Jacob Lawrence ExperienceArt Production Experience Reflection
I can document and reflect upon the mini-lessons and art production experiences I completed this semester in ITE 326, Visual Arts, Elementary. I can create a title for this art experience: Separate but Not Equal. I can describe the instructional strategies used as a motivation for creating my own work of art: We revied the book “The Great Migration” and analyzed the art from that book, which inspired me to create a piece on migration. I can cite a HCPS III in the Visual Arts and the Benchmark I feel this lesson meets: F.A.K.1.2 How the Arts are Organized. The student uses art media tools and processes to create original works of art without premade templates. I feel that this lesson meets this standard because we created an original work of are without any pre-made templates. I can list the materials I used: • construction paper • glue • scissors • imagination I can reflect on my personal involvement in the creative process during this art experience, and how I would inspire my students to feel positive about this experience: Have students do their own interpretation on what they think migration looked like. I would give them the option of using people, animals or anything nature. With more choice, comes more VOICE! I can modify this experience to provide art instruction for different grade levels. List 2-3 ways: 1- With 5th-6th graders, I would want them to use paints instead of construction paper to create their interpretation. 2- Also, with older students, I would want them to focus on a specific time periosd as well. I can list 2-3 different ways to integrate other subject matter into this lesson: 1- You could use this lesson with social studies to study about how and why people migrated. 2- You could also use this with language arts and have students do a creative writing piece on the piece of art they just created. I can list 2-3 teaching skills that I can use as a teacher from this lesson. 1- Model instructions 2- Clear instructions |