It almost summer time!!! Here are some answers to some questions to consider...
Chapter
2
One
of the most cited theories of human development is that of Swiss biologist Jean
Piaget. After reading about
Piaget’s basic assumptions (p. 27-32) look with particular attention at the
stage of child development you would like to teach. How might you accommodate those students who have not yet
developed to this stage?
Speaking from the perspective of an art teacher, focusing in elementary art, I have witnessed on multiple occasions students who are behind the curve in Piaget's stages of childhood development. I have also seen many students who are well above the curve. If a child is 7 and still in the scribbling stage, they are behind. If a child is 5 and drawing recognizable shapes and forms, they are ahead of the curve. More often than not, students fall somewhere in between this. I feel as though in order to accommodate students who are behind the curve, I would embrace the scribbling and allow for self expression. Piagets theories do not relate to all cultures and ethnic backgrounds. For art, I do not see students falling behind his curve as a problem. A child born in South Africa might represent their family members with scribbles similar to tribal drawings whereas a child from North America might use a triangle for a girl and a square for a boy. This doesnt mean one is right or wrong. It just shows the differences in cultures and backgrounds. I dont think I would do any accommodations in my art classroom.
The
other most cited theory of human development belongs to Russian
developmentalist Lev Vygotsky.
Vygotsky’s theory of cognitive development leads us to expect greater
diversity among our same-aged students than Piaget. Create a compare and contrast chart or a mind map that
examines these two influential theorists’ ideas on cognitive development.
Theories
in educational psychology promote the idea that language plays a critical role
in cognitive development. Examine
Table 2.2 (p. 51), paying particular attention to the age range that you are
interested in teaching. Consider
how you might incorporate or adapt the strategies presented for use with your
own students.
As I mentioned above, I follow Vygotsky's theory more closely because I think it better embraces different cultures and ethnic backgrounds.
Chapter
8
Consider
your CSEL lesson sequence. Which
metacognitive skills/abilities are involved as students gain facility/knowledge
in this domain?
Create
an activity or lesson component that explicitly teaches one or more
metacognitive and one or more problem solving skills.
Here is an example lesson plan I created:
Subject Area
Lesson Plan: “Weaving”
Course: Art
Grade Level: 4th
Class Time: 2-45 minute periods
Unit Title and Unit Goals
Title: 3-D
Construction, Weaving
Goals or Concepts: Students should gain an appreciation
for cultural diversity and the art of weaving and fiber arts. The students
should learn the proper techniques for created a weaving on a loom and the historical
background of weaving. Students should experiment with different materials used
in their weaving to gain an understand of what materials work best.
Standards:
1.1 Manipulate
a variety of tools and media in a safe and responsible manner.
2.6 Apply
purpose in art.
3.1 Select
and demonstrate subject matter, symbols, and ideas in one’s art.
Instructional
Objective: After viewing a selection of
weavings and weaving techniques by contemporary artist Susan Martin Maffei, the
4th grade student will discuss the use of weavings, then they will warp a
cardboard loom and weave a small example, using different yarns and threads,
and other materials that they are interested in experimenting with.
Materials/Media
Supplies/Tools/Equipment:
sturdy
cardboard
warping
thread
various
kinds and colors of yarn
scissors
other
materials students are interested in incorporating into their weaving
Other
Resources:
Examples
of weavings done in the past and examples of different techniques.
Instructional
Procedures and Design:
Set
Motivation
Strategies: The teacher will share a brief history of Weaving and Fiber
arts and show examples of a few weavings that previous students have created.
The teacher will explain the techniques used to design and construct the
weavings. Students will hang weavings in hallway for parents to see at open
house.
Vocabulary:
Weaving:
Weaving is the textile art in which two distinct sets of yarns or threads,
called the warp and the filling or weft (older woof), are interlaced with each
other to form a fabric or cloth. The warp threads run lengthways of the piece
of cloth, and the weft runs across from side to side.
Yarn:
Yarn is a long continuous length of interlocked fibres, suitable for use in the
production of textiles, sewing, crocheting, knitting, weaving, embroidery and
ropemaking. Thread is a type of yarn intended for sewing by hand or machine.
...
Loom:
A loom is a device used to weave cloth. The basic purpose of any loom is to
hold the warp threads under tension to facilitate the interweaving of the weft
threads. The precise shape of the loom and its mechanics may vary, but the
basic function is the same.
