MAINE STATE 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.
Learning and practicing various art techniques and mediums should be an accessible pathway for students to express themselves through creative making. My experiences in observation, teaching, and learning have enriched my understanding of the importance of integrating social-emotional learning (SEL), trauma-informed practices, and scaffolding within my lessons. This does not only enhance students artistic abilities but also fosters resilience and self-expression among students.
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Standard 2: Learning Differences
The teacher uses an understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that allow each learner to reach their full potential.
Creating a safe and inclusive classroom environment is a fundamental priority of mine. All students, regardless of age, should feel welcome and valued in the school setting. To achieve this, I plan on access to accessible materials, clearly labeled in multiple languages and accompanied by visual images. This approach ensures that all students, whether they require additional support, can engage comfortably in their creative processes and produce work they take pride in. This also can be seen through anchor charts and any other hand-outs that may be difficult to understand if English is not a student's first language.
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Standard 3: Learning Environments
The teacher uses an understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that allow each learner to reach their full potential.
It is essential that all students feel included in classroom activities, whether they are working independently or collaboratively. To foster a comfortable and supportive environment, it is crucial to establish clear classroom norms from the outset, ensuring that students understand the expectations upon entering the space.
Additionally, prominently displaying learning goals within the classroom serves as a vital visual aid, providing students with concrete guidance on their tasks in the creative process. This clarity empowers them to engage meaningfully in their work, reducing uncertainty and enhancing their overall learning experience. By cultivating such an environment, we can promote both individual expression and collective collaboration among students.
It is essential to introduce students to a diverse array of artists from around the world, particularly those who reflect the cultural backgrounds represented in the classroom. This not only fosters a sense of belonging but also validates their identities, making them feel seen and significant in the artistic narrative they create for themselves.
It is essential that all students feel included in classroom activities, whether they are working independently or collaboratively. To foster a comfortable and supportive environment, it is crucial to establish clear classroom norms from the outset, ensuring that students understand the expectations upon entering the space.
Additionally, prominently displaying learning goals within the classroom serves as a vital visual aid, providing students with concrete guidance on their tasks in the creative process. This clarity empowers them to engage meaningfully in their work, reducing uncertainty and enhancing their overall learning experience. By cultivating such an environment, we can promote both individual expression and collective collaboration among students.
It is essential to introduce students to a diverse array of artists from around the world, particularly those who reflect the cultural backgrounds represented in the classroom. This not only fosters a sense of belonging but also validates their identities, making them feel seen and significant in the artistic narrative they create for themselves.
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Standard 4: Content Knowledge
The teacher understands the central concepts tools of inquiry, and structures of the discipline I teach and creates learning experiences that make these aspects of the discipline accessible and meaningful to learners.
With a strong foundation in various mediums and techniques, I can create dynamic learning environments where students actively engage in meaningful experiences that highlight the value of creativity, exploration, and hands-on making.
This knowledge is demonstrated through classroom demonstrations, where students receive concise, focused introductions to projects, allowing them to grasp key processes and techniques effectively.
With a strong foundation in various mediums and techniques, I can create dynamic learning environments where students actively engage in meaningful experiences that highlight the value of creativity, exploration, and hands-on making.
This knowledge is demonstrated through classroom demonstrations, where students receive concise, focused introductions to projects, allowing them to grasp key processes and techniques effectively.
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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.
This knowledge is demonstrated through engaging classroom demonstrations, where students are given clear, focused introductions to projects that break down essential processes and techniques. These demonstrations not only build foundational skills but also inspire curiosity and confidence as students begin their creative work.
I was also to encourage students creative thinking with Creative Challeneges to break up assigned projects and encouage collaboration and creativity to then use on future projects.
This knowledge is demonstrated through engaging classroom demonstrations, where students are given clear, focused introductions to projects that break down essential processes and techniques. These demonstrations not only build foundational skills but also inspire curiosity and confidence as students begin their creative work.
I was also to encourage students creative thinking with Creative Challeneges to break up assigned projects and encouage collaboration and creativity to then use on future projects.
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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, exit tickets, and self reflections. These approaches provided students with opportunities to demonstrate their understanding of the art-making process while fostering engagement and critical thinking.
During my fieldwork, I assessed students' content knowledge and learning through interactive strategies such as group discussions, exit tickets, and self reflections. These approaches provided students with opportunities to demonstrate their understanding of the art-making process while fostering engagement and critical thinking.
