Art and Process Portfolio Michelle San Agustin Student ID: …gradshowcase.academyart.edu/content/dam/Grad Showcase/School… · on Michelle’s transformation of Magnolia and continue

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ArtandProcessPortfolio

MichelleSanAgustin

StudentID:

AcademyofArtUniversitySchoolofArtEducation

27May2016

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TableofContents

I. EducationandExperienceAutobiography 3Resume 4LettersofRecommendation 5

II. ArtworkDrawingLolo 7DrawingFatherSon 8DrawingGoldenGirls(StreetArt) 9PaintandPenHeart 12PaintandPenMusic 13PaintFlower 14PaintSucculents 15PhotographsProjectKrys 16PhotographsFirstDates 20PhotographsMagnoliaTakesontheMasters 22ArtworkSummary 23

III. ArtmakingReflection 24 IV. CurriculumUnit

CurriculumUnitOverview 28ArtProduction–Skillbuilding 31HistoryandCulture 38VisualLiteracy 47ArtProduction–ArtmakingLesson 50ArtCriticism 57

SectionI–EducationandExperience 3

Autobiography

Mypersonalmantrais,"Toeachhisowninhisowntime."MyownjourneytoarriveatthisspacebetweenMontessoriandArtEducationincludesenlistingintheU.S.AirForceas an air traffic controller, venturing solo to various countries, curating an art gallery,guiding inner cityyouthsas anartmentor, studyingFineArts atUSCwhere I graduatedcumlaudeasaDiscoveryScholar,establishingmyownphotographybusiness,andleadingmultiple classrooms as a head teacher focused on gently guiding children and educatingfamilies of the Montessori philosophy. Constantly finding myself in positions that lendthemselvestocreatingorderoutofchaos,itiswithinthisspacethatIfindmyselfyetagainandatthispresentmoment.

Pulling on all of my past experiences and contemplating the core of my deepestpassions,IarriveatahumblespaceinwhichIstumbleoverwordstobestarticulatewhatitisthatIamheretodo.BearwithmeasImakemybestattempttosharethisvisionwithyou.

Alwayslostinthoughtsanddaydreamsasachild,lifewasnothingmorethanablurof visions looking through the backseatwindow ofmy family’sminivan. I straddled theinvisible, yet distinct line of two deep-seated cultures, whose languages were neversufficient enough to describe my thoughts, emotions, curiosities, fears, and loves. Idevelopedavernacularallmyown,tobecommunicatedwithnoneotherbutmyownself.

Asayoungadult, I venturedoffona soloexplorationhalfwayacross theglobe inhopesofdiscoveringmyself.AsIwaswanderingsunburntstreetsandbuildingfriendshipswithpassing souls, I foundmyself clutching to a camera andphotographingmomentsofpausefromlife’sbusyrace.ItisthroughthisrabbitholethatIfell.AsIchasedmythoughtsthrough the crevicesofmymind, I stumbledupon theactof self-expression through thecreationofvisualart.ImanagedtocarveoutaspaceinwhichIwasabletodisentanglemyjumbledthoughts,sortoutmyknotted feelings,andelucidatemymeanderingcuriosities.ThefunnypartwasthatIdidn’tneedtogochasingmyselfacrosstheglobe.Infact,Ineededto turn inward tounderstandmypersonality anddevelopmy character. I felt a senseofself.Ihadaplaceofbelonging.Therewasordertothechaosofmyidentity.

Asyearspassed,IstumbledacrossthewritingsofMariaMontessoriandpursuedateachingcredentialbasedonherphilosophyofeducation.Believinginthecoreprincipleoffollowing the child, but with a keen eye and mindful approach, becoming a Montessoriteacherhasbeenoneofthemostenrichingandfulfillingexperiencesinmylife.Ifellinlovewiththerawnesssoquietlyand,yet,alsosoearnestlyevidentinchildren.MyheartgrewalittlelargerasIobservedthegrowthwithinmystudentsoverthethreeyearsthatthey’dbeinmyclassroom.Ibuiltfriendshipswiththeentirefamilies;andfellinlovewithsomethingonceagainthatwasoutsideofmyself,yetseemedsopartofmyowncoreidentity.

Taking these two passions ofmine, art and theMontessori philosophy, I hope tocreateaspaceforchildrentobe.Aplaceforchildrentoexploretheir innerimaginations,examine theiropinionsand judgments,anda space for themtoexpress their innermostselves.



May 1, 2016 To Whom It May Concern: It is with great pleasure I write this letter in support of Michelle San Agustin. I have had the opportunity to work closely with Michelle for more than 3 years at Grand Lake Montessori School in Oakland, California. Michelle first came to GLM as an intern while completing her teacher training. She connected very quickly with the students and was warm towards the families and other staff members on campus. I feel very fortunate that Michelle joined GLM fulltime and received a promotion to Head Teacher within days of signing on board. Michelle provided an essential transformation to the Magnolia classroom at GLM, where I worked as her assistant teacher. She redesigned the layout of the classroom, remodeled the décor, and transformed the class to a welcoming and friendly community. She brought in art for the students and adults to enjoy. Michelle always explained the art to the children in an engaging story. Her approach to running the classroom was warm and compassionate, yet she was strong, confident, and clear about the boundaries. Michelle also spearheaded the design team for our annual fundraiser dinner and auction event, Grand Night Out. She transformed each space to be lively and appealed to the attendees. Michelle encourages creativity within each volunteer, but does not sacrifice the integrity of her vision. She runs a tight, creative ship in whatever mission she takes on. In each arena, Michelle carries her artistic vision and the fortitude to achieve her goals. Her aspirations and encouragement have inspired me to venture in my own business goals. On a personal note, I thoroughly enjoyed working with Michelle. Her gentle and organized demeanor made her the best head teacher to work under! I will look back on Michelle’s transformation of Magnolia and continue to be inspired by her work ethic. Michelle is a dedicated teacher who truly cares about her passion for art and the children in her classroom. She presents herself as veteran teacher and entrepreneur! Please feel free to contact me should you require more information. Sincerely, Carol Va’asili Jumpin’ Gymsters Founder

Drawing, 2010, 18x24

Drawing details, 2010, 18x24

Drawing, 2010, 18x24

lden irls treet rt, 201 , 8x10

lden irls treet rt la e ent in enderl in alle , 201 , 8x10

lden irls treet rt, 201 , 8x10

lden irls treet rt la e ent in enderl in , 201 , 8x10

aint and en llage, 201 , 8 x 11

aint and en, 201 , 8x8

r li aint, 201 , 18x24

r li aint, 201 , 18x24

Project Krys, 2009, Photographs, 48x60 inches Photography series exploring the life of performance ar�st, Krys Fox

irst Dates, 201 201 , 0x48

t gra series ex l ring nline dating and identit

Magnolia Takes on the Masters ‐ Cameron Inspired by Magritte , 2016, excerpt from photo book, 8 ½ x 11 inches

