Engaging Students In this lesson, Dot Day Stitchery, first grade students learned to thread and safely use a needle, learn basic stitching through “sewing” the circumference of a circle shape on a uniquely painted background. Students filled in the circle shape by sewing the diameter of the circle multiple times. Students are introduced to the work of Gabriel Dawes, learn about installation and talk about visual spectrums, another word for rainbow. Positive Learning Environment: As a teacher, how did you promote mutual rapport and respect within a thought-provoking learning environment that embraces expression of varied perspectives among students? With the introduction of Mr.Dawes and his installation work, most students are engaged in the the amount of thread is used to create his rainbows. Students are also intrigued by the the placement of his work, in museums, students are encouraged to ask questions and I ask questions. Student are also show the work produced during Covid19, on a smaller scale, much like the work they will make. Students are encouraged through painting their backgrounds, yarn color choices, and yarn placement to make the work uniquely theirs. Leveraging prior knowledge and experience of students: As a teacher, how did you employ explicit strategies through which students link their prior learning to their personal, cultural or community context? Students previously learned about abstract art and Joan Miro’s work to create their abstract backgrounds. They also learned about Vashiti in the book by Peter H. Reynolds, TheDot, where she used courage, her hand to make her mark, and encouragement to help others make their mark also. Students make the connection of stitchery to Mr. Dawe’s work as her created his visual spectrums of thread, with their own marks. Deepening learning: As a teacher, how did you facilitate interactions that advance student ability to evaluate, apply and demonstrate the primary learning objective? Engaging the students in a discussion of Mr.Dawe’s work with and opening question of what the Students might think Installation Art means. Students are also prompted to talk about what they see. Students will observe the demonstration, be asked if they have questions, and be lead, and assisted to accomplish the stitchery of their projects. Students also have a chance to describe in a group critique what they observe in their work and what they observe in others. Instructional decisions supportive of learning: As a teacher, how did you use learning strategies, supports and materials that encourage and advance student application/ demonstration of the learning objective? I used images of Joan Miro’s work to explain abstract art. I used the book The Dot, to explain it take courage to make art, make our own dots, and how we should encourage others. I used a video for the students to experience the installation art of Gabriel Dawes. I used questioning strategies to encourage students to gain deeper learning. I demonstrated the project in front of the class repeating the steps to stitching. I continued to repeat the steps. Students participated in a group critique that reviewed the objectives and learning during the project, also allowed students to express what they experienced in their work and others. Analyze teaching effectiveness: As a reflective practicing teacher, Propose at least two changes that address individual and group learning needs consistent with the learning objective and provides a rationale tied to a theory or theorist. In this lesson there are many steps to follow in demonstration. It may be helpful that after giving the demonstration students start the project step by step while I demonstrate the steps again. It is often hard to learn something new. This would give the students a chance to begin at the same starting point, and lessen the anxiety of the students that are struggling. Learning occurs through experience (Dewey). As the teacher really ask clarifying questions of the students' understanding of vocabulary, concepts, and art appreciation, confirm the learning occurred. This learning can also be affirmed in the summative critique. ![]()
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AuthorI have a passion for the visual arts and love sharing it with others. I have enjoyed teaching all ages and love to incorporate art history and traditional disciplines as well as innovative ideas. Art is vital to who I am as a creator and educator. Archives
April 2021
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