Art Education - Aspects of Teacher Profile for A Good Outcome in Arts Program - Assignment Example

Art Education Student’s name Institution Aspects of Teacher profile Description of how I see myself Describe how you will work with this for a good outcome in your arts program Personality I set high but attainable standards and expectations This will enhance the development of the arts program through setting of higher goals at every stage Manner I am organized and professional This will enhance the development of the program in an organized manner that will foster sequential and ordered learning Cultural Background I am knowledgeable in a range of art cultures on which I have studied This enables me to explain to learners different aspects of art culture and enable them interpret art from such cultures Arts and Cultural Interests I engage in arts and cultural activities in order to develop myself professionally I will work with this to ensure that I enrich the experiences of learners through a wide range of repertoire I gain Arts Skills I am proficient in the use of new technology in art education This enables me to incorporate aspects of digital technology in ensuring better understanding of complex concepts Energy and work ethic I have a lot of energy and ethics which I promote through showing respect for individuals, their work, the classroom community, the diversity of cultures and the environment. I will make use of this in ensuring all the learners are motivated and driven regardless of their background or capacity Enthusiasm and interest I utilize a ‘partners in learning’ approach to projects. I show my enthusiasm and interest through learning alongside the students I will involve learners in the learning and teaching process and my enthusiasm in order to cultivate interest and enthusiasm in learners Organizational skills I plan arts projects that are challenging interesting and relevant to the children in my class I will make use of this aspect in promoting artistic capacities of the learners through what they find relevant and interesting Management skills I develop partnerships with parents and the arts community towards the development of my students’ arts education Through involving the arts community and parents I develop a background of support and varied experience for the learners Inventiveness I structure the arts projects to foster inventiveness imagination and authentic expression I will make use of this in the development of the artistic fundamentals which call for authentic expression and inventiveness Professionalism I find teaching enjoyable and find pleasure in authentic learning in the arts This will enable me to show genuine interest and enthusiasm which I will transmit to the learners Understanding of authentic arts education I plan units of inquiry on themes that are artistically stimulating, educational and relevant I will make use of this attribute in making the learning environment a more enjoyable experience Capacity to work with open-ended learning structures I involve learners in the learning process by encouraging them to express opinions, views and ideas This will enable me to tailor the lessons according to relevance and learner interest 1. Find a visually complex, personally relevant and original subject theme which can remain interesting for a year. 2. Complete 6-8 drawings drawn from the selected theme utilizing different mediums and colors such as coloured and black and white, oil, watercolours, ink and graphite pencil. The degree of realism attained ought to be guided by preferences and personal style. You may layer and mix mediums including utilizing photographs. At this stage achievement in terms of composition ought not to be a concern as what is important is exploration and visual research of the theme. 3. Jot notes around the drawings explaining the theme you are exploring. This will include discussions on personal relevance, visual appeal, how the composition conveys or supports the theme. Detail visual elements about the drawing such as the interaction of colour, line, space, tone and texture. For instance do certain colours and shapes recur? 4. Select work from an artist you believe has the most relevance to the theme and has offered personal inspiration. Write notes in the A Level Art Sketchbook regarding aspects such as mediums employed in the artwork. Write notes discussing aspects of technique; composition and media and how these elements results into balance, emphasis, or how they direct the viewer on interpreting the work. Jot down how you believe moods ideas and subjects are brought out in the artwork and how this ties to the theme. It is important that the analysis you offer show research and personal opinions and perspectives as opposed to regurgitation of information from texts. This is critical in establishing relevance for the personal project. 5. Complete 11-14 drawings which portray transitions from the initial artworks produced and to images which show the influence of the artist selected. It is not advisable to copy everything from the artist; you may use his technique in foregrounding, or how they paint on a smooth surface. This stage is intended to help the learner develop compositional strategies and techniques as opposed to imitation. The end product ought to portray evidence of progression through exploration and as such help ought to be sought from the teacher on how to best portray what has been acquired from the process. 