<p>Table of Contents</p><p>Contextual Factors…………………………………………...... p. 1-5</p><p>Learning Goals…………………………………………………...p. 6</p><p>Assessment Plan…………………………………………………..p. 7-11</p><p>Design for Instruction………………………………………...... p. 12-17</p><p>Instructional Decision-Making…………………………………..p. 17-18</p><p>Analysis of Student Learning………………………………...... p. 18-25</p><p>Reflection and Self-Evaluation…………………………………...p. 26-28</p><p>Appendix……………………………………………………...... p. 19-31</p><p>Contextual Factors</p><p>Community, District and School Factors</p><p>The school which I am currently student teaching, which will now refer to as School </p><p>A, is located in Northeast Iowa. School A’s Elementary, Middle School, and High </p><p>School are all connected and are located in a rural farming community. It encompasses three towns and serves students from four counties in Iowa. School A serves 784 students and covers 201 square miles. Since School A covers such as wide area, its buses travel about 124,283 miles transporting student to and from school. School A is predominantly Caucasian, with a few African American and Hispanic families. There is a low socio-economic status within the district; therefore, the school has a high percentage of students receiving free/reduced price lunches at 39. 44%. Also, School A has a high percentage of special education students at 14.7%. School A’s district goals are to integrate character development, career education, and technology education throughout the curriculum. Another district goal is to provide the education and resources necessary for students to develop skills to accomplish their life goals. This can be seen in their graduation rate at 97.22%. </p><p>Classroom Factors </p><p>The class I am basing my information, which will be referred to as classroom A, has art class everyday for 45 minutes for one trimester. In the art classroom students are seated at 6 different tables that are all placed together in a horseshoe shape. It is a large room with a lot of shelving, cupboards, drawers, and counter space. There are 3 sinks for clean up, but one does not work. There is 1 large chalkboard and 1 small dry erase board. </p><p>2</p><p>The classroom has 2 large drying racks to be used for all grade levels. There are 2 large closets for projects and materials to be stored. The classroom is very open and provides excellent flow for student interaction. The horseshoe shape of the tables makes it so everyone can see the instructor. It also allows students to work freely without the concern of bumping into one another. </p><p>Students will have access to limited materials, as the district is currently in a budget freeze. All tables, materials, and folders are color-coded. Each table will have a bucket of materials such as pencils, erasers, glue, markers, crayons, and scissors. The color code system helps keep materials in their place so inventory can easily be taken. There is strong parental support for education, but support is lacking for the arts. </p><p>An implication of the large amount of space in the room is that it makes it difficult for students to see demonstrations given in front of the room, especially if the demonstrations are detailed and complex. It will be beneficial to have students gather together in a circle in front of the room or around a table when giving demonstrations. This will create a very open environment and provide excellent flow for student interaction. Another implication of the classroom deals with school A’s current budget freeze. I will need to keep in mind that all materials will need to be rationed, so they can last at least until the end of this year, if not longer, in case of a budget cut in next year’s fund.</p><p>Student Characteristics </p><p>There are 15 students in this particular fifth grade class with an almost even ratio of male to female students with 7 males and 8 females. All students in classroom A are </p><p>Caucasian. As similar as these students seem to be they all have very different and specific learning styles. Some of these students are linear thinkers that will require a lot </p><p>3</p><p> of structure and some are abstract thinkers who will not need as much structure or organization. Other students are visual learners or auditory learners. The implications for having different learners in the classroom are that when I give my lesson I will need to use teaching strategies that incorporate different learning types. For the linear thinkers</p><p>I will employ written handouts of the criteria for the assignment. For the abstract thinkers I will try to be very dynamic and stress the important parts of the lesson. With the visual thinkers I will include a demonstration of the entire assignment and examples of each step. For the auditory learners I will give direct instruction that is not too slow or too fast. This way I will not bore them, or lose them during my presentation. </p><p>Four of the students in classroom A have special needs with different accommodations. This has many implications on how I plan my lesson. I know that each of these students are at different ability levels in the art classroom and will need extra attention and direct reinforcement. Also two of these special needs students require that I give them more time to complete their project. This means that some students will finish their work before other students. Those that complete their project early will receive an extra, more challenging project to complete. Another implication to my teaching strategies is that I will make accommodations for special needs students and will use an art rubric that incorporates not only skills and techniques, but also effort and attitude to assess their work. For