Elementary Classroom Field Reflection
1. What form of arts integration or interdisciplinary learning units have you observed? In what ways were the visual forms investigated, learned, discussed, or produced in the classroom?
I am in a second grade classroom and one of the few forms of art integration that I have observed is that with every “story” students are provided with a box to illustrate their writing through a picture. Although I have not seen a considerable amount of discussion about the actual artwork and different techniques to use, I have seen the opportunity for artwork to be intertwined with literacy very frequently!
2. Was there a Big Idea or theme used? If so describe. Were students working with narrative, observation, imagination, and / or visual thinking?
In their writing, students were working primarily with narratives and imagination. Due to the fact that the artwork corresponds with whatever the piece of writing that the students are individually working on, I was unable to specify a specific theme being used. However, the theme “story” could apply because the artwork is used to reflect and depict their personal narratives.
3. What suggestions would you have for integration and interdisciplinary learning for this unit or lesson you observed? Try to think how you could make the learning more meaningful, connected, and deeper. Be specific.
I think it is great that my host teacher incorporates art with literacy and writing! Most of the students really thrive on the artwork portion of their stories. However, I think art could be incorporated even more to further their learning experience. In the instances I have observed, students were asked to create a picture that depicts their own story. I think it would be neat to reverse this! What I mean by this is to present a piece of art to the students first, and have students write about what they see in the art and what story(s) they can find within that artwork. To me, art integration is not limited to students creating art, but rather students understanding art in its entirety. While students would be examining art, they would also be internalizing different artistic techniques!
1. What form of arts integration or interdisciplinary learning units have you observed? In what ways were the visual forms investigated, learned, discussed, or produced in the classroom?
I am in a second grade classroom and one of the few forms of art integration that I have observed is that with every “story” students are provided with a box to illustrate their writing through a picture. Although I have not seen a considerable amount of discussion about the actual artwork and different techniques to use, I have seen the opportunity for artwork to be intertwined with literacy very frequently!
2. Was there a Big Idea or theme used? If so describe. Were students working with narrative, observation, imagination, and / or visual thinking?
In their writing, students were working primarily with narratives and imagination. Due to the fact that the artwork corresponds with whatever the piece of writing that the students are individually working on, I was unable to specify a specific theme being used. However, the theme “story” could apply because the artwork is used to reflect and depict their personal narratives.
3. What suggestions would you have for integration and interdisciplinary learning for this unit or lesson you observed? Try to think how you could make the learning more meaningful, connected, and deeper. Be specific.
I think it is great that my host teacher incorporates art with literacy and writing! Most of the students really thrive on the artwork portion of their stories. However, I think art could be incorporated even more to further their learning experience. In the instances I have observed, students were asked to create a picture that depicts their own story. I think it would be neat to reverse this! What I mean by this is to present a piece of art to the students first, and have students write about what they see in the art and what story(s) they can find within that artwork. To me, art integration is not limited to students creating art, but rather students understanding art in its entirety. While students would be examining art, they would also be internalizing different artistic techniques!
Art Classroom Field Reflection
In the art lesson I observed, the students were making pinch pots. First the teacher took some time to explain what pinch pots are and what they are used for. This discussion led into an introduction of the main focus of the lesson: functional art versus sculptural art. They went through a quick power point where students had to identify whether or not the art displayed was functional or sculptural. To introduce this project, the teacher began with the book The Pot That Juan Built. Following this, the teacher went into his demonstration. Initially, the teacher had a hard time maintaining the attention of the students. They were much more fidgety and chatty than they are in their regular classroom. This could be a result of changing up their routine or being under the management of a teacher they are not used to. While he struggled, he did use some management strategies. To gain attention, he would say “Mona” and the students would respond with “Lisa.” In addition, the quietest rows of students were the first ones to get their clay, encouraging all students to sit patiently and quietly. The teacher used management strategies very similar to those of their regular classroom teacher. In addition, both teachers also give their lesson on the carpet and then students are sent back to their seats to work. Overall, I felt like the teacher did a good job of introducing the lesson and emphasizing the objectives throughout. The students seemed very engaged and enthused about the project!
In the art lesson I observed, the students were making pinch pots. First the teacher took some time to explain what pinch pots are and what they are used for. This discussion led into an introduction of the main focus of the lesson: functional art versus sculptural art. They went through a quick power point where students had to identify whether or not the art displayed was functional or sculptural. To introduce this project, the teacher began with the book The Pot That Juan Built. Following this, the teacher went into his demonstration. Initially, the teacher had a hard time maintaining the attention of the students. They were much more fidgety and chatty than they are in their regular classroom. This could be a result of changing up their routine or being under the management of a teacher they are not used to. While he struggled, he did use some management strategies. To gain attention, he would say “Mona” and the students would respond with “Lisa.” In addition, the quietest rows of students were the first ones to get their clay, encouraging all students to sit patiently and quietly. The teacher used management strategies very similar to those of their regular classroom teacher. In addition, both teachers also give their lesson on the carpet and then students are sent back to their seats to work. Overall, I felt like the teacher did a good job of introducing the lesson and emphasizing the objectives throughout. The students seemed very engaged and enthused about the project!