Lesson Delivery Reflection

CONTENT DELVERY ORGANIZER:

Throughout my developmental process of my lesson I tried to work concretely in the set-up of my lesson to the class. I wanted to introduce artist terms in an advanced way without confusing any non-art majors along the way. In order to do this, I focused on one aspect of Tamara’s camouflage science lesson, color. This decision to focus on one area of Tamara´s lesson, color, enabled me to have time to explain and relate to the art world. When I started to organize my thoughts about color, it came apparent that I needed to introduce the ideas of hue and form. Then for the students to fully understand form I wanted to introduce a couple shading terms in order see how form was created in 2-demensional art piece.

In order to push a concrete way of thinking about color, I wanted the students to handle an object that they could really analyze the color in person. I settled on a red apple, because it was recognizable, colorful, and spherical. From there I considered many approaches of explaining color, form, and the illusion of nature. I immediately thought of the quote about color. After sharing it I wanted to relate back to our discussion and then show art examples.

INTASC STANDARD 5: APPLICATION OF CONTENT.

Our unique approach to our camouflage lesson made this standard very possible. Considering how we combined two different content areas to teach one concept, helped allow students to make connections outside of the content area. For example, if our lesson was solely on the science side of camouflage or only on art, it would lose its appeal. This forced connection made between the two content areas brought in a new perspective on camouflage and engaged the learners on a deeper level of understanding of the concept. It also made it more relatable. Students were introduced to a concept that could be applied in many ways. After the lesson students could use these ideas of color, patter, shape, camouflage and make connection to other content areas. It broadens the possibilities of what is camouflage instead of only seeing camouflage in science.

​In the first part of the lesson new perspectives were introduced about how nature used camouflage. The idea of camouflage by color, shape/form, and pattern was presented. Students had to think critically about what type of camouflage the animals/insects were using and why. Collaboration and critical thinking was used in this section of the lesson.

​In the second part of the lesson camouflage in art was introduced. Using what they just learned students then focused on one area of camouflage, color. Instead of thinking of obvious reasons nature used camouflage. Students had to break down the idea of what is camouflage in the art world and why color is so important. This required looking at nature in a new way, instead of searching for it purpose, students are now trying to break down how to represent it. Once the technique of manipulating color to correctly represent nature, students had to consider reasons it’s uses in art.

In regards to relating our lesson to local and global issues, we could of including topics of animal extinction, poaching, invasive species, or art topics of modern advertising, animation, fashion, cultures. This incorporation of issues would help push students to make more connection between content areas. It would also help make the lesson more relevant.

the collaborative problem solving portion of this standard, more time could have been allowed for the group discussion. Maybe promoting students to work together and find camouflage example in the news or academic articles might have been a good project. Any assignment that helps get the students to work together to push connections and understanding to a deeper level.


LESSON DELIVERY:

In my lesson I attempted to engage the learners by asking directive questions to evoke a deeper level of thinking. I wanted them to really think about what goes into drawing reality. Considering the lesson as a whole, the collaborative work was done in the first half of the camouflage lesson. Where they answered questions related to slides of animals. The lesson could have been a lot more interactive and collaborative. Considering the time limit I wanted to focus more on my teaching than collaboration. In the future I need to consider how to ask the right questions to dig deeper into the thought processes of my students. My wait time needs to be adjusted as well. I have to work on my patience when it comes to waiting for the correct answer. I am too quick to switch/reword the question before they students are able to process the question/answer. Considering how much we covered in our lesson and the manner in which we did it, I feel we did quite well.

In the future I would have had the students work on a digital activity through a program like Poppet or Linoit, or another program that would allow for students to work through thought together. This way they are building off each other and the students are more engaged than with my lesson.

INTASC STANDARD 8: INSTRUCTIONAL STRATEGIES:

Throughout the planning of the lesson, I tried to include a variety of instructional strategies to encourage understanding. In the second half of the lesson I attempted to break down the idea of color in a very concrete manner. I introduced this idea of how artist see color with apples. From there I attempted to scaffold as much as possible. Building onto the idea of color with other terms like, hue, three dimensional form, highlight, shadow, etc. I shared relevant examples like the invisible man and objects like stop signs that incorporate/manipulate color to hide or attract your attention. If I had more time, next time I would have made that argument more relevant by discussing color choice in advertising or discussed another artist who manipulate color in interesting ways. One instructional approach that could have been emphasized more in our lesson, was social collaboration.