Magnolia Takes on the Masters ‐ sa and Ma ell Inspired by arhol and as iat , 2016, excerpt from photo book, 8 ½ x 11 inches

Magnolia Takes on the Masters ‐ aisy Inspired by anksy , 2016, excerpt from photo book, 8 ½ x 11 inches

Magnolia Takes on the Masters ‐ thie Inspired by osie , 2016, excerpt from photo book, 8 ½ x 11 inches

Magnolia Takes on the Masters ‐ ayden Inspired by instein , 2016, excerpt from photo book, 8 ½ x 11 inches

SectionII–Artwork 23

ArtworkSummary Growing up, I toed the line between contrasting worlds of my family’s culturalheritage and a modern Americanized lifestyle, being independent and respecting myparents’ wishes, and/or my introverted imagination and my need to contribute to mycommunity. Mycurious imaginationwouldbe filledwithquestionsofmy identity,otherpeople’sperspectives,andwhatitmeanttobehuman.Eventually,inmytwenties,Ifoundaplatformtobringordertothechaosthatensuedinmycuriousandintrospectivemind.Theprocessofcreatingartallowedmetobetterunderstandandconveytoothersmythoughtsandemotions. CreatingartallowedmetodigdeepandunderstandwhoIwas tobetter;and,thus,developanunderstandingofthegreaterworldaroundme. Myartfocusesonthoseverythingsthatallowmedevelopmyunderstandingaboutidentity, the viewer’s perspective, and humanity. I am interested in the organic formofnature,includingthehumanbodyandplants.Iamalsoimmenselyinterestedinthehumanexperience–suchas,thespacesthatweliveinandhowweportrayourselvestoothers.Itend to process such things by creating a series ofwork because I have a need to pushmyselffurtheranddigdeeperbyuncoveringmythoughtslayerafterlayer.ItiswithintheartmakingprocessthatIfeelsafeexploringallcrevicesofmyimaginationandthewindingventriclesofmyheart.

SectionIII–ArtmakingReflection 24

ArtmakingReflection

WassilyKandinsky(1866–1944)ColorStudy¬–SquareswithConcentricCircles,1913,watercolor,gouache,andcrayononpaper.9.4”by12.4”

PancakesInspiredbyKandinsky,2016,pancakesandpaperplates.

Artwork: This reflection isbasedon theartwork,PancakesInspiredbyKandinsky,2016.As the title indicates, this artwork was inspired byWassily Kandinsky’s Color Study –SquareswithConcentricCircles,1913. Thepancakesweremadeusingdifferentcoloredbatters. Starting with the primary colors, the batters were mixed together to createsecondarycoloredbattersofgreen,orange,andpurple.Aftercookingthepancakes,theywere layered on top of each other concentrically and placed on a square plate. Thesquare plates were gathered together to create a grid. The work was finallyphotographedandisseenabovealongwithKandinsky’spiece.

MediaandTools:Manyitemswereneededinordertocreatethisartwork.Startingwitha pancake recipe, the ingredients included: flour, milk, eggs, sugar, butter, and foodcoloring.Othertoolsneededwerekitchenitems,suchasbowlsofvaryingsizes(amountto be determined by the colored batters), stirrers/whisks/spoons, measuring cups,measuring spoons, spatula, nonstick spray, and a griddle. Square serving plates ofvaryingcolorswererequiredtomakeagridasseenintheoriginalwork.

Anystandardpancakerecipecanbesubstitutedfortheoneprovided.Runnierpancakeswould be best as mixing the batters to create new colors would be easier this way.Depending on the children’s allergies, ingredients can be substituted as needed. Forexample,ifachildisintoleranttodairy,thenthereareavarietyofalternativesavailableinmanygrocerystores,suchassoy,almond,orLactaidmilk.


Kandinsky’spieceissuretoinspirevariousotherartworks.Pancakeswereasimpleandlogicalsolutionduetotheverynatureofthecircularshape.Otherfooditemsthatcometomindinclude:cookies,jello,ricecakes,bread,andthechildrencanalsobeencouragedtofindcircularfoodsathomeorinthegrocerystore.

Skills: Duetothenatureofthiscurriculumunit,theartworksaremadeusingbasicskillsdevelopedandpracticedaroundtheagesof3to6yearsold.Theactionsusedinmakingthe pancakes, which include pouring, stirring, andmeasuring, allow students to refinetheir fine motor skills and develop hand eye coordination. Such refinement anddevelopment isneeded inorder tomakemorecomplicatedartworksusingavarietyofmediumsasthechildrencontinuetogrow.

Theseclassesalsoprovidechildrenwithactivitiestoexplorebasicartconcepts,suchascolor theory and composition. That said a knowledge and understanding of such artconcepts was needed in order to create the artwork and properly guide the childrenthroughtheirexplorations.

Forchildrenthatareolder,theactivitycanbemodifiedsothatthechildrenaremakingthe pancakes more independently. For example, gathering items in the kitchen,measuringingredients,andcookingthepancakesonthehotgriddlearealldependentonthedevelopmentalageofthechildrenintheclass.

Vocabulary: The vocabulary usedduring the lessonwould includebasic termsof colortheoryandalsoshapes. Childrenaroundtheageof2½to6yearsoldtypicallygainanunderstandingofthesewords,withtheexceptionofconcentric.This,however,isatermthat can be learned and understood by children that are in the older ormorematurestageofthatgivenagerange.

Aschildrenofthisagerangebestlearnbyactivepracticeandseeingvisualexamples,thecolorsandshapescanbeshownusingpiecesofconstructionpaper,clothingthechildrenare wearing, art media in the studio, or other items in the environment. A commonMontessoritechnique,namedtheThreePeriodLessonthatincludestactileexamples,canalsobeusedtofamiliarizenewtermstochildren.• Primarycolors:red,yellow,andblue• Secondary colors:mixing twoprimary colors together to createorange, green, andpurple.

• Circle: aroundplanefigurewhoseboundary(thecircumference)consistsofpointsequidistantfromafixedpoint(thecenter).Examplewillbeshown.

• Square:aplanefigurewithfourequalstraightsidesandfourrightangles.Examplewillbeshown.

• Concentric:ofordenotingcircles,arcs,orothershapesthatsharethesamecenter,thelargeroftencompletelysurroundingthesmaller.