two of the special needs students I will consider their attitude towards the project and the effort they showed during the process, more than their physical ability to complete the techniques used in the project. </p><p>Student Skills </p><p>4</p><p>While I plan for my lesson I will choose three students out of the 15 that make up classroom A to study their developing skills and learning process to represent classroom </p><p>A’s cross-section of student population. The first student, I will now refer to as student A, is a male who has had a difficult time in other classrooms with attitude and behavior. </p><p>Student A enjoys working with his hands and has shown interest in his artwork during past projects. During a parent teacher conference I attended, his parents said they have a difficult time motivating him to complete homework and help out around the house. This carries over to the classroom where teachers have a difficult time getting him to complete work and follow directions. He struggles academically, last year student A’s ITBS composite score was very low. Since he has an interest in art and enjoys working with his hands, he does not have the same behavioral problems in art. </p><p>Student B is a female that shows a lot of interest and is a hard worker. She seems to complete all of her work quickly. From watching student B work, I have noticed that she rushes to be the first one done, but she is an above average student with a strong potential in art. </p><p>Student C is a male that suffers from autism and lacks social skills. He is starting a class that focuses on acceptable social behaviors. From observing him work, he has a difficult time staying on task and gets distracted easily by other peers. He wants attention from his peers, but he uses negative behavior to get attention. He has the ability to complete projects, but he requires more time to do so. </p><p>As you can see from samples taken from classroom A, there are varying skill levels in the classroom. In preparation for my lesson I will take all of these into consideration and </p><p>5</p><p> will use specific teaching strategies to help ensure that all students are reaching their highest potential. </p><p>For student A one implication is that I keep him motivated by giving him a lot of positive reinforcement throughout the process of his assignment. During the pre- assessment I will make sure that all students understand that they will not be expected to know how to do all the things they are asked to do. This way student A is less likely to become frustrated. Another implication to consider when I create my lesson is that I push students to do their very best. To verify this I will break the assignment into steps. </p><p>As they complete each step the students will have to bring their work to me so I can assess it and discuss it with them individually. To ensure that I am fair in my assessments I will use an art rubric to assess of projects. This will help student B slow down her work and push her to do her very best instead of rushing to get done. This formative assessment will also be helpful for student C, because I will know how much extra time he will need. It will help him stay on task and also ensure that he is doing his assignment correctly. Finally, I will make sure that everyone has their own materials so student C can stay focused and will not interrupt or distract other students.</p><p>6</p><p>Learning Goals</p><p>Learning Goal 1 (LG1): Students will demonstrate their understanding of the value, color, and shape in the production of art. Standards: - District Standard #2 Use the elements and principles of art and design in the production of art. - National Standard #1: Understanding and applying media, techniques, and processes. - National Standard #2: Using knowledge of structures and functions. Bloom’s Taxonomy: - Level 1: Knowledge-remembering previously learned material. - Level 2: Comprehension-the ability to grasp the meaning of the material. - Level 3: Application-the ability to break down the material in its component parts so that its organizational structure may be understood. -Level 5: Synthesis- creatively or divergently applying prior knowledge and skills to produce a new or original whole. Learning Goal 2 (LG2): Students will apply different art techniques and processes to make artwork effective and to communicate various ideas. Standards: - District Standard #1 Use and application of different media, techniques and processes related to the visual arts. - National Standard #1: Understanding and applying media, techniques, and processes. Bloom’s Taxonomy: - Level one: Knowledge-remembering previously learned material. - Level two: Comprehension-the ability to grasp the meaning of the material. - Level three: Application-the ability to break down the material in its component parts so that its organizational structure may be understood. Learning Goal 3 (LG3): Students will be able to orally communicate their personal ideas using newly learned vocabulary appropriate to the project and their grade level during individual critique. Standards: - District Standard #3: Communication of Personal art ideas. - National Standard #5: Reflecting upon and assessing the characteristics and merits of their work and the work of others. Bloom’s Taxonomy: - Level one: Knowledge-remembering previously learned material. - Level two: Comprehension-the ability to grasp the meaning of the material. - Level three: Application-the ability to break down the material in its component parts so that its organizational structure may be understood.</p><p>7</p><p>-Level 6: Evaluation- judging the value of material based on personal values/opinions, resulting in an end product, with a given purpose, without real right or wrong answers.