elementary classroom field reflection
1) Some forms of art integration observed in my classroom were for a science moon phases lesson. The student used black construction paper and white crayon to draw and label the different phases of the moon. The visual forms were investigated by the explanation that the moon goes through many cycles over a period of about 28 days. Students produced visual images of this process to learn how to draw the specific moon phase and write its correlated name.
2) The big idea used was moon phases. Students were working with observation because they were performing an experiment. One student was the Earth and one was the Moon. Each pairing had a styrofoam moon on a popsicle stick. The classroom was blacked out and there was just one lamp, which represented the sun. As the students rotated around each other one student would move and one student would draw and label the images. They each took a turn being in both positions and got to draw their own representations.
3) Some suggestions I would have for further integration in this lesson that I observed was more time for creating their pictures. The images were just quickly drawn and I think that there could have been much more time creating images of the moon phases. For example, students could have used white construction paper, glue, and scissors to cut out the moons instead of just drawing them. This would cause the students to have to deepen their thinking by having to actually cut out what each phase of the moon would look like.
2) The big idea used was moon phases. Students were working with observation because they were performing an experiment. One student was the Earth and one was the Moon. Each pairing had a styrofoam moon on a popsicle stick. The classroom was blacked out and there was just one lamp, which represented the sun. As the students rotated around each other one student would move and one student would draw and label the images. They each took a turn being in both positions and got to draw their own representations.
3) Some suggestions I would have for further integration in this lesson that I observed was more time for creating their pictures. The images were just quickly drawn and I think that there could have been much more time creating images of the moon phases. For example, students could have used white construction paper, glue, and scissors to cut out the moons instead of just drawing them. This would cause the students to have to deepen their thinking by having to actually cut out what each phase of the moon would look like.
art classroom field reflection
1) The content of the lesson consisted of creating a silhouette during an artist study on Kara Walker. The objectives consisted of no fine details and only black paper may be used. The topics the students were using integrated with the Media specials class because both classes are working on topics in our society, like endangered species or gun control. The students are using techniques, like drawing and cutting, they have learned throughout the year to create their artwork.
2) The teachers strategies were to re-explain the project and what the students had worked on last time before allowing them to begin working. This was an ongoing assignment so I saw one of the final lessons not the beginning of the assignment. She mentioned that this one of the only assignments she has ever allowed students to trace from the projector.
3) The classroom environment was very calm and hardworking. The students seemed to enjoy this project even though some of them had a hard time figuring out what to draw. She really encouraged class teamwork and said numerous times that if you are finished, you should be helping other classmates if they need it.
4) She had very good classroom behavior management over the students. My class is very creative and enjoys art. We have many students that are often just sitting in class doodling, so it is not hard to keep them entertained and engaged in the art classroom.
5) The differences in teaching strategies are not extremely different between both teachers. They both had strong management of the classroom and I did not see either of them stressed out or dealing with any behavior problems. Both assignments also had the students engaged. As mentioned earlier the students love art, and although they do not love science, they enjoyed being up and out of their seats that day creating their experiment. Both of the teachers also did a good job of explaining the lesson before allowing students to start their work. Neither of them gave set directions that the project must be done in an exact way, but they gave them directions so they knew what they were doing and allowed the students their own interpretation of how to complete the assignment.
2) The teachers strategies were to re-explain the project and what the students had worked on last time before allowing them to begin working. This was an ongoing assignment so I saw one of the final lessons not the beginning of the assignment. She mentioned that this one of the only assignments she has ever allowed students to trace from the projector.
3) The classroom environment was very calm and hardworking. The students seemed to enjoy this project even though some of them had a hard time figuring out what to draw. She really encouraged class teamwork and said numerous times that if you are finished, you should be helping other classmates if they need it.
4) She had very good classroom behavior management over the students. My class is very creative and enjoys art. We have many students that are often just sitting in class doodling, so it is not hard to keep them entertained and engaged in the art classroom.
5) The differences in teaching strategies are not extremely different between both teachers. They both had strong management of the classroom and I did not see either of them stressed out or dealing with any behavior problems. Both assignments also had the students engaged. As mentioned earlier the students love art, and although they do not love science, they enjoyed being up and out of their seats that day creating their experiment. Both of the teachers also did a good job of explaining the lesson before allowing students to start their work. Neither of them gave set directions that the project must be done in an exact way, but they gave them directions so they knew what they were doing and allowed the students their own interpretation of how to complete the assignment.