Process: Detailedproceduresandphotographs formaking thisartworkcanbe found inthelessonplan.Theessentialstepsinclude:• Mixingredients.• Addfoodcoloringtocreateprimarycoloredbattersofred,yellow,andblue.• Mixtwoprimarycolorstocreatesecondarycolorsoforange,green,andpurple.• Cookpancakes.• Stackpancakesconcentricallyoncolorfulsquareplates.• Arrangeplatestocreateagrid.

Theseprocedurescanbemodifiedastheteacherassessesthedevelopmentalstageandabilities of the children. As discussed in the above sections describing their skills,childrenthatareoldercantypicallybemoreindependentbymeasuringtheingredientsandcookingthepancakes.Aschildrenstackthepancakes,theteachercanalsohelpguidethemtopickandchoosetheappropriatelysizedpancakeformakingtheirstack.

Rewards: Creatingthisartworkwasalotoffunforvariousreasons.Theideaofturningpancakes into artwork and even the idea of “playingwith food”was never part ofmychildhood. I really enjoyed finding artworks and coming up with ideas of how totransformthemintovariousfoods.Itwasalsofuntofigureoutakid-friendlyrecipeandthenbreakuptheprocessintostepsthatchildrenofthisagegroupwouldbeabletodowiththesupportofanadultasneeded.Besideseatingtheartwork,Ibelievethechildrenwillenjoymixingthecolorfulbatterstocreatenewcolors. Mixingcolorstocreatenewonesseemstoalwaysbeamagicalprocessforchildrenofallages,butespeciallychildreninthisagegroup.

Challenges: Themostchallengingpartof thisprocess iscleanup. Due to theamountofcolorfulbattersmade,manybowlsandspoonshadtobeusedinordertonotcontaminateothercolors.Asforthechildren,Ibelievetheywillalsofindthecleanupprocesstobethemost challenging step. Cleanup is anecessary step forall of theactivities. Inorder tominimizefeelingoverwhelmedbytheamountofwork,IwilldoforthechildrenasIdidformyself. Breakinguptheentirecleanupprocess intosmallstepsand/ordesignatingcertaintasksforchildrenwillhelpmakethisprocessmoreorganizedandefficient.

Learn/Teach:Inordertosuccessfullymakethisartwork,IbelieveitwasimportantthatIhadthenecessarytoolsandexperiencemakingpancakes.Ihadtoalsounderstandcolortheory and composition. Besides having experience making regular pancakes and anunderstandingofsuchartconcepts,therestoftheartmakingprocesswasanexperiment.Fortunately,itwasasuccessfulexperiment.AsIguidethechildrentodothesame,Iwillalsoencouragethemtothinkcreativelyaboutotherfoodsthatcanbemadetolooklikeartworks.


Assessing Success: Iamfortunatethattheartworkwasasuccessasthepancakesweretastyand the final layout lookedsimilar to the inspirationalmodel. As this curriculumunitisfocusedonyoung,primaryagechildren,themaingoalistohavechildrenexplorebasicartconcepts,suchascolormixing. Truesuccessformeasateacherwiththisagegroupwouldbetohavethechildrenenjoytheclasssomuchthattheycontinuetoreturntothestudio.

ReflectionInsight: Ihavetwomaininsightswithmakingthisartwork.Thefirstistobemindfuloftime.Schedulingandtimingeachstepiscrucial.Nomatterthetimethough,remembertoenjoytheprocessandpausetocheckininternallybecauseifyouarenotinthepresent,thechildrenwillfeelthis.

The other insight is that concepts, theories, and skills can be explored doing fun andcreative activities. Understanding andmastery will come in due time as children areengaged in meaningful experiences. Provide them with these experiences while alsocultivatingatrustingrelationshipwiththechildrenandtheirfamilies.

SectionIV–CurriculumUnit 28

Title:MasterpieceFoodsAgeLevel:3–6yearoldsLessonsandTimeFrame:Lesson1:ArtProduction–SkillBuilding availablebefore/aftereachsessionLesson2:HistoryandCulture 1–90minuteclasssessionLesson3:VisualLiteracy 1–90minuteclasssessionLesson4:ArtProduction–ArtMaking 1–90minuteclasssessionLesson5:ArtCriticism tobeachievedaftereachsessionUnitRationale:ChildrenwillbeintroducedtotheelementsofartbycreatingfoodsinspiredbyModernartworks.Thechildrenwillspecificallyexploreideasofshapesandcolorsastheteacherguidestheirunderstandingoftheotherelementsofart(line,form,value,space,andtexture)asdeemedappropriateinaccordancetoeachchild’sdevelopmentalstage.TheteacherwillalsoguidethechildrentocreateedibleartworksafterthoroughobservationofModernartworksbyartists,suchasJacksonPollock,MarkRothko,andWassilyKandinsky.Theprocessofmakingtheedibleartwillincludevariousactivitiestorefinethechildren’shand-eyecoordination,finemotorskills,andobservationskillsthroughallfivesenses.Thiscurriculumunitisdesignedwithboththeexplorativespiritofthechildandapassionforartatitscore.Objectives/StudentLearningOutcomes:Studentswillbeableto:

• Gainanunderstandingoftheelementsofart,specificallyshapesandcolors.• Definetheprimarycolorsandexperiencethecolor-mixingprocesstocreatesecondary

colors.• ExperiencecreatingfoodsinspiredbyModernArt.• Refinetheirfinemotorskills,hand-eyecoordination,andobservationskillsthroughall

fivesenses.• Practicetheirskillsatspeakinginfrontofanaudienceandbeingarespectfulmemberof

thelisteningaudience.


FocusArtwork:

Students’SkillBuilding–Playdough

JacksonPollock(1912-1956).

AutumnRhythm(Number30),1950,enameloncanvas.

MarkRothko(1903–1970)

OrangeandYellow,1956,oiloncanvas

MarkRothko(1903–1970)

No1RoyalRedandBlue,1954,oiloncanvas

WassilyKandinsky(1866–1944)ColorStudy¬–SquareswithConcentricCircles,1913,watercolor,

gouache,andcrayononpaper.

PancakesinspiredbyKandinsky,2016,pancakesand

paperplates.


InstructionalResources:

• Reproductionsoffocusedartworks• Slideshow/animationvideo:JacksonPollock• Recipecardsforeachedibleartwork• Worksheet:DiscussingJacksonPollockathome• Worksheet:ColorRecipes

ArtMaterialandTools:

• Foodcoloring• Ingredientsforeachrecipe• Bowls• Spatula• Stirringspoons• Griddle• Squareplates• Utensils• Bakingdishes

Vocabulary:

• PrimaryColors:red,blue,andyellow.• SecondaryColors:purple,green,andorange.• ConcentricCircles:Layeredcirclessharingthesamecenter.• Colorscheme:planfororganizingcolors.• Composition:theplacementorarrangementofvisualelementsoringredientsinawork

ofart,asdistinctfromthesubjectofawork.• Representativeart:realisticrepresentation(s)ofsubjects.• Abstractart:nonrepresentationalformsandcolorstorepresentsubjectsoremotions.• Actionpainting:apaintingtechniqueinwhichpaintisdripped,thrown,poured,or

splashedonacanvas.