</p><p>Assessment Plan</p><p>Learning Goal #1 Learning Goals Assessments Format of assessment Adaptations</p><p>Use a vocabulary graphic Read each organizer that asks students question/statement to define monochromatic out loud. Then ask and draw geometric shapes. and answer any questions about what needs to be Pre done. Mention they Assessment are not expected to know these things. Give extra time for those students that need it to complete work. Everyone will have their own materials. LG1: Students will Students will do a sketch of I will use this demonstrate their their project that includes opportunity to push understanding of at least 9 geometric shapes those who have the value, color, and and a monochromatic color higher ability levels shape in the scheme. to do use more production of art. complex designs Formative and those who have Assessment lower ability to reach an understanding of the criteria. Also I will use this time to give positive reinforcement to students. This might mean that I work them individually, review the presentation, and allow them extra time to </p><p>8</p><p> complete their sketch. Everyone will have their own materials. Students must have at least I will observe 9 geometric shapes and a students working to Post monochromatic color score them Assessment scheme. An art rubric will according to their be used to assess their effort and attitude. projects. Everyone will have his or her own materials. LG1 is designed to enhance the student’s understanding and awareness of types of values, colors, and shapes. These particular values and colors are of the monochromatic scheme. The particular shapes are those found in geometry. The pre-assessment will be a vocabulary graphic organizer used to assess their knowledge and understanding of the word monochromatic and geometric shapes. Students will write the definition of monochromatic before it is explained to them. They will also be asked to draw as many geometric shapes they can think of before geometric is defined for them. I will use an art rubric to assess this. For their formative assessment, students will show me their sketch of their design to insure students are applying, understanding geometric shapes and also the criteria of the assignment. I will use the art rubric to assess this. For their post assessment they will demonstrate their understanding of the values and colors in a monochromatic scheme by painting their entire piece with a monochromatic scheme. </p><p>Students will demonstrate their understanding of geometric shapes by having at least 9 geometric shapes in their painting. An art rubric will be used to assess the student’s artwork to see if all criteria are met for LG1. (* See the appendix for the LG1’s rubric.)</p><p>Learning Goal #2</p><p>Learning Goals Assessments Format of Adaptations assessment</p><p>9</p><p>Students will be Mention that this asked to draw 2 is to see what Pre Assessment overlapping shapes they already and use a compass to know and if they create a circle that do not know, not has a 2” radius and to worry. Then 4” diameter. An art ask and answer rubric will be used to any questions assess the vocabulary about what needs graphic organizer. to be done. Give extra time to students that need it to complete work. Everyone will have his or her own materials. LG2: Students will Students will do a I will use this apply different art sketch of their final opportunity to techniques and Formative project that includes push those who processes to make Assessment at least 5 geometric have higher artwork effective shapes overlapping ability levels to and to communicate and the evidence of do use more various ideas. the use of the complex designs compass in creating a and those who circle. An art rubric have lower ability will be used to assess to reach an the sketch before understanding of they move on. the criteria. Everyone will have his or her own materials. An art rubric will be I will also used to assess all observe students Post Assessment projects to see if working and will students overlapped score them at least 5 geometric according to their shapes and used the effort and compass. attitude. Everyone will have his or her own materials. For the LG2’s pre-assessment, the students will be asked to draw and overlap 2 shapes before any definition of overlapping is given. Students will also be asked to use a </p><p>10</p><p> compass to draw a circle that has a 2 inch radius and with a 4 inch diameter. The formative assessment takes place when the students have the teacher check their sketches to overlap and use a compass to create a circle. LG2’s post assessment will be the student’s final artwork showing the use of a compass to create the geometric shape of a circle. Students will also demonstrate their understanding of overlapping by meeting the criteria in their final artwork, overlapping at least 5 geometric shapes. An art rubric will be used to see if all criteria are met for LG2. The adaptations I will use during my assessments for LG2 meet the accommodations needed for students A, B, and C. (* See the appendix for the LG2’s rubric.) </p><p>Learning Goal #3 Learning Goals Assessments Format of assessment Adaptations Students will be asked Mention that to orally discuss at this is to see Pre Assessment their table what they what they think the word already know monochromatic and and if they do geometric means and not know, not to all write down the worry because it same definition. Each will soon be table will be asked to explained. Give explain their extra time for definition. those students who need it. LG3: Students will While students are For special