6. After gaining enough knowledge on the first artist move along to another artist and do the process again. The intention of this process is that the final work ought to be a product of personal perspectives and ideas which have been influenced by different artists that is original yet coming from a range of sources. Aspects I understand An education in the arts seeks to maximize learners’ opportunities towards engagement with innovative leaders and thinkers and experience art as artists and as audience. In studying and engaging in art, students get to develop particular processes, skills, and knowledge in the creation of art. The NSW arts curriculum is founded on the assumption that all young people will be exposed to the five arts subjects and will as such experience the skills and special knowledge of all five. Development of aesthetic knowledge and learning in the arts is cumulative and sequential. Emotions, sense and thoughts are a fundamental part of how learners will respond to artworks. Aspects I do not Understand The rationale of the curriculum has not positioned arts as being fundamental in the contribution of skills, knowledge and understanding for the contemporary world. There is no accommodation of arts specific practices and structures It does not offer sufficient interpretation of how the arts are linked to the cognitive and practical domains There does not seem to be adequate guidance on identification of skills and knowledge to be imparted Arts education is an important aspect not only for its own sake but also because it plays a critical role in other aspects of social, economic and academic life. Art ennoble and inspire humanity thereby resulting in beauty, creativity and goodness. They result in enhanced academic performance since students who are educated in the arts have been established to have better GPAs, lower dropout rates and are more likely to offer themselves to volunteering. The arts is a big industry with art providing employment and lucrative sources of income generating approximately 4.1 million jobs and $135 billion in economic output per annum. Arts education is good for the economy since they enable people to appreciate arts and hence buy art which contributes to the growth of art generating income the local community and local businesses. Arts education contributes to tourism since art connoisseurs usually spend more and stay longer. Arts education is important for the building of a contemporary workforce since it has been established that creativity is an important aspect taken into consideration in hiring decisions. Persons with a strong foundation in the arts will therefore be very well positioned to get hired as they are deemed very creative. The arts are also important in health care outcomes since health care programs which include artistic forms of expression result in less medication shorter hospital stays among other benefits. Arts education has been proven to foster better civic engagement, lower poverty rates, and greater social cohesion since children are raised in a structure environment. Arts education offers the student an opportunity to make a living out of it since art is one of the highest paying professions with painters, musicians and actors getting paid millions from their work. Topic:  Building Acting Skills Content:  Acting skills and believability-character interaction, breaking character, emotional involvement, voice development Standard 2: The student will act by interacting in improvisations and assuming roles. Goals:  For students to perform scene in a believable manner. Characters and scripts can be viewed as real and actually happening at the moment. (4th wall removed) Objectives:  TLW:Develop an acting rubric by discussing with partners and charting what actors should do to make scripts believable when performed. TLW:Act by assuming roles from script, "Whiz Kid" Materials:  large paper, markers, "Whiz Kid" script Introduction:  Ask students various questions to create a discussion: What makes movies and shows they watch interesting? What makes a show/movie on tv interesting enough to keep them from changing the channel? What things do you observe that helps you decide if it's a good or bad show/movie? Development:  From discussion, students will chart on large paper in groups, what things should and should not be done when acting.Students will present posters to class and provide examples. I will also provide examples, such as demonstrate how a person looks, speaks, and reacts when they are sad. Practice:  Based on posters of Do's and Don't's of acting, as a class, we will create a rubric to be used for the acting of the script, "Whiz Kid". Accommodations:  Groups will be made with students of different learning styles and difficulty. (For example, all high achievers will not be put in the same group) Checking For Understanding:  Audience members (including myself) will critique each performing group orally, based on rubric. Following groups will be challenged by not being "allowed" to make the same mistakes as the group before them. (Each group's performance should get better than the last by learning from their mistakes)Also give groups the opportunity to perform again to correct mistakes made. Closure:  Students will discuss what they observed and experienced during acting of scenes. What could have been differently? How could it be changed? Evaluation:  Evaluate students based on discussion, poster and performance using the rubric. Also evaluate growth from first performance to the second. Teacher Reflections:  As I facilitate assignment completion, I will monitor group settings, rubric, and critiques. This will let me know who may or may not work together, if the rubric is a keeper or not and some classes need to do written critiques while oral works for others. Topic:  Hamlet Act IV Scene i-iii Content:  Reading Hamlet and answering discussion questions. Goals:  Reading/Comprehension of Literary Text/Drama. Objectives:   Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Materials:  The discussion questions and Hamlet book. Introduction:  Start with warm-up which is write down the quote of the day. Pre Reading Activities: Activate Background Knowledge/Build Background: Working in groups (maximum 3 students), the students will read an informational text passage about the life of William Shakespeare and create a Q-chart. They will share their questions and answers with the class. Development:  Vocabulary Instruction: The students will read a summary of Hamlet adapted to their reading level and will skim the passage for unknown words. Working in pairs, the students will select at least 5 words they learned share them with the class. The teacher will model the activity by choosing one of the new words and cresting a semantic map. The class will select the 10 most important words and each pair will be assigned a two words for which they will create