Title:ArtProduction–SkillBuildingAgeLevel:3–6yearoldsTimeFrame:90minutesDescription:Childrenwillbeintroducedtothebasicsofcolortheory.Theteacherwilldiscussvariouscolorsandgainanunderstandingofwhatthechildrenknowaboutcolortheory(i.e.namesofcolors,mixingcolors).Asledbytheteacher,thestudentswilldiscusstheirfavoritecolors,thecolorsoftheirclothes,andwhatcolorstheyseeintheroom.Theteacherwilldiscusstheideaofprimarycolorsandalsocreatingsecondarycolors.Theteacherwillguidethechildrentomakeplaydough;andthendemonstratehowtomixtwoprimarycolors.Thechildrenwillhavetheopportunitytokneadandmixaportionoftheplaydough.Thistactileactivitywillbeavailabletothechildrenthroughoutthecurriculumunittobeusedbeforeand/oraftereachclasssession.Othertactileactivitiestoexperiencecolormixingwillbemadeavailabletothechildrentobeusedindependentlythroughoutthisunit,suchaspouringcoloredwater,mixingpaint,andusingeyedropperswithfoodcoloring.Objectives/StudentLearningOutcomes:Studentswillbeableto:

• Nameprimaryandsecondarycolors• Discusstheideaofmixingcolorstogether• Workontactilecolormixingactivitiesindependently

Exercise:



• Examplesofprimaryandsecondarycolors(i.e.6piecesofcoloredconstructionpaperorplasticphotogelstoinclude:red,blue,yellow,orange,purple,andgreen)

• Colorworksheet/recipecardsArtMaterialandTools:

• Playdoughinprimarycolors• Playdoughrecipeandingredients(i.e.foodcoloring,flour,creamoftartar,oil,salt)• Kitchentoolstomakeplaydough(i.e.hotplate/stovetop,pot,spatula,bowls)• Optional:rollingpin,scissors,cookiecutters

Procedures:AnticipatorySet:

• Teachershowsexamplesofcolorsandaskschildrenquestionsinordertogaugehowmuchchildrenknowaboutcolortheory.

o Teachershoulduseexamples,suchascoloredconstructionpaper,paint,and/orphotogels.

• Teacherguideschildrentofindcolorsintheirclothesandwithintheenvironment.• Teachernamescolorsagainandbringsattentiontoprimarycolors:red,blue,and

yellow.• Teacherexplainsthatsecondarycolors(orange,purple,andgreen)canbecreatedby

mixingprimarycolors.o Ifusingphotogels,layeringtwoprimarycolorswillcreatethesecondarycolor

whenlookinginabrightroom.

DirectInstruction:

• Teacherguidesthechildrentomakeplaydoughusingtherecipeandinstructionsonthefollowingpages.

o Thechildrencanassistmeasuring,scooping,andpouring.o Theteachershouldtakenoteofeachchild’scapabilitiesforfuturefoodmaking

sessions.Usingthissessionasameansofdiscreetassessmentshouldguidetheteachertomakefuturerequestsofeachchildtocompletespecifictasks.

o Forexample,ifachildappearstohavemasteredhispouringskills,thentheteachercanrequestthischildtopourcriticalingredientsinthefuture.Nevertheless,theteachershouldbemindfulofchildrenneedingtorefinetheirhand-eyecoordinationandcontrolofmovement,sothatthesechildrencanpracticeappropriateactionsduringclasssessions.

• Teacherusesasmallportionofplaydoughanddemonstrateshowtomixtwocolorstocreateasecondarycolor.

GuidedPractice:

• Teachergiveseachstudenttwosmallportionsofplaydoughtomanipulate.


IndependentPractice:

• Childrenaregiventimeandmoreplaydoughtoexploremixingothercolors.Teacherwalksaroundtheroomtoensurechildrenareusingthematerialssafelyandassistingchildrenwhenneeded.

• Childrenareencouragedtoknead,smoosh,squeeze,andsquishtheplaydough.• Childrenwillhavetheoptiontousesupplementaltools,suchasarollingpin,scissors,

cookiecutters,etc.

Closure:

• Childrenwillbeguidedtocleanuptheirworkspaceandthenwashtheirhands.• Teacherwillleadaninformaldiscussionaboutcolortheory.Thiswillbechildfocused,

buttheteacherwillaskkeyquestionstoinitiatetheconversation.Examplesofquestionsinclude:

o Whatwerethefirstthreecolorsofplaydoughthatwemade?o Whathappenedwhenyoumixedredandblue?Blueandyellow?Yellowand

red?Accommodationsand/orModifications:

• EnglishLanguageLearner:Providethefamilywithinformationaboutcolortheoryafewdaysbeforetheclasssessionsothattheycanintroducethemainpointstothechildinhis/hernativetongue.

• StudentAllergies:Aningredientlistwillbemadeavailabletothefamiliespriortoenrollmentand,ifpossible,accommodationswillbemadeonacase-by-casebasis.Althoughtheplaydoughisnotintendedtoeat,itwillbemadeusingnaturalingredientsthataresafeforingestion.

Vocabulary:

• PrimaryColors:red,blue,yellow• SecondaryColors:purple,green,orange

CriteriaforAssessment:Didstudents:

• Namevariouscolors?• Createasecondarycolorbymixingtwoprimarycolors?• Showanabilitytoworkindependentlyusingsafepracticesandrespectfulmanners?

MethodofAssessment:Teacherchecksforunderstandingbyhavinganinformaldiscussionwiththechildrenabouttheinformationthatwaspresented.Teacherwillclarifyinformation,whenneeded,duringthediscussion.Adiscussionworksheetwillbesenthomeinorderforthechildrentofurtherdiscusstheprocesswiththeirparents.Iffurtherquestionsexist,theparentscanbringittotheteacher’sattentionsothatclarificationcanbemadeduringthenextclasssession.


Processphotos:

• Gatheringredientsandmaterialstomakeplaydough.

• Largepot• Measuringspoonsandcups• Spatulaorlargespoontomixtheingredients

• 2½cupswater• 1¼cupssalt• 1½tbspcreamoftartar• 5tbspvegetableoil• 2½cupsflour

• Combinealloftheingredientsinalargepotandmix.