be able to orally working they will be needs students I communicate their Formative asked questions about will ask them personal ideas using Assessment their work to see if more questions newly learned students can explain about the work vocabulary what they are doing to see if they appropriate to the using the new words understand the project and their monochromatic, new vocabulary. grade level during overlapping, and Also I will give individual critique. geometric. them more time to respond. Students will be asked For special to explain their sketch needs students I Post Assessment using their new art will ask them </p><p>11</p><p> vocabulary. The more questions teacher will use a about the work checklist to see if the to see if they individual used the understand the words monochromatic, new vocabulary. overlapping, and Also I will give geometric. them more time to respond.</p><p>LG3’s pre-assessment will be done using the graphic organizer. Students were asked to discuss orally with their peers at their tables what they thought the word monochromatic means and they will all write down the same meaning. While students are working I will walk around the room and talk to each student to see if they can verbalize the new art vocabulary for the formative assessment. LG3’s post assessment will be an individual meeting with me where they explain their artwork and ideas through oral communication. Keywords I will be listening for will be monochromatic, geometric shapes, and overlapping. An art rubric will be used to assess the oral communication used during the individual critique to meet LG3. (* See the appendix for LG3’s rubric.)</p><p>The adaptations I will use during my assessments meet the accommodations needed for students A, B, and C. Student’s A will hopefully keep a positive attitude towards his work with the extra positive reinforcement and the assurance that it is okay to not know the things on the pre assessment. Student B will be encouraged to slow down and take her time and student C will receive direct reinforcement to help keep him on task. </p><p>Student C will also receive extra time to complete his work and respond orally. Effort and attitude will be included in the art rubric for all assessments. All students will have their own materials, so this way student C is less likely to be distracted by his peers. The accommodations I will be making during my lesson benefit not only students A, B, and </p><p>C, but also all other students in classroom A. </p><p>12</p><p>Design for Instruction</p><p>Student Pre-assessment Pre-assessment Pre-assessment LG1 LG2 LG3 A 5 8 3 B 5 6 4 C 3 3 4 D 5 8 4 E 6 8 5 F 5 5 4 G 5 8 4 H 6 8 4 I 5 6 5 J 5 6 4 K 6 8 4 L 5 5 4 M 6 8 4 N 5 8 4 O 5 5 3</p><p>As a result of the pre-assessment scores it is quite obvious that many of these students understand the technique of overlapping and how to use a compass (LG2), but they showed little understanding of the word monochromatic and of geometric shapes (LG1). </p><p>Students also had a difficult time explaining these art elements and techniques (LG3). </p><p>For LG1 I will use direct instruction and verbally give them the definition of monochromatic and also geometric shapes. For the definition of monochromatic I will break the word into “mono” meaning one and “chromatic” meaning color. I will also write the definitions on the board and have the students rewrite the definition in their own words. Each student will receive a handout of examples of geometric shapes, and I will call on a two students to draw a geometric shape on the board. I will give a demonstration on how to create a monochromatic scheme using paint. I will show an example of what their sketch should look like and also what their final project will look like, pointing out the geometric shapes with the monochromatic background. I will ask </p><p>13</p><p> classroom A if anyone has a question about a monochromatic scheme or about geometric shapes, so I can clarify any confusion. </p><p>For LG2 I will call on two students to show the class what overlapping means, by drawing two geometric shapes on the board that overlap. I will explain the definition of overlapping to them. During my demonstration when I am creating geometric shapes I will also show the students how to use a compass correctly. I will ask the class if anyone can explain the diameter and radius of a circle. Then I will discuss with them what the word radius and diameter of a circle mean and create a circle pointing out the radius and diameter of it. I will ask them if anyone is confused or has a question about overlapping and the use of the compass. From the pre-assessment results of LG2, students understand what overlapping means, so I will not spend a lot of time on this technique. </p><p>The results of the pre-assessment for LG3 were very low. This does not surprise me, since students did not understand all these art elements and techniques. After I define and demonstrate these art elements and techniques, they will begin to work on their sketch. While they are working I will walk around the room and ask them questions about their work. I will ask them to explain a monochromatic scheme. I will have them point out the areas that are overlapping and ask them to explain what this does to their work; for example, it creates depth. This way the students will have some practice communicating their ideas. </p><p>Unit Overview Day 1 - pre-assessment, vocabulary graphic organizer LG1, LG2, LG3 - introduction/presentation to lesson -demonstration of techniques and steps LG1,2,3 Day 2 -review presentation LG1,2,3 -students begin sketching LG 1,2 -teacher observes and asks students question about their sketches (formative assessment