Beruflich Dokumente
Kultur Dokumente
ITE 326
12/15/17
Throughout the implementation of my unit plan I have learned that especially when
teaching kindergarten, I must keep the instructional part sweet and short, yet concise and
meaningful because keeping the students attention for long periods of time is difficult. I have
also learned that redirecting student behavior must be done directly after the behavior occurs or it
may lead to other students getting distracted and not fully understanding directions or concepts
you are trying to teach them. After implementing the first lesson I got some feedback from my
mentor teacher and supervisor and realized that giving the students a time limit is essential
because then they know what is expected of them within that amount of time. Also, playing soft
quiet music worked very well in setting the tone while the students were drawing during the
second lesson. Lastly, I think having the students actually do something such as draw or paint
creates engagement among the students which in return gets them excited to learn.
Student-created Artwork Samples:
Student who exceeds proficiency: This student exceeded my expectations because she could
accurately describe the three elements of art that we focused on being, line, shape, and color in
her own works of art and in the work of Wassily Kandinsky. This student also effectively used
watercolor and crayons to create an original work of art. She produced high quality works of
abstract art using the elements of art (line, shape, color) and concentric circles. This student took
her time and really paid attention when I was modeling the concentric circle piece and you can
tell through her work. Lastly, she effectively used technology (Seesaw) to create a digital copy of
her artwork with a detailed voiceover that went above and beyond the sentence starter. This was
one of the students that also mentioned what she had learned about primary colors in her
voiceover.
Student who meets proficiency: This student met my expectations with proficiency because he
could identify the elements of art (line, shape, color) in his own abstract pieces but not in the
work of Wassily Kandinsky. This student also used watercolor and crayons to create this original
work of art but I can tell by looking at his art that he did not fully understand how to use
watercolor effectively. This student also produced a quality work of abstract art using the
elements of art (line, shape, color) and concentric circles, but I would not say it is of high quality
because of the amount of water used with the watercolor paint. Lastly, this student did use
technology (Seesaw) to create a digital copy of his artwork with a voiceover that correlates with
the sentence starter I provided.
Student who is developing proficiency: I believe this student is developing proficiency because
he attempted to identify the elements of art (line, shape, color) in his own abstract piece but
could only recall color and line. This student also attempted to use watercolor and crayons to
create an original work of art but did not follow my directions, being to try not to use too much
water and mix the colors. This student also did not fully grasp the idea of what concentric circles
are based on how he used crayon to create them in his piece. I feel this student attempted to
create a quality work of art, but he is not quite there yet. Lastly, this student attempted to create a
digital copy of his artwork with a voiceover but had a hard time recalling what abstract art was
and the elements of art that he used.
I used the rubric below to summatively assess my students on their understandings of the
main concepts in this unit. Originally, I was going to fill out one of these rubrics for each
student. However, I thought my data would be much more organized in checklist form. I still
used the rubric but recorded where each student was at using the checklist. For example, for the
student work selected above that exceeded my expectations, I went through each criteria in the
rubric and recorded it in the checklist. I had notes from all the lessons on where the students
understanding of the elements, line, shape, and color were. To make sure I knew which students
needed further assistance I printed out a checklist that I could mark while I was listening to
students create their voiceovers. I had the students tell me which elements we were learning
about and what abstract art referred to when doing their voiceovers and used the checklist as I
went around. Using the checklist was helpful because I was only dealing with one piece of paper
versus eighteen.
Rubric for art production and Seesaw digital copy and voiceover
Student Name:
Criteria Developing Meets Proficiency Exceeds Proficiency
Proficiency (DP) (MP) (EP)
FA.K.1.2Use
developmentally
appropriate art media,
tools, and processes