a semantic map on a study card. The semantic map will include: What the word means, examples and non examples, as well as pronunciation, synonums, anotonuyms related words and a sentence. After the students have completed their semantic maps they will share them with the class. Tell them that we are going to read Hamlet. Give out reading assignments to the students (who reads what) and explain to them about the discussion questions. Practice:  Have them read out loud the play.The as a class answer the questions by discussing. Accommodations:  For the pre- and post-assessment cross out one answer choice. That way he only has 3 answers to choose from instead of 4. Checking For Understanding:  Ask students if they understand and if they have any questions. Closure:  An exit slip. They have to tell me what they think will happen next in Hamlet. Evaluation:  Post-assessment over what they have learned so far in Hamlet. Building Acting Skills Hamlet Incorporates multi-dimensional aspects and embraces arts making and arts understandings. Does not incorporate multi-dimensionalism though it embraces arts making and arts understanding develops children’s capacity to express their ideas and feelings and to present their creation in artistic forms Does not develop learner capacity for expression but rather promotes rote and theoretical learning Practical and incorporates learning by doing Does not incorporate learning by doing but is rather much focused on theoretical aspects promotes sustained engagement with concepts or ideas that result in genuine arts learning opportunities Does not promote sustained engagement with concepts and ideas that may result in genuine arts learning opportunities offers opportunities for practice of concepts taught, imaginative expression and interpretation through questioning and the making of cultural connection through connecting the learning to real life experiences Is ineffective in offering connection to real life experiences or offering opportunities for practice of concepts learned and taught Fails to make connections to other areas of the syllabus Makes connections to other areas of the syllabus such as history The features of authentic arts learning play an integral role in determining the effectiveness of a lesson. The two drama lessons above incorporate the six elements to a varying degree and to different effects. I make an analysis of how the features of authentic arts are employed in the two lesson plans. Hamlet is not multidimensional even as it is very efficient in the embracing of arts and in understanding art. It is very effective in that it introduces the art form and makes a very good attempt at its definition, structure and elements that comprise the art form. This lesson plan is not as much focused on authenticity aspect of doing for learning since most of it is focused on the theoretical aspects of learning such as comparison and deciphering elements as opposed to imitation or simulation of the drama. This makes the lesson plan weaker than the other lesson in effectiveness of learning and teaching outcomes. This lesson plan does not take into account the aspect of development of learners capacity for expression through reenactment or simulation of the art form. The learners do not learn of concepts and reflect upon them; rather they learn concepts compare and then are tested for mastery of the theory learned. The Hamlet lesson plan does not promote sustained engagement of the learners with the material since the most engagement and interaction the learners have with the art form is through reading out loud the text as opposed to say dramatizing the text. This makes it hard for such an experience to be ingrained in the learner’s psyche thus making the experience less effective. The arts lesson plan is also ineffective in the offering of authentic arts learning outcomes since it does not offer imaginative expression and interpretation. This makes the lesson very ineffective as arts education is being treated simply as any other subject such as the science which do not call for reflection and expression. However the lesson is effective in that it offers connections to other areas of the curriculum such as history through asking learners to make a comparison of works from different periods and how this relates to the work. Building Acting Skills incorporates arts making and understanding by allowing learners the liberty to make improvisations during the lesson. Learners are also allowed to express their ideas on drama and how they would like the lesson to be structured. Arts making and understanding is also tested through asking learners to make posters to gauge their understanding. The lesson plan makes use of practicality by allowing the learners to act out the dramatized text hence making it practical. This aspect is related to the emphasis of developing children’s capacity for expression of ideas and perspectives in artistic forms. The lesson plan does this through allowing the learners to imaginatively link their ideas to the work of art they are studying. Through reflection and responding to the work through discussion in groups, the learners will share how the work may be correlated to their experiences thus enriching learning experiences. The lesson plan fails to make use of sustained engagement with concepts and ideas of drama since most of the lesson is based on evaluation by the teacher as opposed to engagement of the learner with the text. Inquiry has not been employed to the appropriate level thereby authentic learning is not effectively achieved. The arts lesson plan is however effective in it offers opportunities for practice of concepts taught, imaginative expression and interpretation through questioning and the making of cultural connection through connecting the learning to real life experiences. It then offers learners an opportunity to reflect on their experiences vis a vis the text through testing of learning outcomes at the end of the lesson. However the lesson plan is deficient in that it fails to make connections to other parts of the syllabus and thus this makes the lesson plan less effective in relation to the whole curriculum. Read More