for LG3)</p><p>14</p><p>Day 3 -students continue to sketch LG1, 2 -teacher begins individual conferences with students as they complete their sketches (formative assessment for LG1, 2 post assessment for LG3) Day 4 -teacher continues individual conferences with students as they finish(formative assessment for LG1, 2 post assessment for LG3) -students begin drawing out their overlapping geometric shapes for their final project LG1, 2 Day 5 -review criteria and monochromatic LG1 -students begin painting their monochromatic scheme LG1,2 -teacher observes and lets students experiment and problem-solve on their own Day 6 -students continue to work on their monochromatic scheme LG1,2 -teacher observes and assists those who need help problem-solving Day 7 -students complete work LG1,2 -students completing early will work on painting their clay projects </p><p>Activities</p><p>Vocabulary Graphic Organizer</p><p>This activity occurs directly after the pre-assessment occurs. I will use part of the vocabulary graphic organizer as my pre-assessment and the other parts of it for this activity. After students have written down what they think monochromatic means, by using direct-instruction, I will define the word for them by saying it is a fancy art word that means consisting of only one color, and then break it down into “mono” meaning one and “chromatic” meaning color. After being given the definition students will have to write down the definition in their own words. I will ask a few students to share with the rest of the class what they wrote down. Then they will draw a picture or symbol of what this word means. I will be asking questions to students about what they drew and why. </p><p>This activity deals with LG1 explaining values and color pertaining to the word monochromatic. The materials needed are pencils, the vocabulary graphic organizer worksheet, and the chalkboard. There is no technology needed. I will use the art rubric </p><p>15</p><p> for LG1 to assess their vocabulary graphic organizer. I will observe students working to see if they are eagerly participating, staying on task, and following directions. </p><p>Sketch of Geometric Design </p><p>The beginning of day will be a class discussion reviewing their new project, the steps included, and the criteria for it. From the results of the pre-assessment, students seemed to understand overlapping and the use of the compass more so than geometric shapes. </p><p>During review I will have two students come up to the board and have one student draw a geometric shape and one student draw an organic shape (a non-geometric shape). I will also pass out a sheet of examples of geometric shapes. Students will begin sketching out their ideas for their final project. They will be designing a picture that has at least 9 geometric shapes and 5 overlapping shapes. They will also be using a compass to create at least one circle. I will encourage them to use their problem-solving skills and experiment before showing them a solution to any problems they run into. Students will bring their sketches to me after they are complete to have an individual conference. </p><p>Student sketches are used as LG1 and LG2 formative assessments where I will use the art rubric to assess each of these. I will then use this individual guided practice to pose questions, encourage students to continue working at the problem, provide review of steps and techniques, and answer any questions they might have. Student A would receive positive reinforcement before and during this conference, student B will be encouraged to do her very best, and student C will be given extra assistance to complete his design. This individual conference is used as the post-assessment for LG3. This activity requires no technology. All students will have their own materials, which include: chalk board, pencils, white paper, rulers, compasses, the geometric shape </p><p>16</p><p> handout, and the list of criteria for the project. This way student C will not be tempted to interrupt others working and to stay on task.</p><p>Geometric Design Final Project </p><p>As students complete their sketches and after their individual conference, they will begin their final project. There will be a class discussion and a review of monochromatic to help remind students who may have forgotten. From the results of my pre-assessment, this showed students did not understand what was meant by the word monochromatic, therefore review is important. Students will be given a 9”x12” white paper to draw their geometric design on. They will then use tempera paint to create their monochromatic scheme. Students will be given time to experiment and problem-solve before I assist them with their projects. Extra time will be given to those students who require it, and the students that finish early will be instructed to paint their clay projects. I will use the art rubric for LG1 and LG2’s post assessment on this final project. I will observe students working so I can assess them on their effort and attitude because this is included in the rubric. There will be no technology needed for this activity. Materials needed are </p><p>9”x12” white paper, pencils, rulers, compasses, paint brushes, tempera paint, palettes, water buckets, drying rack, and sketches. All students will have their own materials to help keep everyone on task. </p><p>Technology</p><p>Very little technology was used within my lesson. I used a computer to conduct research on how to use a compass step by step and to find images of geometric shapes to create a handout. Due to the type of activities I developed, technology use was very minimal. </p><p>17</p><p>Contextual Factors</p><p>Since I have such a small number of students I will be able to do individual conferences. Also since there are so many ability levels students will not finish with their sketches at the same time. All students will benefit from the individual conference whether they need more help or encouragement. Having a large, open room will make it easy to observe students working and take note of their progress. I will be able to see if student A is getting frustrated or is off task, so I can easily redirect him or encourage him.