• Cookoverlowheatmixingfrequently.• Itwillappeargooeyandlumpy,butcontinuemixingasthewatercooksoff.

• Thedoughwillbereadywhenthesidesarebeginningtolookdry.

• Touchtheplaydoughtocheckthetexture.Itshouldpliableandnotsticktoyourfingers.

• Placedoughontopofasurfacethatiseasytowipeoffandyouwouldbeokayiffoodcoloringgotonit.

• Kneadthewarmdoughuntilitissmooth.Usingarollingpinisoptional.


• Separatethedoughintoatleastthreeproportions,oneforeachprimarycolor:red,yellow,andblue.

• Addthefoodcoloringandkneadtheplaydoughuntilitisuniformincolor.

• Repeatthisforeachofthebatches.

• Youshouldhaveatleastthreebatchesofeachoftheprimarycolors.

• Choosetwocolorsandseparatetwoproportionatepieces.

• Youcanbecreativewithhowyoudecidetocombineandmixthecolors.

• Inthisphoto,Iformedtwocylindersandtwistedthemtogether.

• Youcanalsomaketwoflatdiscsandkneadthemtogether.

• Becreativewithhowyouorhowyouencouragethechildtoexplorewiththis.Testoutvariousways.


• Continuekneadingthenewbatchofdoughuntilitisuniformincolor.

• Remembertoadmiretheswirlsofcolorsandpointoutthecolors.Forexampleinthis,youcanpointouttheyellow,red,andnewstreaksoforange.

• Inordertoreinforcethisexperience,showthechildthedifferentbatchesofplaydoughagain.

• Continuemixingthecolorsuntilyouhavecreatedallofthesecondarycolors.

• Youshouldhave:red,orange,yellow,green,blue,andpurple.

• Continueexploringbymixingthedifferentcolorstogether;andusingvaryingamounts.

• Youcanalsousedifferenttoolssuchascookiecutters,rollingpins,orothertoolsthatwillencourageexplorationandfinemotormusclebuilding.

• Encouragechildrentofillinthecolorwheelworksheetusingcrayons,markers,paint,orcollagematerial.


Optionalworksheettomakecolorwheel.


Title:HistoryandCultureAgeLevel:3–6yearoldsTimeFrame:90minutesDescription:ChildrenwillbeintroducedtoJacksonPollockandhisstyleofpainting.Theteacherwillfirstdiscusswaysofpaintingandaskthechildrenquestionsabouthowtheypaint.Theteacherwill,then,introducePollockasanartistandhisstyleofdrippingpaintontocanvases.ThebulkofthesessionwillbemakingricecrispytreatsinspiredbyPollock’sAutumnRhythm(Number30).Theteacherwillguidethecleanupprocess.Theclasssessionwillendbysittingdownatthetableandeatingthesnacktogether.Theteacherwillsendhomeaworksheettodiscusstheprocessandengageinconversationwiththeparents.Objectives/StudentLearningOutcomes:Studentswillbeableto:

• Discussvariousmethodsofpaintingandpaintinginstruments• DescribePollock’sartisticstyle• Makericecrispytreatsanddrizzleicingontop• Discusstheprocesswiththeirparents

FocusArtwork:

JacksonPollock(1912-1956).AutumnRhythm(Number30),1950,enameloncanvas.



• Slideshow:JacksonPollock(mp4oncomputerorfoundonline:https://www.powtoon.com/online-presentation/fInnGBybN6y/jackson-pollock/

• Worksheet:DiscussingPollockathome• Computer• Projector• Recipe:http://www.artfund.org/get-involved/edible-masterpieces/recipe/autumn-

rhythm

JacksonPollock–AutumnRhythm(no.30)–ArtFundEdibleMasterpiecesPhotographbyMajaSmend,foodstylingbyKimMorphew,propstylingbyLydiaBrun,recipebyGeorgiaLevy(2016)

ArtMaterialandTools:

• Bakingtoolsandutensils(bowls,spoons,spatulas,knife,plates)• Ingredients• Stovetoporsingleburner


• Teacherasksstudentstothinkaboutpaintingandwhattoolsareneededsuchas,paint,paintbrushes,canvas,paper,andeasel.

• TeachercorrelatesresponsestopaintingsbyPollock.


DirectInstruction:

• Teacherdiscussesplanforclass:1)presentation,2)makingricecrispytreats,3)cleanupandeating.

• TeacherpresentskeyinformationaboutJacksonPollock’sartwork.o Seeslideshowforinformation.

• Teacherleadsthechildrentomakericecrispytreats.

GuidedPractice:

• Teacherguideschildrenthroughthecleanupprocessandsettingthetabletoeatthesnack.


• Aschildrenwaittobepickedup,theycancreateanotherartworkinspiredbyPollockusingthematerialsinthestudio.

Closure:

• Childrenwillbeseatedaroundthetabletoenjoythesnacktogether.• TeacherwillleadaninformaldiscussionabouttheJacksonPollockandtheprocessof

creatingartandricecrispytreats.Thiswillbechildfocused,buttheteacherwillaskkeyquestionstoinitiatetheconversation.

• Studentscanbegin/continuewiththeirindependentpracticeandtakehomeaworksheettodiscusstheprocesswiththeirparents.

Accommodationsand/orModifications:

• EnglishLanguageLearner:ProvidethefamilywithinformationaboutJacksonPollockafewdaysbeforetheclasssessionsothattheycanintroducethemainpointstothechildinhis/hernativetongue.

• StudentAllergies:Aningredientlistwillbemadeavailabletothefamiliespriortoenrollmentand,ifpossible,accommodationswillbemadeonacase-by-casebasis.Forexample,ifachildislactoseintolerant,anotherformofmilkwillbeusedsuchassoy,almond,orLactaidmilk.

Vocabulary:

• Figurativeart:realisticrepresentation(s)ofsubjects.• Abstractart:nonrepresentationalformsandcolorstorepresentsubjectsoremotions.• Abstractexpressionism:anartmovementthatemphasizedtheemotionalexpressionof

abstractart,particularlyusingcreativespontaneousactswhilepainting.• Actionpainting:apaintingtechniqueinwhichpaintisdripped,thrown,poured,or

splashedonacanvas.



• Describevariouswaysofpainting?• Distinguishbetweenfigurativeandabstractart?• DescribePollock’spaintingprocess?• Discusstheprocessofmakingricecrispytreats?

MethodofAssessment:Teacherchecksforunderstandingbyhavinganinformaldiscussionwiththechildrenabouttheinformationthatwaspresented.Teacherwillclarifyinformation,whenneeded,duringthediscussion.Adiscussionworksheetwillbesenthomeinorderforthechildrentofurtherdiscusstheprocesswiththeirparents.Iffurtherquestionsexist,theparentscanbringittotheteacher’sattentionsothatclarificationcanbemadeduringthenextclasssession.