Aspects I do not Understand The rationale of the curriculum has not positioned arts as being fundamental in the contribution of skills, knowledge and understanding for the contemporary world. There is no accommodation of arts specific practices and structures It does not offer sufficient interpretation of how the arts are linked to the cognitive and practical domains There does not seem to be adequate guidance on identification of skills and knowledge to be imparted Arts education is an important aspect not only for its own sake but also because it plays a critical role in other aspects of social, economic and academic life.

Art ennoble and inspire humanity thereby resulting in beauty, creativity and goodness. They result in enhanced academic performance since students who are educated in the arts have been established to have better GPAs, lower dropout rates and are more likely to offer themselves to volunteering. The arts is a big industry with art providing employment and lucrative sources of income generating approximately 4.1 million jobs and $135 billion in economic output per annum. Arts education is good for the economy since they enable people to appreciate arts and hence buy art which contributes to the growth of art generating income the local community and local businesses.

Arts education contributes to tourism since art connoisseurs usually spend more and stay longer. Arts education is important for the building of a contemporary workforce since it has been established that creativity is an important aspect taken into consideration in hiring decisions. Persons with a strong foundation in the arts will therefore be very well positioned to get hired as they are deemed very creative. The arts are also important in health care outcomes since health care programs which include artistic forms of expression result in less medication shorter hospital stays among other benefits.

Arts education has been proven to foster better civic engagement, lower poverty rates, and greater social cohesion since children are raised in a structure environment. Arts education offers the student an opportunity to make a living out of it since art is one of the highest paying professions with painters, musicians and actors getting paid millions from their work. Topic:  Building Acting Skills Content:  Acting skills and believability-character interaction, breaking character, emotional involvement, voice development Standard 2: The student will act by interacting in improvisations and assuming roles.

Goals:  For students to perform scene in a believable manner. Characters and scripts can be viewed as real and actually happening at the moment. (4th wall removed) Objectives:  TLW:Develop an acting rubric by discussing with partners and charting what actors should do to make scripts believable when performed. TLW:Act by assuming roles from script, "Whiz Kid" Materials:  large paper, markers, "Whiz Kid" script Introduction:  Ask students various questions to create a discussion: What makes movies and shows they watch interesting?

What makes a show/movie on tv interesting enough to keep them from changing the channel? What things do you observe that helps you decide if it's a good or bad show/movie? Development:  From discussion, students will chart on large paper in groups, what things should and should not be done when acting.Students will present posters to class and provide examples. I will also provide examples, such as demonstrate how a person looks, speaks, and reacts when they are sad. Practice:  Based on posters of Do's and Don't's of acting, as a class, we will create a rubric to be used for the acting of the script, "Whiz Kid".

Accommodations:  Groups will be made with students of different learning styles and difficulty. (For example, all high achievers will not be put in the same group) Checking For Understanding:  Audience members (including myself) will critique each performing group orally, based on rubric. Following groups will be challenged by not being "allowed" to make the same mistakes as the group before them.

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