M8U2A1

Thu Nguyen

Cohort 01/2016

M8U2A1

REFLECTION ON INTASC STANDARD 1

The role of teaching and learning, I believe, is not to ace standardized exams but to master the knowledge. For subjects without high stake tests like Visual Arts, learning is not only to master the concept but also to develop perception and evaluation at appropriate age level. This reflection is about my understanding about children development for age from six to seven, my teaching strategies used in the lesson, and my self-evaluation comparing with the INTasc standard 1.

Psychological Reference

The two psychologists below have a strong influence in my teaching plan.

According to Piaget, children ranging between six and seven years old are in between the pre-operational and the concrete operational stage. At the stage of pre-operational, young children are able to think about things symbolically, an ability to make one thing stand for something other than itself. From the age of seven, the major turning point of the cognitive development, children can work things out internally rather than physically try things out in the real world.

While Piaget's theory is based upon biological maturation and stages, Bruner identified the three stages of cognitive representation: enactive, iconic, and symbolic. The symbolic stage, form seven years and up, is crucial for cognitive development via the means of language. I believe that most of my 1^st graders, in this school with no disabilities acceptance, are ready for this lesson, physically and cognitively.

AERO (American Education Reach Out) Visual Arts Standards Reference

Referring to one of the four key standards indicated in AERO, there is a similar area focusing on the development of perception and evaluation. By the end of grade two, students will be able to use the language of art to describe art works, communicate ideas and feelings about works of art, judge and evaluate art works using the language of art.

With these two backgrounds in mind, I approached the 1st graders with the lesson about Art Critiques for their Matisse Cut-Outs. It is important to mention that this was the first time Critiques was introduced to this age level. Normally for elementary students, it is often happening from grade three up. My ultimate goal via this lesson was to help students to develop their perception and evaluation, and finally to self adjust their art works based on peer critiques. However, the first experiment was always noteworthy, there was always successful stories and learning lessons.

Teaching Strategies

To facilitate this lesson, I used large group discussion with guided questions written on the board and modeling strategy. I explained clearly the meaning of the new term “Critiques”, the purpose of the lesson.

Following a normal process of Art critiques, I had three art works marked only with numbers and without names, hung on the board. In the focus lesson, I demonstrate steps to critique, model how to use language of art respectfully and honestly and proper posture. After the “I do” session, I invited some students, who were to the artists of these art works, to the board and slowly guided him or her to the process of “We do together.” The rest of the class was also given chances to help providing there were other viewpoints. So there was a chance of movement and engagement even in the focus lesson.

Those being invited to the boards were students who needed support in my particular subject or in some other subjects, as I knew from the other teachers. Even the critique was modeled only for three samples, at the end of this session; students were able to revisit their own works of art with a clearer perception, a more objective evaluation, and finally they were more willing to make some adjustments necessary. My ultimate goal, therefore, was achieved.

There are, however, certain improvements needed that I noticed not only after the video but also after each lesson I taught.

Emotional and social aspect

At this age, it is extremely sensitive for critiques. I did think about this aspect before approaching this lesson, but lacking of real life experience in doing such a task made me nervous in handling frustration of a student in this class. It is common sense that people are likely pleased with compliments and positive comments rather than constructive feedback even how honest it is. So are my students. They found difficulty taking the viewpoint of others like Piaget’s theory in his pre-operational stage. This is one of the biggest concerns for teachers to apply critique in elementary level. During my hand-over time with the predecessor, I was strongly recommended not to think about critique for students of early childhood and elementary levels. On the other hand, the colleague of the secondary level always reinforced this strategy. I believe critique, when it is approached properly; it plays a critical role in cognitive development of students.

Accommodation

If given a chance to redo this lesson for this grade level, I will use the art works of the other class at the same grade to eliminate personal emotion and potential frustration. When students are used to critique, I will slowly follow the normal route.

I may think about psychological preparation before running this lesson by using the visual approach. Maybe using a funny video about Art critique, I will let students watch and discuss how to provide an honest and respectful critique before emerging them into the real situation.

In conclusion, the lesson was planned to deliver the 1^st NTasc standard and one of the AERO four critical standards in my subject. The ultimate goal of the lesson was achieved. However, the social and emotional aspect needs to be carefully planned with some accommodations.