Worksheet:JacksonPollock*Thisistobeusedasaguidetosupportparentsdiscussingartistsandartworkwiththeirchildren.Aschildrenbetweentheagesof3to6yearsoldexperiencelife“inthemoment,”itcansometimesbechallengingforthemtorecallthefullextentoftheiractivities.Weunderstandthatthiscanalsobefrustratingforyou,theparent,asyouwanttoheareverythingandanythingaboutwhatyourchilddid.Askingspecific,open-endedquestionscanhelpstirtheconversationwithyourchild.Weencourageyoutofollowyourchild’sleadandpausebeforeaskingmorequestionsorswitchingtopics.Sometimeschildrentakeawhiletoprocesswhattheywanttosaytoyou,sogivingthemspaceandtimetodosobetweeneachquestionwillreinforcetheirabilitytoformindependentthoughts.Thefollowingaresomeexamplesofwhattoask:

• Whatisthedifferencebetweenfigurativeandabstractart?

• HowdidJacksonPollockpainthiscanvasesandwhatinstrumentsdidheuse?

• Whatdidyoulikeabouttheclass?

• Whataresomeoftheingredientstomakericecrispytreats?

• Werethetreatssweet,sour,orbitter?*Gaugingyourchild’stemperamentandwillingnesstodiscusstheiractivities,youcanusethefollowingimagesastalkingpoints.Forexamplelookingattheimageofthemarshmallow,youcanask,“Whatisthat?…Howdiditfeel:hard?Squishy?Sticky?…Whatotheringredientsdidyouuse?”MarshmallowExamplequestions:

• Whatisthis?• Howdiditfeel?• Whatsoundsdoyou

hearintheword,“marshmallow”?(Thisquestionisdependentonageandwhereyourchildisdevelopmentally.)


RiceCrispyCerealExamplequestions:

• Whatisthis?• Weretheycrunchyor

soft?

ButterExamplequestions:

• Whatisthis?• Whatdidyoudotothe

butter?• Whatelsedoweuse

butterforathome?





Title:VisualLiteracyGrade/AgeLevel:3-6yearoldsTimeFrame:90minutesDescription:Studentswillmakejello/gelatineformsofvaryingcolorsusingrecipecards.Studentswillthencutthepanofgelatineintovaryingrectangularbasedprisms(i.e.cubes).StudentswillbeabletochoosewhichgelatineformstostackontopofeachotherinordertocreateaRothkoinspireddish.Studentswillconsiderthecolorschemeandcomposition.Objectives/StudentsLearningOutcomes:Studentswillbeableto:

• Identifydominantcolorsandcolorschemesusedinartwork• Createapleasingcompositionbasedoncolors

FocusArtwork:

MarkRothko(1903–1970)OrangeandYellow,1956,oiloncanvas

MarkRothko(1903–1970)No1RoyalRedandBlue,1954,oiloncanvas


InstructionalResources:• Recipecards• Ingredientsforgelatineofvaryingcolors• Largebowls• Boilingwater/stove/hotplate/hotwaterthermos• Pansforgelatine• Knife• Refrigerator• Readymadegelatinetodoproject

Procedures:AnticipatorySet

• Teacheraskschildrenaboutcolorspointingoutexamplesusingconstructionpaper,theirclothing,oritemsintheenvironment.

• Ifthechildrendonotknowthenamesofthecolors,theteacherwilldefineeachcolor.

DirectInstruction

• TeachertellsastoryofMarkRothkousingoilpainttopaintlargecanvaseswithblocksofcolors.

• TeachershowschildrenworksofartbyRothkoandasksaboutthecolorsandcompositions.

o Theteacherwillaskthechildreniftheyrememberthenamesofthecolorsasdefinedintheanticipatorysetstageofthelesson.Otherquestionswillinclude:Whatcolorisontop/bottom/middle?Whatcolorstandsoutmost?Whatcolorisyourfavorite?

o Questionsaboutthecompositionwillinclude:Whatcolortakesupthemostspace?DoesRothkopainteachblockofcolortotheedgeofthecanvasordoesheleaveaframearoundit?

• Asabove,ifchildrendonotknowthenamesofthecolors,theteacherwilldefineeachcolor.Teacherwillalsodiscussthecompositionandlayoutofeachartwork.

• Teachershowsrecipecardstochildrenanddiscusseseachstep.GuidedPractice

• Teacherguideschildrenthroughtherecipecardstomakegelatinepans(thiswillbetotakehomeaspremadegelatinepanswillbemadepriortoclass).

• Teacherguideschildrentocutthegelatinepansintovaryingprisms.• Childrenarefreetoexplorevaryingcolorcombinationstocreatefoodsinspiredby

Rothkopaintings.• Childrenareabletoeatthegelatinewhentheyaredone.

Closure

• Teachersummarizesthecolorsthattheyexplored,compositionscreated,andthesimilaritiestotheRothkopaintings.


• Teacherallowsthechildrentobringhomethegelatinethattheymadeinordertoexploremoreathome.

Accommodationsand/orModifications:EnglishLanguageLearner:providefamiliesathomewiththeinformationbeforehandsothattheycanexplaininnativetongue.FoodAllergies:childwithfoodallergiescanobserveandotheringredientswillbeoffered,suchascoloredricetocreateworksofart.Vocabulary:

• Colorscheme:planfororganizingcolors.• Composition:theplacementorarrangementofvisualelementsoringredientsinawork

ofart,asdistinctfromthesubjectofawork.CriteriaforAssessment:DidStudents:

• Identifydominantcolorsandcolorschemesusedinartwork?• Identifyhowcolorsarecomposedwithintheartwork?• CreatetheirownfoodinspiredbyRothkoartworks?

MethodofAssessment:Teacherchecksforunderstandingbyaskingstudentstorespondtoquestionsregardingcolorandcolorschemesduringdiscussions.Teacherwillclarifyinformation,whenneeded.


