Elementary Classroom
Following your elementary classroom observation, describe how art materials, visual forms, images, or activities were used in the classroom by answering the following three questions (200 words total):
1. What form of arts integration or interdisciplinary learning units have you observed? In what ways were the visual forms investigated, learned, discussed, or produced in the classroom?
In my host classroom I have not had the opportunity to observe much art integration. The only form of integration I have seen is during a science lesson when the students were responsible for taking on the role of a recorder. They did a science experiment where they mixed dirt and water in a jar and allowed it to settle. The students took written observation and drew pictures of what they saw at different time increments. The students had to carefully observe what they were looking at and pay close attention to details. They then had to take that and draw what they were seeing so they could create an accurate representation. Through this art there were able to see the change in the jar of dirt and water. They were able to grasp the idea of the dirt separating into layers and why it was happening based on the materials in each layer.
2. Was there a Big Idea or theme used? If so describe. Were students working with narrative, observation, imagination, and / or visual thinking?
I believe that the Big Idea being used here was able being an Investigator. Through observation and questioning the students were investigating an idea. They have been working through out their entire school days on being investigators and trying to solve problems on their own. They are doing this is their reading when they do not know what a word means, when they have conflicts between themselves and their friends, and I felt that the teacher was able to translate this into her science lesson very effectively as well.
3. What suggestions would you have for integration and interdisciplinary learning for this unit or lesson you observed? Try to think how you could make the learning more meaningful, connected, and deeper. Be specific.
I felt that based on this lesson the only additional piece of art that could contribute to a more meaningful and deeper understanding of the dirt separating into layers would have been to have the students study the dirt before it was mixed in with the water. I feel that this would have lead them to seeing the different pieces within the dirt such as the roots, pieces of grass, small sticks, dead bugs, etc. This would then show up again in their future observations when the dirt had separated into the layers and these pieces. I think that this would provide a deeper understanding as to why certain layers were formed based on their content (water, dirt, miscellaneous pieces).
1. What form of arts integration or interdisciplinary learning units have you observed? In what ways were the visual forms investigated, learned, discussed, or produced in the classroom?
In my host classroom I have not had the opportunity to observe much art integration. The only form of integration I have seen is during a science lesson when the students were responsible for taking on the role of a recorder. They did a science experiment where they mixed dirt and water in a jar and allowed it to settle. The students took written observation and drew pictures of what they saw at different time increments. The students had to carefully observe what they were looking at and pay close attention to details. They then had to take that and draw what they were seeing so they could create an accurate representation. Through this art there were able to see the change in the jar of dirt and water. They were able to grasp the idea of the dirt separating into layers and why it was happening based on the materials in each layer.
2. Was there a Big Idea or theme used? If so describe. Were students working with narrative, observation, imagination, and / or visual thinking?
I believe that the Big Idea being used here was able being an Investigator. Through observation and questioning the students were investigating an idea. They have been working through out their entire school days on being investigators and trying to solve problems on their own. They are doing this is their reading when they do not know what a word means, when they have conflicts between themselves and their friends, and I felt that the teacher was able to translate this into her science lesson very effectively as well.
3. What suggestions would you have for integration and interdisciplinary learning for this unit or lesson you observed? Try to think how you could make the learning more meaningful, connected, and deeper. Be specific.
I felt that based on this lesson the only additional piece of art that could contribute to a more meaningful and deeper understanding of the dirt separating into layers would have been to have the students study the dirt before it was mixed in with the water. I feel that this would have lead them to seeing the different pieces within the dirt such as the roots, pieces of grass, small sticks, dead bugs, etc. This would then show up again in their future observations when the dirt had separated into the layers and these pieces. I think that this would provide a deeper understanding as to why certain layers were formed based on their content (water, dirt, miscellaneous pieces).
Art Classroom
Following your art room observations describe (200 words total):
1. The content of the lesson: written and spoken objectives, and resources used
To be completely honest I did not see or hear of any objectives for the lesson that I watched. During this particular lesson the students began by reading a book about a “copy-cat fish”. The story was from the Rainbow fish collection and the students seemed to enjoy listening to the book. However when they went to make their art project there was no connection or deeper meaning in the art that related to the book that was read. The students were simply drawing a fish in a bowl and they did not have any greater connection or meaning to it.
2. The teacher: her / his teaching strategies and format / process of the lesson as presented
In order to instruct the students on how to create their art the teacher used the Smart Board tool that projected her paper on the board. She gave step by stem instructions and she drew what she wanted the students to draw. I felt that most of the students were just copying her work and that they were not able to be creative. The teacher would tell the students to draw what she was drawing and by the end of the lesson there were 24 copies of her picture that was displayed on the board.
3. Student engagement of the lesson: classroom atmosphere, environment, and classroom behavior management
Through the class period I felt that the class was very chaotic, many of the students were not focused and were having side conversations while the teacher was talking. The classroom materials were organized nicely and the teacher did not have to take much time to pass out materials to many different tables of students. I think she had a great idea behind her classroom behavior management but she did not implement it well. On the board there were letters and as the letters were taken down for bad behavior there were punishments. However, when it came time to take down a letter the teacher made it seem as if it was an exciting and special thing for the student that was chosen to take off the letter rather than a negative consequence. Over all she was able to get the students to work but I did not feel they were very invested in what they were working on.
1. The content of the lesson: written and spoken objectives, and resources used
To be completely honest I did not see or hear of any objectives for the lesson that I watched. During this particular lesson the students began by reading a book about a “copy-cat fish”. The story was from the Rainbow fish collection and the students seemed to enjoy listening to the book. However when they went to make their art project there was no connection or deeper meaning in the art that related to the book that was read. The students were simply drawing a fish in a bowl and they did not have any greater connection or meaning to it.
2. The teacher: her / his teaching strategies and format / process of the lesson as presented
In order to instruct the students on how to create their art the teacher used the Smart Board tool that projected her paper on the board. She gave step by stem instructions and she drew what she wanted the students to draw. I felt that most of the students were just copying her work and that they were not able to be creative. The teacher would tell the students to draw what she was drawing and by the end of the lesson there were 24 copies of her picture that was displayed on the board.
3. Student engagement of the lesson: classroom atmosphere, environment, and classroom behavior management
Through the class period I felt that the class was very chaotic, many of the students were not focused and were having side conversations while the teacher was talking. The classroom materials were organized nicely and the teacher did not have to take much time to pass out materials to many different tables of students. I think she had a great idea behind her classroom behavior management but she did not implement it well. On the board there were letters and as the letters were taken down for bad behavior there were punishments. However, when it came time to take down a letter the teacher made it seem as if it was an exciting and special thing for the student that was chosen to take off the letter rather than a negative consequence. Over all she was able to get the students to work but I did not feel they were very invested in what they were working on.