Unity Wire Quilt- 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 a wire square and then created a design inside the wire square using wire and beads. We then put the wire squares together and created a unity wire quilt. We used Nettie Young from Gee’s Bend as an artist example for this project.

Rational- This project showcases my in-depth understanding of content area knowledge, pedagogical strategies, and evidence-based practice in several ways. Firstly, by introducing students to artist Nettie Young's work from Gee's Bend, I integrated central concepts of art and design, allowing students to engage with the rich cultural and artistic heritage of quilt-making. This demonstrates my understanding of content area literacy and the importance of exposing students to diverse perspectives within the discipline. Secondly, the project's focus on creating wire squares and designing within them using wire and beads highlights my pedagogical knowledge and ability to create meaningful learning experiences. By providing students with hands-on opportunities to experiment with materials and techniques, I fostered their understanding of methods of inquiry in art and encouraged creative exploration. Finally, the collaborative aspect of assembling the wire squares into a unity wire quilt emphasizes my commitment to evidence-based practice. By facilitating group work and promoting collaboration, I ensured that students could apply their individual learning experiences to a collective endeavor, fostering a sense of community and shared accomplishment. Overall, this project demonstrates my ability to integrate content area knowledge, pedagogical strategies, and evidence-based practice to create meaningful learning experiences that engage students in art and design while honoring cultural heritage and promoting collaboration and creativity.

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 wire or beads. 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.