Setting & Context
Along with 5 other student teachers I co-taught 2d artistic abilities in spring 2016. The class is incorporated into Art 325 (art education concepts) and fulfills the service-learning portion of this class. For 5 weeks we taught a 2-hour lesson once a week. After our second class period we notices a trend in what we wanted to teacher and decided to make each project correlate with a final project, a book. During this 5 week period we created lesson plans, organize materials, wrote weekly journal entries, a long with weekly blog posts. All of these components helped understanding our roles in this classroom a long with understanding our
Classroom DemographicsThat class consisted of 12 students with various ages and abilities. The youngest student, Camden was a 7th grader and has autism, and the oldest students were past their 40's. This variety in the class was difficult at first. Our students’ abilities also varied; there were students with Down syndrome, autism, and other mental or physical disabilities. Besides the various ages and abilities each student had their own interests and personalities. After the second week trends in patterns or color began to emerge from each student. Kelsey loved using black and making intricate line patterns. Nick was an expert at color theory and create multiple color wheels, color palettes, and color tins. Jim seemed to really enjoy making landscapes but after interacting with other students we experimented with color wheels and patterns as well.
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Content Our class lessons and projects shaped into a culminating project that resulted in a book or portfolio. Our first class consisted of experimenting with color, shape and material. Each student made a minimum of two pieces using tissue paper to “paint”, stamp, and collage. The second week we made artist tradition cards that introduced shaving cream marbling, and collage. The third week we introduced printmaking, along with found object printing and pattern making. Students used “everyday” objects like foam, string, fabric, and cork, to create interesting patterns. The 4th week was a continuation of printmaking. Where students made monotypes and collagraphs. Students began to print their monotypes and handmade paper for the covers of their books. The final class we had students print their colllagraphs along with binding their books, which held the various examples of techniques they learned during class. Students put themselves into these books and loved sharing them with people. Some people even decided to sign each others books.
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