2013 Tiger Artist Lesson Plan/Presentation Reflection Tiger Team Two Part I The Function

of Fashion Sealskin Coat

LTC4730 Unrath

1. For Tiger Artists 2013 Week Two we explored the enduring understanding of cultural perception through fashion and function. Rachel, Jamie and I worked together to introduce ourselves and our topic to the artists through a beginning activity, book reading and PowerPoint presentation. We also guided the artists (with help from our angel teacher and other education students) to create a coat made of plastic wrap and packing tape to provide a meaningful making opportunity. 2. After our lesson we expected students to display multiple proficiencies in viewing, making, and presenting art. These include but are not limited to: analyzing artifacts, comparing and contrasting cultural artifacts, identify connections between function and environment/culture, identify connections between fashion and environment/culture, construct meaningful symbols, convey symbols, plan, design and execute wearable art and model/present their artwork. 3. The artists already had prior knowledge pertaining to elements of our lesson. Some of these elements are symbols, function, fashion, environment, planning and modeling. We combined all of these elements into our lesson to support the enduring understanding of cultural perception. Personally, I think this is one of the first times the artists have experienced the merging of these elements. They can identify, define and exemplify many, if not all of, the elements. For example, I do not think that fashion and function were ever approached as related to the artists. 4. We used a print book, the museums website, PowerPoint, the SmartBoard, and the internet during the planning, presenting and executing our lesson. If we had not had these resources available, I think we could have found a replacement without the integrity of the lesson being harmed. Part II 1. The artists learned about how artifacts shape and reflect a culture through creating their own cultural artifacts (coats). Our artists also learned about how fashion, function, and design affect

the perception of a cultural artifact. This was displayed in how they planned their coat, executed the creation of their coat, and their final presentation modeling their coat. All of these parts could be combined to create an assessment to gauge the success of the artists learning. 2. Some artists did have issues participating in the activities. There are three examples I can recall. In our beginning activity, two artists had trouble responding with their coat and its function after telling us their name. We attempted to engage the students by asking questions to entice the answer out of them, and that worked for one of the two artists. Another artist had trouble engaging in the PowerPoint activity when we talked about fashion and function. The students were seated in a group, were often talking over each other without raising hands and the dominant students took the lead quickly. We increased participation from the quieter artists by calling on them by name, asking them to raise their hands, and picking a variety of artists to respond rather than the same four artists responding. The third participation issue arose with the art making itself. One artist had issues planning their coat. Multiple instructors engaged this artist by asking questions before sending the artist to the supply table to find inspiration. After visiting the table the student had moved past the idea problem to move onto the art making process. 3. Specifically in the PowerPoint activity artist participation was high. Artists began this activity unsure of how to answer the questions, but after a few responses they grasped the topic of the discussion and began pushing their responses to a more fully developed answer containing their response, their reasoning, and an example. Artists also added multiple responses to the questions asked as well as responses to the responses of other artists. The artists also engaged well in the art making activity. Some students asked questions, but after the students created and depicted their ideas they smoothly transitioned into art making with no major participation issues. 4. Our class was organized into four large divisions, introductions, reading, PowerPoint and art making. The art making division included the explanation of the art making activity with our video demo and exemplar demo and the presentation element. We transitioned through these by moving the students around; we moved from individual seats, to the center of the room, to the front of the room, a stretch break, back to the front of the room and then back to their seats. During the art making division the students were able to move about the room getting wrapped, gathering supplies, occasionally asking for help and taking their pictures. I think the

class was balanced between transitions and activity. The students were able to move around and seemed to not have any issues with restlessness. Part III 1. I think that our instructional goals were very appropriate. We had no issues in regard to age difference or ability of our artists. We also had very few issues of low engagement, as we fixed these issues as they surfaced and artists had multiple forms of engagement opportunities. The lesson addressed a topic each artist could relate to, fashion, function and how these are perceived. The act of communicating a message is simple enough that even though the artists represented different levels, the overall goal was achieved through meaningful making. 2. I think the clarity of our direction can be seen through the resulting artwork. The students understood the task being provided and the steps to complete the tasks were all completed for each student. I think that our video on wrapping and our instructor exemplars were extremely important in the success of our directions. By providing the students visual examples of what was being asked of them they were able to complete the project without any glitches. 3. What worked exceedingly well was our extra help. I am confident that Rachel, Jamie and I would have been able to complete the lesson without the extra help, but the fact that we had them there made all the difference in the success of the lesson as a whole. I personally appreciated the encouragement, advice, guidance and help they provided throughout our lesson. Specifically, wrapping the artists would have been difficult with three of us as opposed to the six we had plus the floaters keeping an eye on the artists who were not participating in the wrapping. I was surprised that the reading worked so well. The book was long but our students paid attention and were so well behaved for the duration of the book. I would not say that any one thing did not work well. If I had to pick I would say that the time management could have been edited, providing more time for art making directions as well as art making. 4. I would be sure that every student wore a name tag. When I have my own classroom I anticipate that I know my artists names, but as each instructor only got one session with the artists, I did not know their names. This would have made a large difference in the beginning activities when I was trying to maximize participation. I would somehow get a handle on the feathers, they made a big mess. I was pleased with our material selection. I would have asked the artists what their coats said about them, most likely asking them to write their response to this on the back of their brainstorming sheet. I would have had another table for materials, providing a clearer