</p><p>I will also be able to see if student B is rushing to get done. I will be able to easily remind her to slow down and do her best. All of the materials needed for this project are in large quantities, so students will not have to share; student C will benefit from this. I will only use 9”x12” paper for this project to help save on paper due to the budget freeze and possible cut next year. </p><p>Instructional Decision-Making</p><p>Modification 1</p><p>The sketching activity was in alignment with LG1 and LG2, focused on enhancing student understanding and use of geometric shapes, the compass, and overlapping to create a work of art. The formative assessments used to evaluate student learning were the art rubric for LG1 and LG2. This consisted of an individual conference with the student to see if they understood and could apply these new ideas and techniques correctly. </p><p>During the individual conference with student C, I noticed that he did not understand how to overlap his geometric shapes, because all of his shapes were drawn on top of one another in the center of the paper. To help him better understand overlapping, I showed </p><p>18</p><p> him the examples used in the demonstration. After he had a chance to look at the examples, I asked him to compare his sketch to the examples. He said that his shapes were all covered up, and the shapes in the examples were not. I explained that overlapping meant that part of a shape is covered not the whole shape. So I gave him a paper and asked him to show me how he could use the same shapes he had in his sketch, because they were great geometric shapes, to show how he could overlap the shapes without covering all of them up. On the new piece of paper he drew his shapes overlapping correctly. I then asked him to explain what overlapping meant and he said it meant to cover up part of the shapes, not all of them. Student C benefited from this discussion and from viewing another example of overlapping.</p><p>Modification 2</p><p>Another modification I made after the formative assessments for LG1 and LG2, were with two special needs students who had difficulty using the compass to create a geometric shape that even resembled a circle. After observing them attempt to use the compass, I realized they understood how to use it correctly, but because of disabilities they were not able to use it effectively. Because of their frustration with the compass I allowed them to use a small lid to trace around to create their circles. Their attitude afterwards was very positive and they continued to make a great deal of effort to complete the rest of their project.</p><p>Analysis of Student Learning </p><p>Whole Class</p><p>For LG1 my proficiency rate was that 70% of my students received at least 7 out of 9 points from the LG1’s rubric. From looking at the analysis of LG1, you can see the </p><p>19</p><p> results of students pre-assessment show that there were no students that were proficient at demonstrating their understanding of the value, color, and shape in the production of art. </p><p>The students came a long way in their understanding, interpreting, and applying monochromatic and geometric shapes. LG1’s formative assessment shows that 73% of students achieved this, and the results of LG1’s post assessment shows 100% of students demonstrated their understanding of the value, color, and shape in the production of art. </p><p>Two students received 7’s, five students received 8’s, and eight students received 9’s. </p><p>For LG2 my proficiency rate was that 70% of the students received at least 7 out of 9 points from LG2’s rubric. * Before beginning this lesson, many students had an understanding of overlapping and some knew how to use a compass. The analysis of </p><p>LG2’s pre-assessment, shows that approximately 53% of students could apply different art techniques and processes to make artwork effective and to communicate various ideas. The LG2’s formative assessment shows that 73% of students received at least a 7 out of 9 points. Students did very well on LG2; the post assessment shows 100% of the students met the proficiency rate. Seven students received 8’s, and eight students received 9’s. </p><p>For LG3 my proficiency rate again was that 70% of the students receive at least 7 out of 9 points from LG3’s rubric. * The LG3’s pre-assessment showed that there were no students able to orally communicate their personal ideas using art vocabulary appropriate to the project and their grade level during individual critique. LG3’s formative assessment shows that approximately 46% of the students achieved this. Amazingly, the</p><p> students did very well during their individual conferences and as a result LG3’s post </p><p>* See the appendix for rubrics.