Title:ArtProduction–ArtMakingLessonAgeLevel:3–6yearoldsTimeFrame:90minutesDescription:Childrenwillreviewthebasicsofcolortheoryasexploredinprevioussessions,suchasmixingprimarycolors.Childrenwillobserve,discuss,andcreateanedibleartworkinspiredbyWassilyKandinsky’sSquareswithConcentricCircles(1913).TheteacherwillshowareproductionofKandinsky’sSquareswithConcentricCirclestothechildrenandguideadiscussionaboutthevariouscolorswithinthepainting.Theteacherwillthenguidethechildrentoassistherinmakingcolorfulpancakesofvaryingsizes.Aftercleanup,thechildrenwillsetthetableusingsquare-shapedplatesanddecidehowtocreatetheirKandinsky-inspiredstackofpancakes.Thechildrenwilleatsnacktogetherandinformallydiscusstheprocessandartwork.Objectives/StudentLearningOutcomes:Studentswillbeableto:

• Nameprimaryandsecondarycolors• Discusstheideaofmixingcolorstogether• Assistthemakingofcolorfulpancakes• CreateaKandinsky-inspiredstackofpancakes

FocusArtwork:

WassilyKandinsky(1866–1944)ColorStudy¬–SquareswithConcentricCircles,1913,watercolor,gouache,andcrayononpaper.

PancakesinspiredbyKandinsky,2016,pancakesandpaperplates.


InstructionalResources:• Examplesofprimaryandsecondarycolors(i.e.6piecesofcoloredconstructionpaperto

include:red,blue,yellow,orange,purple,andgreen)• Focusartworkreproduction• Pancakerecipe

ArtMaterialandTools:• Foodcoloring• Pancakerecipeingredients• Bowls• Spatula• Stirringspoons• Griddle• Squareplates• Utensils


• Teacherleadsadiscussionaboutthecolorstoassesshowmuchthechildrenrecallofbasiccolortheoryandmixingofprimarycolors.

• Teacheraskschildrentopointoutvariouscolorswithintheenvironment.• Teacherdefinesthecolorsagainandreviewsthebasicsofmixingprimarycolorsas

deemednecessary.

DirectInstruction:

• TeachershowschildrenWassilyKandinsky’sSquareswithConcentricCircles(1913)whileleadingadiscussionaboutthecolorsandshapeswithintheartwork.

• Teacherexplainsthattheywillmakepancakesandusefoodcoloringtodyethebatter.GuidedPractice:

• Teacherguideschildrenthroughmakingbasepancakebatter.• Teacherguideschildrenbyaddingfoodcoloringtoeachbowlofbatter.Primaryand

secondarycoloredbatterwillbemade,mixingcolorsasneeded.• Teacherallowschildrentopourpredeterminedamountofbatteronthegriddleoneby

one.Ifpossibledependingonchild’sdevelopmentalstage,teacherwillguidechildtoflipthepancakes.

• Teacherguideschildrenthroughthecleanupprocessandsettingthetable.


• Childrenstackpancakesbasedontheircreativepreferences.


Closure:

• Childrenwillbeseatedaroundthetabletoenjoythesnacktogether.• Teacherwillleadaninformaldiscussionabouttheprocess,colortheory,andWassily

Kandinsky’sSquareswithConcentricCircles(1913).Thiswillbechildfocused,buttheteacherwillaskkeyquestionstoinitiatetheconversation.

Accommodationsand/orModifications:

• EnglishLanguageLearner:ProvidethefamilywithinformationaboutWassilyKandinskyafewdaysbeforetheclasssessionsothattheycanintroducethemainpointstothechildinhis/hernativetongue.


Vocabulary:

• PrimaryColors:red,blue,yellow• SecondaryColors:purple,green,orange• ConcentricCircles:Layeredcirclessharingthesamecenter


• Namevariouscolors?• Assistinmakingcolorfulpancakes?• Createasecondarycolorbymixingtwoprimarycolors?• Demonstrateindependentthoughtinchoosinghowtolayerandsorttheirportionof

coloredpancakesontheirsquareplate?MethodofAssessment:

• Teacherchecksforunderstandingbyhavinganinformaldiscussionwiththechildrenabouttheinformationthatwaspresented.Teacherwillclarifyinformation,whenneeded,duringthediscussion.Adiscussionworksheetwillbesenthomeinorderforthechildrentofurtherdiscusstheprocesswiththeirparents.Iffurtherquestionsexist,theparentscanbringittotheteacher’sattentionsothatclarificationcanbemadeduringthenextclasssession.


Processphotos:

• Gatheringredientsandmaterialstomakepancakes.

• Someitemstorememberthatisnotincludedinthelistofingredients:o Foodcoloringo Colorfulsquareplateso Griddle(notpictured)o Lotsofbowlsandstirrersforeachcolor

o Lotsofscoopstopourpancakebatterontogriddle(Iusedsmallmeasuringcups)

***Findarecipethatisslightlyrunnier,sothattheycookfaster.Samplerecipecanbefoundonthelastpage.

• Combineallofthedryingredientsinalargebowl.

• Youwillmakeallofthepancakebatterfirst,andthendividetheseintosmallerbowlsforeachcolor.

• Combineallofthewetingredients.• Tip:Allowthechildrentocracktheeggsinaseparatebowloneatatime,justincaseeggshellsfallin.


• Pourthewetingredientsintothedryingredientsandmix.

• Donotovermix.It’sokayforthebattertobelumpy.

• Separatethebatterintothreelargebowlsforeachprimarycolor:red,yellow,andblue.

• Addafewdropsoffoodcoloring.Iusedgelfoodcoloringbecausetheyareoftenmorevibrant,butliquidfoodcoloringwillworkfinetoo.

• Combinetwocoloredbattersinasmallerbowl.

• Allowthechildrentodothesestepsasyoudeemfit.

• Mixthebatteruntilasecondarycolorisformed.Forexample,mixingredandbluecreatedpurple.


• Heatthegriddleto325°Fatleasttenminutesasyoucontinuemixingtheothercolorfulbatters.

• Remindthechildrenofsafetyconcernswhenworkingwithahotgriddle.

• Youcantellthatthegriddleisreadybysprinklingwateronit.Itshouldsizzle.

• Demonstratehowtopourthebatterontothegriddle.

• Scoopandallowthechildrentopouritontothehotgriddleasyoudeemfit.

• Remembertomakevaryingsizesofeachcolor.

• Thepancakesarereadytoflipoverwhenyoubegintoseebubblesforming.

• Setupcolorfulsquareplatesintoagridformation.

• Layerpancakesontopofeachother.Remembertokeepthemconcentricallystacked,sothattheysharethesamecenters.

• ComparethepancakestotheKandinskyartwork.

• Addanyoptionaltoppings,suchasbutterandmaplesyrup.Enjoy!


Examplerecipeofpancakes:Ingredients

• 1cupall-purposeflour• 2tablespoonswhitesugar• 2teaspoonsbakingpowder• 1teaspoonsalt• 1egg,beaten• 11/4cupsmilk• 2tablespoonsvegetableoil

Instructions

1. Inalargebowl,mixflour,sugar,bakingpowderandsalt.2. Pourinmilk,eggandoilandmixuntilsmooth.3. Pourthebatterontotheheatedgriddle,usingapproximately1/4cupforeach

pancake.*Rememberforourproject,youwillusevaryingamountsofbattertocreatedifferentsizedcircles.