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Standard 07: Planning for Instruction
The teacher draws upon knowledge of content areas, cross-interdisciplinary skills, learners, the community, and pedagogy to plan instruction that supports students in meeting rigorous learning goals.
Scaffolding in art education is important because it breaks down complex skills into manageable steps, helping students build confidence and understanding over time. This approach ensures that students can gradually master techniques and concepts while fostering creativity and independence.
Some example of this is students at Kaler Elementary School Planning out their Puppets on a Worksheet before making, Planning out their AI Collage with a brainstorm worksheet and participating in a rough draft step-by-step process to draw a realistic portrait for their Zentangle Project at Lincoln Middle School!
Scaffolding in art education is important because it breaks down complex skills into manageable steps, helping students build confidence and understanding over time. This approach ensures that students can gradually master techniques and concepts while fostering creativity and independence.
Some example of this is students at Kaler Elementary School Planning out their Puppets on a Worksheet before making, Planning out their AI Collage with a brainstorm worksheet and participating in a rough draft step-by-step process to draw a realistic portrait for their Zentangle Project at Lincoln Middle School!
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Standard 8: Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage learners to develop a deep understanding of content areas and their connections, and to build skills to access and appropriately apply information.
During my fieldwork, I observed several instructional strategies that effectively facilitated deep understanding of content areas. These included the use of visual aids and physical worksheets, which provided students with direct instruction while also offering opportunities to engage with the material in new and meaningful ways.
Standard 9: Reflection and Continuous Growth
The teacher is a reflective practitioner who uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (students, families, and other professionals in the learning community), and adapts practice to meet the needs of each learner.
I had the opportunity to teach two lessons to the same class at Kaler Elementary School. By observing and assessing the students' abilities during the art-making process, we gained valuable insights into their strengths and needs. This understanding allowed us to adapt our teaching approach to better support their learning. We incorporated elements of choice into the projects, such as allowing students to create their own unique designs using Model Magic clay.
I also had the oppurtinity to teach Animal Boxes from 2 different groups of students At Biddeford High School, one in 2nd Semester, one in 1st Semester. With this, I was able to see what worked and what didnt to adapt my teaching approach to make these boxes that are functional and personal to each student.
I had the opportunity to teach two lessons to the same class at Kaler Elementary School. By observing and assessing the students' abilities during the art-making process, we gained valuable insights into their strengths and needs. This understanding allowed us to adapt our teaching approach to better support their learning. We incorporated elements of choice into the projects, such as allowing students to create their own unique designs using Model Magic clay.
I also had the oppurtinity to teach Animal Boxes from 2 different groups of students At Biddeford High School, one in 2nd Semester, one in 1st Semester. With this, I was able to see what worked and what didnt to adapt my teaching approach to make these boxes that are functional and personal to each student.
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Standard 10: Collaboration
The teacher seeks appropriate leadership roles and opportunities to take responsibility for students' earnings, and to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth and to advance the profession.
Collaboration in the art classroom is essential because it fosters creativity, communication, and a sense of community among students. When students work together, they learn to share ideas, listen to different perspectives, and build on each other’s strengths. Collaboration encourages problem-solving and flexibility, skills that are valuable both inside and outside of the art room. It also helps students feel supported and inspired, creating a positive environment where everyone's voice matters and where new, unexpected ideas can emerge.
Collaboration in the art classroom is essential because it fosters creativity, communication, and a sense of community among students. When students work together, they learn to share ideas, listen to different perspectives, and build on each other’s strengths. Collaboration encourages problem-solving and flexibility, skills that are valuable both inside and outside of the art room. It also helps students feel supported and inspired, creating a positive environment where everyone's voice matters and where new, unexpected ideas can emerge.
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Standard 11: Technology Standards (NETS.T)
Effective teachers model and apply to the International Society for Technology Standards for Educators (ISTE) as they design, implement, and assess learning experiences to engage students and improve learning, enrich professional practice, and provide positive models for students, colleagues, and the community. All teachers will meet the following standards and performance indicators
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By using my artistic expertise, I design visually appealing and interactive digital resources that not only capture students' attention but also enhance their understanding of complex concepts.
For example, I use online tools like graphic design software, collaborative platforms, and digital art applications to model creative processes, facilitate hands-on learning, and encourage collaboration among students.
For example, I use online tools like graphic design software, collaborative platforms, and digital art applications to model creative processes, facilitate hands-on learning, and encourage collaboration among students.
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