Julia Kropinova

Art 135

Reflection 2

The parade activity was presented to us in the classroom, without knowing what the

activity was going to be about. This was a very exciting way to introduce an interesting concept

in class, the students immediately became curious and excited because they sensed that they

were about to do something different. From a point of view of a student, this activity allowed the

students to focus on their imagination; every work looked different because every student has

their own identity. I loved the idea of creating a scroll, which included our own characters that

were all unique based on students imagination. Trough this project, the students are able to

experience the curriculum and focus on exercising the key concepts, objectives, etc. The studio

walk allows the students to see what the other students are doing and borrow some ideas in order

to enhance their final work. This is not cheating; it is simply sharing information, creativity while

inspiring others to create something similar. The students are able to converse among themselves

and brainstorm on how the characters in this project should or would look. As a teacher National

Core Arts Standards, Anchor standards are important to understand because creating, presenting,

responding and connecting are all parts of this exercise. The way this project allows students to

practice the art standards are by being creative, open minded and engaging the student in a fun

way. This project empowers critical thinking among students and focuses on creating an

imaginary piece of art. The four anchor standards for arts include creating, presenting,

responding and connecting. This project touches base with each of the four anchor standards for

example: Creating and anchor standard 1 allows students to conceptualize artistic ideas and work
by allowing students to imagine the characters they are planning on drawing. Presenting is

expressed though anchor standard 5, where student is developing and refining artistic work for

presentation. In this case the students were to talk around during the gallery walk where they are

able to see the presented unfinished work and get inspired further to create something special for

themselves. Responding comes out in anchor standard 7, where students perceive and analyze

each others artistic work, this is where students are able to critique each others work while

politely discussing each others work. Finally, connecting comes out through anchor standard 11,

where at the end where students are to think about their characters they have created while trying

to relate to how they see each other in todays world. Anchor 11 allows students to relate artistic

ideas and works with societal, cultural and historical context to deepen their understanding. In

California Commission on Teacher Credentialing, Teaching Performance Expectations, I begin to

realize that it is my job as a teacher to demonstrate the ability to teach the state-adopted

standards for art and applicable English Language Development Standards. I will need to

strategically plan, implement, and evaluate instruction that assures that student meet or exceed

the state standards for art. I will be able to design instructions that engage the students through

inquiry in researching for information and resources needed to explore and artistic question. For

the parade project, a teacher was able to introduce Where the wild things are to the class while

inspiring many to develop their own creative monsters focusing on the creative process, artistic

skills and techniques. It is important to encourage students creativity, flexibility, collaboration,

and persistence in solving artistic problems give to them; This is the way I plan on inspiring my

students. Questions: How can a teacher incorporate the usage of many artistic techniques in one

project? What is the easiest way to establish innovative, critical thinking and communication

among students?