A great activity could have been to have the students work together to find other artists or advertisement that manipulate color in interesting ways, either to hide or to stand out in the composition. This would be a great example of anchored instruction and a way to make the lesson more relevant for the students. This way the students are discussing the concepts and learning from each other. With more time I feel I could have captured the attention of the students to make the lesson more exciting and meaningful. I am very passionate about art and I feel that is an important part in teaching. Without passion about the subject you are teaching how can you properly encourage learners to develop deep meaningful understanding of the content area?
Another instructional strategy I can improve on is asking the right questions and waiting for the appropriate answer. I was too afraid of going over the time, which I stuck to yes or no questions. To help make the students understand at a deeper level I could have had each student discuss and connect to life.

Apple Discussion Example Questions:
-can anyone predict what fill happen when you flip the apple upside down?
-What did you observe?
-How did it change?
-Can anyone describe to me what happened to the highlight?
-What would happen if….?
​
The importance of color in advertising discussion questions:
-How would you use color to help sell a product?
-What changes would you make about this desginers color choice?
-What purpose did the artist place on the color in this work of art? Where they inexperienced color.
–What does the color make you feel? Does if affect your mood?


DIGITAL DATA COLLECTION ASSIGNMENT:

In our lesson we tried to include a couple types of assessment considering our lesson was split into two content ideas we wanted to assess often to check if the students understood the direction we were taking the lesson. In the beginning Tamara started out with a verbal assessment about hide and seeks to check if the class had any pre-existing knowledge or experience with hiding or camouflage. Judging on the responses Tamara then knew whether or not to do into a deep explanation of how to play/hide. The class all raised their hands so Tamara then knew she could have the class compare the animals/nature to their own experiences hiding.

As the lesson went along Tamara and myself both included verbal assessment that we used to promote a higher level of thinking and also to check to see if the students understood. The final digital assessment we both used was Google Forums, where we prepared short answer questions for the students to fill out and submit. This was placed at the end of each lesson so the students could then make a personal reflection about what they just learned and we could use it as a informal assessment, making adjustments to the next lesson based on how the students answered the questions. Google Forums is neat because you can instantly read the responses and you also have the options of arranging the results on a graph- to visually see how well your students understand. I could see instant quality of Google forums as a useful way of assessing during class. I could allow time for the students to reflect, then switch over to an individual activity like drawing and use this time to quickly review their answers. This way I can correct any mistakes right away while it is still fresh in their heads.

Assessment is used a lot in art classes. If you consider a final piece of art, group critique session or even a sketchbook, there are many ways for teachers to formally and informally assess their students. In a studio based classroom learning comes out of personal growth/confidence, peers and other role models/ experts in the field. In the lesson delivery, my partner and I both included digital assessments in our parts of the lesson. In addition to the Google forum we both included some verbal assessments where we quizzed the students on prior knowledge and other content based concepts. Although the assessments were very vague, it was only the first lesson on art. I feel my assessment would be more applicable later on when students have been more practiced in their artistic language. The assessment that would go on in my first couple classes might be verbal where the students can learn language from a more knowledgeable peer and later on I might include more personal reflection and private meetings with each student. I don’t want to make sure I have some sort of an assessment in each class period so I can track and adjust the pace/direction of the class.


INSTASC STANDARD 6: ASSESSMENT:

I completely agree with the INTASC standard on assessment when it comes to the idea of using multiple methods of assessment to engage growth. Digital assessments are a great way to get instant results but not student are able to properly verbalize their thoughts or others might just guess on assessment/quiz questions. So it is important to vary the approaches of assessment including; formal, informal, group-verbal, personal interview, written reflection/explanation, multiple choice, visual/picture, motor skill, practical skill, concept based, reflection/opinion based, individual, collaborative, anonymous, public, etc. This way you can help find accurate and meaningful results and you can adjust your instruction to fit all diverse learners. I feel we did an adequate job of varying assessment in our lesson. Other aspects of the standard are the idea of monitoring student progress and also guiding teacher/learner’s decision making. Based on the results of the assessment teachers can make adjustments to their instruction. Teachers make their decisions on results and direct the learner to look critically at concepts. Without the development of appropriate decision making skills teachers or students cannot achieve their potential. In the end effective teaching cannot exist without assessment.


Digital Data Collection: https://docs.google.com/spreadsheet/ccc?key=0AtReRKtZZQapdHYzU1VJc1NTMjBIdUtRTmtVbENBb1E&hl=en_US#gid=0
http://en.linoit.com/
Lesson Plan:
https://docs.google.com/document/d/1v6ZqR4lwhhknOLDx4iqFrLMDLyt_AtRYZnpggOEm_dM/edit?hl=en_US
Mind Map: