Art Classroom Reflection
1. The content of the lesson, written and spoken objectives, and resources used b
The content of this art lesson was about the meaning of sculptures. The students used pencils, paper and colored pencils to draw their draft of their soon to be physical, clay model. The students had to decide what type of meaning the sculpture was to portray (celebrating a theme, representing one person, etc.).
2. The teacher, her / his teaching strategies and format / process of the lesson as presented
The teacher went about this lesson by first going over the different types of sculptures and having the students think of examples of each type of sculpture.
3. Student engagement of the lesson, classroom atmosphere, and environment
Students were very involved when thinking of their own examples for the different types of sculptures and when given the opportunity to come up with their own sculpture. They were able to work at tables in pods in order to bounce ideas off of each other. There was light music playing in the background in order to create a fun, lighthearted atmosphere for the students.
4. Classroom behavior management
The teacher seemed to disregards but at the same time acknowledge poor behavior in the classroom. When students were acting up during the class discussion, the teacher would say how much she liked the students who were behaving. Then in individual work, she would tell the student to get to work, but would not give the student a lot of attention.
5. Compare the art classroom to the regular classroom in regards to the teaching strategies, lesson presentation, student engagement, classroom atmosphere, environment, and behavior management.
Similar teaching strategies I saw were the freedom the students had to express themselves however they pleased. Both teachers created an environment where student could be himself or herself and portray their art however they wanted to. In the art classroom I was able to see more of a lesson presentation than I was in my field classroom just because the art classroom had a central art focus. Students were equally engaged in both settings and the teachers handled misbehaving students in similar manners where they would acknowledge the bad behavior and say what they wish to have seen.
The content of this art lesson was about the meaning of sculptures. The students used pencils, paper and colored pencils to draw their draft of their soon to be physical, clay model. The students had to decide what type of meaning the sculpture was to portray (celebrating a theme, representing one person, etc.).
2. The teacher, her / his teaching strategies and format / process of the lesson as presented
The teacher went about this lesson by first going over the different types of sculptures and having the students think of examples of each type of sculpture.
3. Student engagement of the lesson, classroom atmosphere, and environment
Students were very involved when thinking of their own examples for the different types of sculptures and when given the opportunity to come up with their own sculpture. They were able to work at tables in pods in order to bounce ideas off of each other. There was light music playing in the background in order to create a fun, lighthearted atmosphere for the students.
4. Classroom behavior management
The teacher seemed to disregards but at the same time acknowledge poor behavior in the classroom. When students were acting up during the class discussion, the teacher would say how much she liked the students who were behaving. Then in individual work, she would tell the student to get to work, but would not give the student a lot of attention.
5. Compare the art classroom to the regular classroom in regards to the teaching strategies, lesson presentation, student engagement, classroom atmosphere, environment, and behavior management.
Similar teaching strategies I saw were the freedom the students had to express themselves however they pleased. Both teachers created an environment where student could be himself or herself and portray their art however they wanted to. In the art classroom I was able to see more of a lesson presentation than I was in my field classroom just because the art classroom had a central art focus. Students were equally engaged in both settings and the teachers handled misbehaving students in similar manners where they would acknowledge the bad behavior and say what they wish to have seen.
Classroom Reflection
1. Art is most commonly used in my 3rd grade classroom through the integrations of reading. Another student teacher reads “The BFG (Big Friendly Giant)” by Ronald Dahl and the students listen and draw. The students are to draw whatever they want about the story. They can draw what they think is taking place, what has happened or what they think might eventually take place.
2. The biggest ideas being used through this activity can be seen through visual thinking and imaginations. I think it is visual thinking because the students are able to draw whatever they think is taking place without there being a right or wrong answer. But, I also think it is a good use of imagination because of that particular reason as well. Students can draw and create whatever they want from the story, so long as they can back up their drawing with reasoning from the story.
3. I think I could add more meaning to this lesson by allowing students to share what they drew. I would not require students to share, but I would have a couple of students share what they drew and then describe what things from the story led them to draw their particular object. This would allow for students to draw ideas from each other as well as allowing students to see how one’s ideas may be different from another’s.
2. The biggest ideas being used through this activity can be seen through visual thinking and imaginations. I think it is visual thinking because the students are able to draw whatever they think is taking place without there being a right or wrong answer. But, I also think it is a good use of imagination because of that particular reason as well. Students can draw and create whatever they want from the story, so long as they can back up their drawing with reasoning from the story.
3. I think I could add more meaning to this lesson by allowing students to share what they drew. I would not require students to share, but I would have a couple of students share what they drew and then describe what things from the story led them to draw their particular object. This would allow for students to draw ideas from each other as well as allowing students to see how one’s ideas may be different from another’s.