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During my Master of Arts in Education program, I taught and observed in Portland, ME, Biddeford, ME ,and Meriden , CT schools, working with students from elementary to high school age level. These experiences deepened my understanding of art education and reinforced my commitment to encouraging creativity through student choice. At Kaler Elementary Summer Camp, students created movable paper puppets, exploring individuality through design. At The Boys and Girls Club, I learned the value of flexibility, as not all students engage with projects as planned. At Lincoln Middle School, I learned the imporantce of chocie for engagement. These experiences affirmed my belief in creating a safe, supportive space where students can freely explore, experiment, and enjoy art-making.
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MAINE STATE TEACHING STANDARDS
Standard 1: Learner Development
The teacher understands how students learn and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social: emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
During fieldwork at the Boys and Girls Club, I observed students needing extra support due to varying skill levels. With only three educators for 15 students, providing individualized help was challenging. For example, while some struggled with cutting paper, one advanced student quickly cut her leaf and volunteered to assist others, turning an individual task into a collaborative learning experience. To support all students, we adapted by offering pre-cut leaves or encouraging creative freedom in designing their leaf catchers.
Below, Click the title of the Lesson Plan to view the Lesson plan:
Leaf Shape Suncatchers LESSON PLAN (Elementary School)
During my fieldwork at Lincoln Middle School, I noticed that students needed additional support with drawing realistic faces for their Zentangle Project. To help them move past this challenge, I guided the classes through a step-by-step process on how to draw a realistic face. This allowed students to slow down their understanding of drawing and pratice. By the time they reached their final drafts, students were able to independently create faces with accurate proportions and realistic features.
Below, Click the title of the Lesson Plan to view the Lesson plan:
Zentangle Portrait LESSON PLAN (Middle School School)
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Standard 5: Innovative Applications of Content
The teacher understands how to connect concepts and use differing perspectives to engage learners in critical/creative thinking and collaborative problem solving related to authentic local and global issues.
During my fieldwork at for Adventures in Art with Bonny Eagle High School, guided students in exploring the concept of "objects and power" to encourage critical and creative thinking based on the exhibition at the ICA. Zach, Meagan and I discussed how everyday objects can hold power through symbolism, utility, or association with the students. Students then transformed a simple sheet of computer paper—often seen as worthless—into something powerful by adding (ex., collage, drawing) or subtracting (ex., tearing, cutting). This activity helped them think critically about the symbolic potential of objects, collaborate, and share ideas while expressing their thoughts both verbally and artistically.
In our High School Curriculum class, I created a lesson that encourages students to share their personal truths as artists and individuals. These truths can be about their beliefs, culture, or attitudes toward life. The project gives students the freedom to explore and express these ideas through art, whether they are related to politics, culture, or personal views. Students are given the oppurtunity to explore and share who they are by the process of art-making. This lesson also involved a critique where students are able to obtain feedback from their peers to learn and grow as artists.
Below, Click the title of the Lesson Plan to view the Lesson plan:
Student Voice: A Collabrative Class Series LESSON PLAN (High School)
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Standard 6: Assessment
The teacher understands and uses multiple methods of assessment to engage learners in their growth, to document learner progress, and guide the teacher's on-going and instruction.
During my fieldwork, I assessed students' content knowledge and learning through interactive strategies such as group discussions and exit tickets. These approaches provided students with opportunities to demonstrate their understanding of the art-making process while fostering engagement and critical thinking. Assessment is important in education because it shows how well students are learning, what they’re good at, and where they need help. It helps teachers adjust their lessons to meet students' needs and make sure learning objectives are achieved.
I also had the opportunity to design self-reflection worksheets at Lincoln Middle School in Meriden, CT so students are able to communicate their own personal thoughts about the project and their work ethic while having the oppurtunity to grade themselves and their craftsmenship on the project. I did this process for all projects so students understand how reflection can help with artstic growth and processes.
For Middle School Aged Students
For High School Aged Students