Classroom Reflection #1
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?
I observed an integrated art, literacy, and social studies lesson taught to a Kindergarten class. The teacher engaged in an interactive read aloud to the class in which the history of the American flag was discussed. Following the read aloud, the students engaged in a discussion about the meaning of the stars and stripes featured on the flag along with the meaning behind these elements. Then, the students created their own America flag. In doing this, the students investigated with glue, scissors, paint, and colored paper to replicate the American flag. The creation of the flag allowed students to solidify their understanding of the American flag.
2. Was there a Big Idea or theme used? If so describe. Were students working with narrative, observation, imagination, and / or visual thinking?
Primarily, the students engaged in observation as they viewed the American flag hanging in their classroom. Ultimately, the read aloud supplemented the students’ observations of the American flag. The read aloud also functioned as the narrative piece of the project.
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.
The lesson that I observed utilized the integration of three disciplines. The only aspect that I would adjust, if time allowed, would be to make the visual representation of the American flag more meaningful. To do this, students could depict images of what America means to them. For example, students could draw their family, school, or other people, things, or events of importance to them.
Art Classroom Observation #2
1. The content of the lesson, written and spoken objectives, and resources used
The art lesson I observed was focused on creating sculptures with found objects. The spoken objective to this lesson centered on student’s ability to create a sculpture with found objects. In addition, the students were forced to create a sculpture that represented something that could potentially be used to better the environment. The teacher introduced the lesson through a clip of “The Sneetches” as created by Dr. Seuss. The students were then prompted to create a similar “machine” as found in the Dr. Seuss story that could help to benefit the environment. The student created these objects out of recyclable found objects.
2. The teacher, her / his teaching strategies and format / process of the lesson as presented
The teacher began by introducing the Dr. Seuss story of “The Sneetches.” Then, the teacher led a discussion about the purpose of the machine in “The Sneetches” and whether it was a machine that was ultimately for the good or bad of humanity. The children were then instructed about the task and asked to brainstorm. The teacher created an open-ended task for students to utilize their creativity to complete their art piece. Likewise, the teacher utilized direct modeling as she demonstrated how to build a “machine” for the class.
3. Student engagement of the lesson, classroom atmosphere, and environment
The students were extremely engaged in the lesson. The introduction of the task through the Dr. Seuss video assisted in engaging students with the lesson. The overall classroom atmosphere can best be described as organized chaos. The students were full of ideas and eager to build their objects. The environment was very welcoming and open for discussion and the presentation of new ideas.
4. Classroom behavior management
The teacher did a great job of maintaining classroom management. The teacher did this by strategically placing students in pods based upon behavior tendencies. In addition, the teacher had several preservice teachers assisting tables which helped tremendously. Lastly, the teacher assigned jobs such as material collector, table washer, etc. which helped many students remain on task.
5. Compare the art classroom to the regular classroom in regards to the teaching strategies, lesson presentation, student engagement, classroom atmosphere, environment, and behavior management.
The art classroom shared some similarities and differences in comparison to the regular classroom. For example, both observations I made utilized integration in the instructing of art. Likewise, the atmosphere of both environments was organized chaos; however, I believe that organized chaos goes hand in hand with creativity and art. The teaching strategies were somewhat different in that the classroom teacher approached art in the same way as she did every lesson whereas art was the major focus of the art classroom observation. Student engagement was slightly better in the art classroom because students were more engaged with the lesson after watching a clip of “The Sneetches” than they were in the regular classroom setting.
I observed an integrated art, literacy, and social studies lesson taught to a Kindergarten class. The teacher engaged in an interactive read aloud to the class in which the history of the American flag was discussed. Following the read aloud, the students engaged in a discussion about the meaning of the stars and stripes featured on the flag along with the meaning behind these elements. Then, the students created their own America flag. In doing this, the students investigated with glue, scissors, paint, and colored paper to replicate the American flag. The creation of the flag allowed students to solidify their understanding of the American flag.
2. Was there a Big Idea or theme used? If so describe. Were students working with narrative, observation, imagination, and / or visual thinking?
Primarily, the students engaged in observation as they viewed the American flag hanging in their classroom. Ultimately, the read aloud supplemented the students’ observations of the American flag. The read aloud also functioned as the narrative piece of the project.
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.
The lesson that I observed utilized the integration of three disciplines. The only aspect that I would adjust, if time allowed, would be to make the visual representation of the American flag more meaningful. To do this, students could depict images of what America means to them. For example, students could draw their family, school, or other people, things, or events of importance to them.
Art Classroom Observation #2
1. The content of the lesson, written and spoken objectives, and resources used
The art lesson I observed was focused on creating sculptures with found objects. The spoken objective to this lesson centered on student’s ability to create a sculpture with found objects. In addition, the students were forced to create a sculpture that represented something that could potentially be used to better the environment. The teacher introduced the lesson through a clip of “The Sneetches” as created by Dr. Seuss. The students were then prompted to create a similar “machine” as found in the Dr. Seuss story that could help to benefit the environment. The student created these objects out of recyclable found objects.
2. The teacher, her / his teaching strategies and format / process of the lesson as presented
The teacher began by introducing the Dr. Seuss story of “The Sneetches.” Then, the teacher led a discussion about the purpose of the machine in “The Sneetches” and whether it was a machine that was ultimately for the good or bad of humanity. The children were then instructed about the task and asked to brainstorm. The teacher created an open-ended task for students to utilize their creativity to complete their art piece. Likewise, the teacher utilized direct modeling as she demonstrated how to build a “machine” for the class.
3. Student engagement of the lesson, classroom atmosphere, and environment
The students were extremely engaged in the lesson. The introduction of the task through the Dr. Seuss video assisted in engaging students with the lesson. The overall classroom atmosphere can best be described as organized chaos. The students were full of ideas and eager to build their objects. The environment was very welcoming and open for discussion and the presentation of new ideas.
4. Classroom behavior management
The teacher did a great job of maintaining classroom management. The teacher did this by strategically placing students in pods based upon behavior tendencies. In addition, the teacher had several preservice teachers assisting tables which helped tremendously. Lastly, the teacher assigned jobs such as material collector, table washer, etc. which helped many students remain on task.
5. Compare the art classroom to the regular classroom in regards to the teaching strategies, lesson presentation, student engagement, classroom atmosphere, environment, and behavior management.
The art classroom shared some similarities and differences in comparison to the regular classroom. For example, both observations I made utilized integration in the instructing of art. Likewise, the atmosphere of both environments was organized chaos; however, I believe that organized chaos goes hand in hand with creativity and art. The teaching strategies were somewhat different in that the classroom teacher approached art in the same way as she did every lesson whereas art was the major focus of the art classroom observation. Student engagement was slightly better in the art classroom because students were more engaged with the lesson after watching a clip of “The Sneetches” than they were in the regular classroom setting.