Host Elementary Classroom Reflection
Following your elementary classroom observation, describe how art materials, visual forms, images, or activities were used in the classroom by answering the following three questions (200 words total):
1. What form of arts integration or interdisciplinary learning units have you observed? In what ways were the visual forms investigated, learned, discussed, or produced in the classroom?
In my host classroom, I really haven't noticed art integrated into the lessons. However, I have seen the students use art to create visual representations. When the students went through the Revolutionary War unit, they created books and brochures to help organize what they were learning. They also create posters, models, book covers, and many other artistic items during their Book Share, which is like a book report. The teacher modeled how to create and personalize everything so that the students would know how to go about their project, but they were really left up to their self to do the rest.
2. Was there a Big Idea or theme used? If so describe. Were students working with narrative, observation, imagination, and / or visual thinking?
I don't think there was a "Big Idea" or theme used during these lessons. The students were mainly using the Revolutionary War models to help organize the facts and timelines of what they were learning. The Book Share items would be a form of visual thinking and representations because they get to use their imagination and creativity to express their thoughts behind each book.
3. What suggestions would you have for integration and interdisciplinary learning for this unit or lesson you observed? Try to think how you could make the learning more meaningful, connected, and deeper. Be specific.
I think instead of asking students to choose off of a pre-determined list of Book Share ideas, the teacher could give them that list as a guide but let them choose their own idea as long as they effectively share their book summary/reflection. If they are able to use their imagination then they would feel more of an integration of art with their literacy.
1. What form of arts integration or interdisciplinary learning units have you observed? In what ways were the visual forms investigated, learned, discussed, or produced in the classroom?
In my host classroom, I really haven't noticed art integrated into the lessons. However, I have seen the students use art to create visual representations. When the students went through the Revolutionary War unit, they created books and brochures to help organize what they were learning. They also create posters, models, book covers, and many other artistic items during their Book Share, which is like a book report. The teacher modeled how to create and personalize everything so that the students would know how to go about their project, but they were really left up to their self to do the rest.
2. Was there a Big Idea or theme used? If so describe. Were students working with narrative, observation, imagination, and / or visual thinking?
I don't think there was a "Big Idea" or theme used during these lessons. The students were mainly using the Revolutionary War models to help organize the facts and timelines of what they were learning. The Book Share items would be a form of visual thinking and representations because they get to use their imagination and creativity to express their thoughts behind each book.
3. What suggestions would you have for integration and interdisciplinary learning for this unit or lesson you observed? Try to think how you could make the learning more meaningful, connected, and deeper. Be specific.
I think instead of asking students to choose off of a pre-determined list of Book Share ideas, the teacher could give them that list as a guide but let them choose their own idea as long as they effectively share their book summary/reflection. If they are able to use their imagination then they would feel more of an integration of art with their literacy.
Art Classroom Reflection
Following your art room observations describe (200 words total):
1. The content of the lesson: written and spoken objectives, and resources used
The students looked at a pre-drawn picture that was abstract and symmetrical. Each spot within the picture had a different letter inside. Each letter went with a different color: A is red, B is red-orange, C is orange, D is orange-yellow, etc. The students mixed tempera paints to create each color that went within the picture. As they painted according to their letters, the students noticed the colors of the color wheel and what colors mixed together to create new colors.
2. The teacher: her / his teaching strategies and format / process of the lesson as presented
The teacher planned ahead of time to draw the picture and label each section inside the picture because if the students missed a spot or mixed up two letters, their colorized picture would be off. This saved a bunch of time and stress because the students had a template to go off of. The teacher also modeled at the front of the room how to mix different paint colors together.
3. Student engagement of the lesson: classroom atmosphere, environment, and classroom behavior management.
The students really enjoyed the lesson, mostly because they enjoyed working with paint. The classroom atmosphere was very chaotic and loud because they were excited and the teacher seemed to have her hands full most of the time. While she was describing the instructions, they were eager to do what she was doing. From what I noticed, there wasn't much of classroom behavior management.
1. The content of the lesson: written and spoken objectives, and resources used
The students looked at a pre-drawn picture that was abstract and symmetrical. Each spot within the picture had a different letter inside. Each letter went with a different color: A is red, B is red-orange, C is orange, D is orange-yellow, etc. The students mixed tempera paints to create each color that went within the picture. As they painted according to their letters, the students noticed the colors of the color wheel and what colors mixed together to create new colors.
2. The teacher: her / his teaching strategies and format / process of the lesson as presented
The teacher planned ahead of time to draw the picture and label each section inside the picture because if the students missed a spot or mixed up two letters, their colorized picture would be off. This saved a bunch of time and stress because the students had a template to go off of. The teacher also modeled at the front of the room how to mix different paint colors together.
3. Student engagement of the lesson: classroom atmosphere, environment, and classroom behavior management.
The students really enjoyed the lesson, mostly because they enjoyed working with paint. The classroom atmosphere was very chaotic and loud because they were excited and the teacher seemed to have her hands full most of the time. While she was describing the instructions, they were eager to do what she was doing. From what I noticed, there wasn't much of classroom behavior management.