</p><p>20</p><p> assessment shows 100% of the students received at least 7 out of 9 points. Four received </p><p>7’s, five students received 8’s, and six students received 9’s. </p><p>Individuals</p><p>Student A, who was described in contextual factors as being a student who struggles with behavior and attitude, stayed on task and had positive behavior for the most part. </p><p>While working on his monochromatic scheme, I noticed he did not understand it. I then explained to him what he was doing wrong, and that he would need to fix it. Then I asked him to show me how he was going to fix it, and he did. Fixing it would involve painting over his entire project, but he never once became frustrated, and he fixed his project. Since student A enjoys working with his hands, he stayed on task and finished his work. It was important to have him show me how he was going to fix his project. </p><p>This way I knew that he learned what I taught him and that he paid attention. Student B was successful with this project because of my understanding of his learning style. He showed much improvement with a score of 16 out of 27 on his pre-assessment to a score of 24 out of 27 points on his post assessment. Since art is the perfect environment for this type of learner, he should continue to be successful in it, and this can be used as a motivational tool.</p><p>Student C, of whom it has been previously noted, is an autistic student who struggles socially. He has difficult time learning from direct instruction, because he cannot stay focused. Student C learns best when he is not distracted by his peers, and when he receives individual help. This was important to know because I needed to keep a closer eye on him. Also, if I did use direct instruction, I would make sure that student C was paying attention by using direct eye contact. After I would give the whole class new </p><p>21</p><p> information, I would go over and privately ask him to explain what he needed to do. </p><p>When students began to work everyday, I made sure that student C had the correct plan for the day and knew how to do it. If he got off task, I would redirect him towards his work. He received a score of 10 out of 27 on his pre-assessment and a score of 23 out of </p><p>27 points on his post assessment. Understanding student C’s needs and how he learned the best allowed me to help him be a more successful art student. </p><p>22</p><p>Analysis of Learning Goal 1</p><p>O N M L K J I s t n e d H u t S G F E D C B A</p><p>1 3 5 7 9 Scores Pre Assessment Formative Assessment Post Assessment </p><p>23</p><p>Analysis of Learning Goal 2</p><p>O N M L K J s t n I e d u</p><p> t H S G F E D C B A</p><p>1 3 5 7 9 Scores Pre Assessment Formative Assessment Post Assessment </p><p>24</p><p>Analysis of Learning Goal 3</p><p>O</p><p>N</p><p>M</p><p>L</p><p>K</p><p>J</p><p>I s t n e d H u t S G</p><p>F</p><p>E</p><p>D</p><p>C</p><p>B</p><p>A</p><p>1 3 5 7 9 Scores</p><p>Pre Assessment Formative Assessment Post Assessment</p><p>25</p><p>Overall Analysis</p><p>O</p><p>N</p><p>M</p><p>L</p><p>K</p><p>J</p><p>I s t n e H d u t</p><p>S G</p><p>F</p><p>E</p><p>D</p><p>C</p><p>B</p><p>A</p><p>1 3 5 7 9 11 13 15 17 19 21 23 25 27 Scores</p><p>Pre Assessment Formative Assessment Post Assessment</p><p>26</p><p>Reflection and Self-Evaluation</p><p>The student’s most successful learning goal was LG2, where students applied different art techniques and processes to make artwork effective and to communicate various ideas. The LG2’s formative assessment shows that 73% of students received at least a 7 out of 9 points. The main reason for student success was their prior knowledge of art techniques used in past work. Also students learned about the compass and how it works in their math classes. So it was easier for students to apply these techniques because of prior knowledge. Another reason students did so well was because I wrote down instructions on how to use a compass in steps. This helped some students who are auditory learners to digest the instructions.</p><p>The learning goal in which students were least successful was LG3, where students had to orally communicate their personal ideas using newly learned vocabulary appropriate to the project and their grade level during individual critique. Four received </p><p>7’s, five students received 8’s, and six students received 9’s. LG3’s formative assessment showed only about 46% of the students received at least 7 out of 9 points, which was the lowest percentage compared to LG1 and LG2’s formative assessments. </p><p>One reason this was a difficult learning goal was because students had no prior knowledge of the art term monochromatic. This was something that was completely new to them, so to use it correctly in communication would be difficult. Another reason LG3 was the least successful goal was because some students were reading and writing at the </p><p>3rd or 4th grade level. There were about 3 of these students who were at a lower level academically then the rest of class, and 2 students that lacked social skills. Those students might have been able create a monochromatic scale easier than communicating </p><p>27</p><p> the idea orally. If I were to teach this lesson again I would have those students practice using the new art terms in written sentences before their individual critique. Also, I could use a video that shows and has a person talking about the monochromatic scheme, so that they hear how other people use the term. </p><p>The adaptations I used in my assessment plans allowed the students who required special accommodations to meet the learning goals. For example, giving extra time to students that needed it, to complete work and respond orally, during individual critique was important because it gave them the opportunity to do their very best and not feel like it was impossible for them. Another adaptation I made was to include attitude and effort in the assessments to help accommodate students with special needs and push students to stay on task. This was helpful in classroom management as well, reminding students that they were being assessed on their effort and attitude kept them working hard. Making sure that everyone had their own material worked out well and also contributed to keeping some students focused on their own work. I think that this was not necessary for all students, just for a few. Some classrooms will not have the materials for this, and having out fewer materials means less clean-up time and more working time for students.