M8U9A1

Thu Nguyen

Cohort 01/2016

M8U9A1

REFLECTION ON INTASC STANDARD 8

In this lesson, my second graders will create their own cutout collages inspired by the artist Henri Matisse. Corresponding to the visual art AERO standards, students will be able to apply visual awareness to the creative process and create art reflecting personal observation and experience. In order to help students master the content, concept, and skills, many instructional strategies are employed following the gradual release of responsibility and student-centered approach.

Large group discussion – Visual aids – Interactive instructions - Formative assessment

Traditionally, we meet as a large group in the first maximum ten minutes. I use our agreed attention code and begin the focus lesson. The artist name and his artwork prints are hung on the black board. Students are then asked to share their prior knowledge about the artist as an informal way of formative assessment. Ensuring interactive instructions in the focus session is my common practice. After posing questions and having students name shapes used in the sample artworks and interpret the meaning of his compositions, I introduce the technique used by this master of cutouts: painting with scissors, and request them to repeat it. This is a great way to help students remember the concept focus of the day.

Modeling/Demonstration

Modeling the new skill is a must in art before fully releasing the responsibility to students. Creativity blossoms when students are aware of or taught new skills. My goal for this lesson is that students are able to cut shapes without definitive sketch or drawing, rulers and pencils, they are encouraged to follow their heart and mind when producing cutouts in both geometric and organic shapes. Understand that most of students at this age are able to cut geometric shapes but may find a bit challenge for organic shapes, my modeling aims right at this goal.

Clear requirements– safety rule reinforcement

The requirements for the final artworks are written on the white board so that students are aware of my expectations. Modeling how to hold scissors properly is not abundant, especially for students struggling with fine motor skills. Reinforcement of safety rule is equally important when exposing young learners to sharp tools like scissors. Ensuring a safe and zero accident class is non-negotiable in my classroom.

Seating chart – With-it-ness

Students are grouped in three small groups while working on their artworks. However, you may notice one girl sitting alone with the TA. This is a gentle girl who unfortunately lost her mother last month. As per my observation in the previous class, she had a slight conflict with other girls in her group. I intentionally offer her a calm place with the teaching assistant until she prefers being with others.

Individual practice and teacher’s observation and feedback

Time for practice is often about 75 percent of each period. My young artists need time, space, motivation, and immediate support to complete their works at the end of each lesson. Circulating around the room is fundamental to facilitate individuals.

In conclusion, a satisfactory lesson requires not only a careful lesson plan but also adequate instructional strategies on site, with students. Executing these strategies along with proper classroom management skills ensures the engagement of students, the delivery of the content, and the mastery of taught skills.