Title:ArtCriticismAgeLevel:3–6yearoldsTimeFrame:5–15minutestobedoneasaconclusiontoeachartproductionlessonDescription:ChildrenwillbeintroducedtotheprocessofartcriticismasoutlinedbytheFeldmanModel,whichincludesadescription,analysis,interpretation,andevaluation.Asdeemedappropriate,theteacherwillguidethestudentsthroughthisprocessinaccordancetotheirdevelopmentalstage.Theartcritiqueanddiscussionwilltakeformbyusingopen-endedquestions,suchasthosedescribedinVisualThinkingStrategies(VTS):

• “What'sgoingoninthisartwork?”• “Whatdoyouseethatmakesyousaythat?”• “Whatmorecanwefind?”

Objectives/StudentLearningOutcomes:Studentswillbeableto:

• Examinetheirindependentthoughtsregardingartwork.• Haveanopportunitytoverballyexpresstheiropinionstotheirpeersandteacher(s).• Practicetheirlisteningskillsascourteousandrespectfulaudiencemembers.

FocusArtwork:

WassilyKandinsky(1866–1944)ColorStudy¬–SquareswithConcentricCircles,1913,watercolor,gouache,andcrayononpaper.9.4”by12.4”

PancakesinspiredbyKandinsky,2016,pancakesandpaperplates.


InstructionalResources:• ReproductionofKandinsky’sColorStudy–SquareswithConcentricCircles• Artworkmadeinclass• Priortoclass,teacherreviews:TheVisualExperience(pages26-29)• Priortoclass,teacherreviews:VisualThinkingStrategies(www.vtshome.org)• Priortoclass,teacherreviews:HowtoTalktoChildrenaboutArtbyFrancoise

Barbe-GallProcedures:AnticipatorySet:

• Teacherguidesadiscussionofthedifferencebetweenaspeakerandanaudiencemember.

• Teacherdemonstratesbothrolesanddiscussesexpectationsofeach:o Speaker:looksataudiencemembers,articulateswordsclearlyinanaudible

volumeandpace,useshandsaspartofexpressionorfoldsthembehindback,andismindfulofothersandself.

o Audiencemember:looksatspeaker,foldshandsontableorinlap,andremainsrespectfulbyensuringthatthespeakeristheonlyonetalking.

DirectInstruction:

• TeacherdemonstratesabriefexampleoftheprocessofartcriticisminaccordancetotheFeldmanModelbyexaminingthefocusedartworkorartworkmadeduringclass.Oneortwoclearsentencesshouldbemadeforeachofthefoursteps.Reviewofeachstepislistedbelow.MoredetailscanbefoundinTheVisualExperience,pages26-29.ThefollowingexamplesaboutKandinsky’sartworkshouldbeusedasaguideandnotsubstitutedasascript.Keepinmindchildren’sdevelopmentalstageandadjustaccordingly.

o Description:Iseecolorsandcirclesthatfilltheentirework.Paintandcrayonswereused.

§ WhatdoIsee?

§ Statefactualdetailsaboutthesize,medium,processused,subject,object,andtheelementsofart(form,shape,line,color,space,andtexture).

§ Remembertoreviewthefactslistedinthecreditline.o Analysis:Thereisapatternofcirclesorganizedinagridwithfourineachrow.

§ Howistheworkorganized?

§ Thisstepisstillcollectingfactsabouttheelementsandprinciplesusedintheartwork.Statehowtheelementsofartareorganizedandused.

o Interpretation:Ithinkthatthisisanexplorationofcirclesandcolorsusingdifferentmedia.

§ Whatmessagedoesthisartworkcommunicatetoyou?

§ Explainortellthemeaningand/ormoodoftheartwork.§ Formspeculationsthataresupportedbyfactualevidenceasdiscussedin

previoussteps.


o Judgment:IthinkthisartworkissuccessfulbecauseKandinskyusedmanycolorsindifferentmedias,likecrayonandpaint.IlikethisartworkbecausethecirclesareeachalittledifferentandI,too,drawdifferentsizedcircles.

§ Isthisasuccessfulworkofart?

§ Determinethedegreeofartisticmeritbasedonyourownanalysis.§ Expressifyoulikeordisliketheworkandwhy.

GuidedPractice:

• Teachergentlyguidesandencourageseachchildtoexpresstheirpersonalartcriticismofeitherthefocusedartworkortheworkmadeinclass.

• Teacherismindfulofeachchild’spersonalityallowinghim/hertotalkasmuchoraslittleasneeded.

• Whenneeded,teacherusesopen-endedVTSquestionstoguidethechildthroughthefour-stepprocessofanalysis.Remembertobemindfulofchild’sdevelopmentalstageandadjustasneeded.ExamplesofVTSquestionsinclude:

o “What'sgoingoninthisartwork?”o “Whatdoyouseethatmakesyousaythat?”o “Whatmorecanwefind?”

• Whenneeded,teacherremindsandgentlyguidesaudiencememberstobecourteousandrespectfulbyusingpositivedisciplinetechniques.

o “Ifyouareapartofthelisteningaudience,yourhandscanbeplacedinyourlaporonthetable.”

Closure:

• Teacherwillthankeachchildforsharinghis/heropinionandstatetheimportanceofbeingrespectfulandcourteouswhenexpressingopinionsandlisteningtoothers.

• Childrenwillbeseatedaroundthetabletoenjoythesnacktogether.Accommodationsand/orModifications:

• EnglishLanguageLearner:Providethefamilywithinformationaboutthefocusedartworkafewdaysbeforetheclasssessionsothattheycanintroducethemainpointstothechildinhis/hernativetongue.



• Analyzeanartworkbyobservingitandexaminingtheirpersonalthoughts?• Verballyarticulatetheiropinionsandreasonsforsuchjudgments?• Practicebeingbothaspeakerandaudiencemember?


MethodofAssessment:• Teacherchecksforunderstandingbyhavinganinformaldiscussionwiththechildren

abouttheinformationthatwaspresented.Teacherwillclarifyinformation,whenneeded,duringthediscussion.Adiscussionworksheetwillbesenthomeinorderforthechildrentofurtherdiscusstheprocesswiththeirparents.Iffurtherquestionsexist,theparentscanbringittotheteacher’sattentionsothatclarificationcanbemadeduringthenextclasssession.

Documents

Art and Process Portfolio Michelle San Agustin Student ID: …gradshowcase.academyart.edu/content/dam/Grad Showcase/School… · on Michelle’s transformation of Magnolia and continue