viewing of materials that the artists had available. I would have introduced the PowerPoint a little differently. I feel as if the students began this lesson confused about what we were doing. A few short sentences would have been beneficial to show the students to know what I was expecting of them. 5. I think the instructors modeled successful verbal and nonverbal communication. We talked clearly, loud enough that we werent yelling, and used appropriate language. We were also provided the opportunity, specifically in the PowerPoint, to display nonverbal communication towards behaviors we did not want to continue. We would avoid eye contact and verbal responses to unrelated or inappropriate responses as well as when students would not raise their hand after being asked to do so. The artists were very aware of both our verbal and nonverbal communication.

Part IV There are three on-the-fly decisions that I made during the lesson. First, as I instructed the students through the PowerPoint I made the decision internally to ignore an artist who had begun making side comments and interrupting me after I decided to specifically not address the behavior I did not appreciate, the student self-corrected and began behaving correctly to receive my attention and reengage in the activity. Second, the other instructors and I decided to talk through the instructional video because we wanted to move onto the art making activity. The artists had been sitting for a period of time, the video had no sound and was particularly repetitive so the logical quick decision was to continue giving direction while the video played behind us. The third decision was when I decided to have the student write their name on the white board before I took their picture. I figured this would be helpful organizationally as well as it was like they were almost signing their work. I learned from teaching this lesson that it will save me time if I explicitly tell the students what I expect of them. For example during the PowerPoint I did not ask them to raise their hands, but expected that they were respectful of the artists while they were talking. This situation escalated quickly, and Rachel used her teacher voice to ask the students to raise their hand and they would be called on. This moment taught me that I cannot expect the students to know what I want if I do not tell them. I also learned to provide ample time for the students to engage in art making. I anticipate that there will be a guideline or formula I use to calculate this in the future, but I will have to work on developing that. This lesson made me realize that I can complete the activity in a much different time frame than my artists will be able to, so I need to plan for that. It was unexpected that we would run out of time, specifically because we cut out our museum visit, so I learned to watch the clock. My biggest epiphany was that the artists distribution of time is different than mine. It is my job as an instructor to guide the students through a class period that I have planned, but that sometimes it does not go according to plan. I can plan for a fifteen minute PowerPoint, but if there is excellent learning going on, I should encourage not inhibit it. I can also test and time a project for my plans, but a student could need or spend a different amount of time on the same project. I had a moment where I realized that the students have smaller hands, less experience and a less developed brain than I do. These artists are learning art, not mastering it, so it would be extremely unfair of me to expect the students to learn and complete projects in the same time frame I would need.

About my students, I learned that they are just as excited about this as I am. This group of artists continuously participated for two and a half hours in the same classroom, because they were excited about art and interested in what we were doing. While this sampling of students participates in this program by choice, I will one day have the students who will not be in my classroom by choice. However, I think there is a pure and simplistic attitude and approach to art. If I can provide my students with activities and projects that connect with them personally, my students will be as engaged as I am and find success. About my curriculum, I learned that sometimes you just have to pick a project and find the standards after. If I create a project that is well developed and engaging, the standards will be displayed. I anticipate that there will be times that I look at my standards and try to derive a project from them, but that more often the project may be picked first. I will meet standards and goals set by my district, state and even nation, but the success of lesson as seen through standards will directly reflect the amount of work put into developing the lesson. About myself, I learned that I can do this! I was excessively nervous before the session began, but afterwards I could not stop talking about the experience. This program provided me the opportunity to work like a teacher, through development, prep work, and actually teaching. I learned that I can manage a classroom, answer questions, provide direction and guidance, and execute the lesson that I spent so much time developing (just to name a few). I look forward to student and substitute teaching and one day having my own classroom.