Key
Questions:
What
are some techniques to experiment with?
What
color schemes do the students want to work with?
What
are their weavings going to represent?
Classroom
Strategies- Instructional
Preparations/Suggestions/Safety:
1. The teacher should
set up displays that contain examples of weavings and different techniques.
2. Review information
on weavings and their historical content.
3. Prepare discussion
questions about designing and constructing looms and weavings.
4. The teacher should
list the instructions on designing and constructing the warping and weaving
techniques.
5. The teacher should
prepare a table to display art work.
6. The teacher should
prepare a area in the classroom for the warping and gathering of yarn.
7. Prepare cardboard
before students enter the room.
8. Have extra
supplies for students to experiment with in their weavings.
9. Present
motivational information and discussion of topic, using prepared questions as a
guide.
10.
Teacher will demonstrate designing and construction the
weavings.
11.
Teacher will make sure everyone has constructed their weaves
correctly.
12.
Teacher will encourage students to use a variety of
materials to communicate their ideas through their weavings.
13.
Teacher will assist students in the construction of
the weavings.
Learner
Involvement-Student
Activities/Procedures
1. Students will view
the weavings on display.
2. Students will
listen to the teacher’s presentation and participate in class discussion
(guided by the teacher prepared discussion questions) on the history of
weavings and fiber arts.
3. Students will
attentively listen to the teacher as he/she demonstrates how to create their
own weaving.
4. Students will look
over the list of progressive steps on how to create their own weaving and ask
questions when they arise.
5. Students will warp
their cardboard looms to prepare for weaving.
6. Students will
choose yarn and materials that they want to use in their weaving.
7. Students will
place cardboard strips into weavings to create a base for weavings.
8. Students will
begin weaving, including the yarns and materials that they chose to use.
9. Students will
continue to work, changing colors and creating designs in their weavings.
10.
Students will clean up all yarn scrapes.
11.
Students will tie off ends and hang in hallway for display.
Practice
and Review: Teacher will rotate to tables
or desks, reviewing concepts of weavings and giving assistance when necessary.
Learning
Environment: (classroom set up/class
layout of supplies, etc): Students will work at own seats for motivation
discussion and work on weavings. For demonstration students will come up to a
table that the teacher has prepared for instructions.
Closure:
Clean
Up:
1. Students will clean
up all yarn scrapes around their tables.
2. Teacher will make
tables and floors are clean before leaving the classroom.
Ending
Comments- Address conceptual issues of weavings and their history. Note
final concepts behind color choices and techniques used.
Alternative
Activities:
Special
Needs Considerations- May have already prepared and warped looms for
specialty needs students.
Addressing
Diversity- Have students research other fiber arts and bring in examples
done at home.
Evaluation
Strategies:
Formal-
Use rubric to identify use of concept, materials, and craftsmanship in
final weavings.
Informal-
With the class, orally review
key concepts from goals and objectives. Display work for parent-teacher
conferences.
Re-teaching:
Most would occur in-process,
troubleshooting as problems arise.
Chapter
11
Consider
your CSEL lesson topic. How might
you enhance motivation and affect in your students using the theories of
motivation?
Which
theories of motivation are most helpful and instructive for you?
I think in order to motivate students it is important that the teacher make the project relatable. I have created and tested many lesson plans with students, some successful, others not so much, and I have noticed that the most successful projects always allow for the most individuality. Students are more likely to try harder and dedicate more time when it is something that they find interesting. I would enhance motivation by allowing self directed projects where students can choose what they want as their subject or media, as long as it falls within the project guidelines.
Chapter
13
How
will you create a learning environment that is conducive to learning?
Learning environments that are most conducive to learning are comfortable, encouraging, and calm. As an art teacher, I want my classroom to be a place where students feel comfortable and are encouraged to relax and share their art in a positive environment.
I went on a field trip to the Barbs talk and it was the most interesting lecture of my life. Barbs words (which she typed) were few and far between but quite poignant. Her first words were "Autism is not my prison, its my prism". She sees autism as an opening- she works to change peoples perception of people with disabilities and she does an incredible job. I have been reading her blog and she is inspirational. Here is her blog: http://muleandmuseproductions.com/author/barb/
Read it! It is fascinating and eye opening and will erase any stereotypes you could ever imagine.