</p><p>In conclusion, I feel the adaptations used to in my lesson were effective and helped students meet the learning goals.</p><p>Professional Development</p><p>While working on these lessons I realized that I have a small amount of knowledge on those students with special needs, in particular autism, and its characteristics. One of my professional learning goals would be to take a course on special needs and common learning disabilities. I have seen very extreme special needs students and extremely </p><p>28</p><p> gifted and talented cases. I will speak with the gifted and talented teacher and also the special education teacher about better ways to educate these students. Also I think the more I work with those students, the more I will know what works and what does not work. I will continue to do research on these special cases to improve my teaching strategies. </p><p>Another professional learning goal that has emerged from teaching these lessons is to gain more knowledge about how to develop a strong cross-curriculum for art. During these lessons I saw how students made connections to math by applying and adapting their prior knowledge to use it to communicate ideas in art. I feel that I could use more education on how to integrate other academics into my art curriculum. In order to meet this learning goal, I will meet with all the classroom teachers to see what they teach and when during the year. I will also meet with other art teachers during conferences to gain insightful knowledge about how they integrate other subjects into their lessons. I feel that making these connections during art will help enhance student’s academic skills while learning in a hands-on environment. </p><p>29</p><p>*Appendix </p><p>Rubric for LG1 Pre Assessment/ Formative Assessment/ Post Assessment</p><p>Knowledge The student demonstrates… 3 a clear and specific understanding of the words monochromatic and geometric.</p><p>2 somewhat of an understanding of the words monochromatic and geometric, or they demonstrate an understanding of one of the words but not the other. </p><p>1 no evidence of understanding of the words monochromatic and geometric.</p><p>Skill The student applied… 3 the art elements of shape (at least 9 geometric in their sketch and final project), color and value (monochromatic) creatively and effectively in their project. </p><p>2 some of the elements of shape (9 geometric in their sketch and final project), color and value: (monochromatic) </p><p>1 very little of the elements of shape (less than 9 geometric in their sketch and final project), color and value (monochromatic)</p><p>Attitude/Effort The student… 3 took pride in work and went above the requirements. </p><p>2 cared about the work and an adequate amount. </p><p>1 did not care about the work and did a minimal amount of work.</p><p>Rubric for LG2 Pre Assessment/ Formative Assessment/ Post Assessment</p><p>Knowledge The student demonstrates… 3 a clear and specific understanding of the technique of overlapping and use of the compass.</p><p>2 somewhat of an understanding of the techniques of overlapping and use of the compass.</p><p>1 no evidence of understanding of the techniques of overlapping and use of the compass.</p><p>30</p><p>Skill The student applied… 3 the technique of overlapping (at least 5 overlapping shapes in project) and use of the compass creatively and effectively. </p><p>2 one of the techniques (5 overlapping shapes in project) or use of the compass.</p><p>1 none of the techniques (less than 5 overlapping shapes in project and did not use the compass)</p><p>Attitude/Effort The student… 3 took pride in work and went above the requirements. </p><p>2 cared about the work and an adequate amount. </p><p>1 did not care about the work and did a minimal amount of work.</p><p>Rubric for LG3 Pre Assessment/Formative Assessment/ Post Assessment</p><p>Knowledge The student demonstrated… 3 a clear and specific understanding of the art elements: colors and values (monochromatic), shapes ( geometric), the techniques overlapping, and the use of the compass by easily identifying them in their work. </p><p>2 somewhat of an understanding of art elements: colors and values (monochromatic), shapes (geometric), the techniques of overlapping, and use of the compass by only identifying some of them in their work.</p><p>1 no evidence of an understanding of art elements: colors and values (monochromatic), shapes ( geometric), the techniques of overlapping, and use of the compass by not being able to identify any of these in their work. </p><p>Skill The student spoke… 3 clearly and effectively about all of the art elements: colors and values (monochromatic), shapes (geometric), also all the techniques overlapping, and the use of the compass. </p><p>2 about some of the art elements: shape (geometric), color and value (monochromatic), and techniques (overlapping or the use of the compass).</p><p>1 about none of the elements of shape (geometric), color and value (monochromatic).</p><p>31</p><p>Attitude/Effort The student… 3 willingly participated in discussion and worked hard to learn how to apply new vocabulary. </p><p>2 participated in discussion and did an adequate amount of work to learn the new vocabulary. </p><p>1 did not want to participate in a discussion and did a minimal amount of work to learn the new vocabulary.</p><p>32</p>