Stamping on Fabric Project- Art 211

IPTS (2013) STANDARD 2 - Content Area and Pedagogical Knowledge - The competent teacher has in-depth understanding of content area knowledge that includes central concepts, methods of inquiry, structures of the disciplines, and content area literacy. The teacher creates meaningful learning experiences for each student based upon interactions among content area and pedagogical knowledge, and evidence-based practice.

Description- This specific project the students created artwork based on artist Stephen Fowler’s artwork. The students used pre-made stamps and objects to stamp on fabric. This project allowed students to experiment with different patterns and stamps.

Rational- This project exemplifies my in-depth understanding of content area knowledge and pedagogical strategies, as well as my commitment to evidence-based practice. By introducing students to artist Stephen Fowler's artwork and providing them with pre-made stamps and objects to create their own patterns on fabric, I facilitated meaningful learning experiences rooted in both content area literacy and artistic exploration. The project encouraged students to engage with central concepts of art and design, such as pattern creation and experimentation, while also fostering their understanding of different methods of artistic inquiry. Furthermore, by incorporating evidence-based practices, such as providing students with tools and materials conducive to their exploration and expression, I ensured that the learning experiences were both effective and enriching. Through interactions among content area and pedagogical knowledge, I guided students in exploring their creativity while also deepening their understanding of artistic techniques and concepts. Overall, this project demonstrates my ability to create meaningful learning experiences that integrate content area knowledge, pedagogical strategies, and evidence-based practices to support student learning and engagement effectively.

IPTS (2013) - STANDARD 1 - Teaching Diverse Students - The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop and learn within the context of their social, economic, cultural, linguistic, and academic experiences. The teacher uses these experiences to create instructional opportunities that maximize student learning.

Description- In our unit, we explored patterns through various methods like sculpture, stamping, and drawing. We created patterns and placed what we learned into various mediums. We showed many examples of our artists, Stephen Fowler, Charles McGee, and Nettie Young. By the end of the unit, students could demonstrate the ability to experiment with different objects by showing their process and present their artwork to their peers and share how they feel they did it.



Rational- This unit exemplifies my understanding of teaching diverse students by providing instructional opportunities that cater to varied backgrounds and learning styles. Through exploration of patterns via sculpture, stamping, and drawing, I have accommodated different preferences and abilities, ensuring each student can engage meaningfully. Moreover, by highlighting artists like Stephen Fowler, Charles McGee, and Nettie Young, I have incorporated diverse cultural and artistic perspectives, enriching students' understanding of art within different social, economic, and cultural contexts. The culmination of the unit with student presentations fosters a sense of inclusivity and empowerment, allowing students to share their unique experiences and perspectives with their peers. Overall, my approach demonstrates a commitment to maximizing student learning by acknowledging and leveraging their diverse characteristics and experiences.

IPTS (2013) -STANDARD 7 - Assessment - The competent teacher understands and uses appropriate formative and summative assessment for determining student needs, monitoring student progress, measuring student growth, and evaluating student outcomes. The teacher makes decisions driven by data about curricular and instructional effectiveness and adjusts practices to meet the needs of each student.

Description- For the Formative Assessment we had the students show us their projects and we gave them ideas on where to add more shapes or patterns. For the summative assessment we had them fill out a reflection sheet and share their artwork with the class.

Rational- My approach to assessment aligns well with Standard 7 as I demonstrate a clear understanding and utilization of both formative and summative assessment strategies. By conducting formative assessments where students highlight their projects and receive feedback on areas for improvement, I effectively determine student needs and monitor progress in real-time. This allows you to provide targeted support and adjust instruction to meet individual student needs, thereby enhancing curricular and instructional effectiveness. Furthermore, employing a summative assessment in the form of a reflection sheet and sharing artwork with the class enables me to measure student growth and evaluate learning outcomes comprehensively. By having students reflect on their process and share their artwork, I gather valuable data about their understanding and application of artistic concepts. This data-driven approach informs my instructional decisions and ensures that I can adjust practices to meet the needs of each student effectively. Overall, my thoughtful integration of formative and summative assessment strategies demonstrates my competence in assessing student needs, monitoring progress, measuring growth, and evaluating outcomes, all while using data to inform instructional effectiveness and meet the needs of diverse learners.