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Art 211
Clinical Experience
Regional Alternative School - Bloomington IL
Art211 & TCH216
Unit Plan
Description: Taking the students and environment at RAS into consideration my classmates and I came up with a project that would be fun for the students and introduce them to materials and ideas that they might not have explored before. Each student was to decorate a puzzle piece using paint and a print making element. The concept behind our project was for students to show represent themselves in art using objects, words, and concepts.
Rational: The students that we worked with did not have a regular art class. With this in mind we created a lesson around the students that would allow them to take a large amount of artistic liberty while challenging them and giving room to work. Our hardest challenges would be keeping students interested and engaged while challenging them without overwhelming them. We picked the concept of self identity because students could use objects and concepts that they were familiar and comfortable with. The challenges came in the new materials and methods we taught them. We made sure to give them time and space to practice these skills as much as needed. The project was focused more on the work and project and we did not do a lot of vocab and conversational and conceptual work.
Artist Example and Artist Statement
Description: For this project concept students were to decorate a puzzle pieces with objects, ideas, and concepts that would show us who they were as a person. The example to the right is the piece that I created along with my artist statement.
Rational: There was a number of different reasons for the imagery that I picked. For my print making element I did a rose because it is my middle name and I think that my personality mirrors a rose. I feel that I am delicate with my rough parts and always growing as a person. The images in the middle show my art style and my love and appreciation of classical art. The tones in the background showed my mood at the time of making the piece as well as my favorite tones of colors.
Formative Assessment and Rubric
Description: Our formative assessment was a quick check to make sure that students understood the print making process. On day 2 students were to draw and carve their print making element. On day 3 students had to complete the assessment before starting to work on their final puzzle piece. They would have to demonstrate that they knew how to print their piece and print at least 3 times onto a sheet of paper.
Our rubric measured how well the students were meeting each objective for the project.
Rational: We picked this as our assessment because it was a great check in point for the students. We would be able to see if they might need help with printmaking with it being the most challenging portion of the project. It was also a check in point before they would move onto their final piece. This meant we could see if they might need help before rushing into the final piece or if they were all set and ready to go. The students overall enjoyed having to print their piece and see how it turned out. If they didn't turn out the way they expected most students also didn't mind going back to make changes and do more carving before printing again.
Formative
Rubric
ARTIST HANDOUT AND PRESENATION
Description: For my artist I picked Nick Cave. Although we were working in 2D while Cave works in 3D he had a number of concepts involving showing ones self through the use of material. I created a artist handout for Cave that we did not give the students, but that we would have given them if they wanted more information about the artists.
The presentation that we created showed students our artists and summaries of their work. We then walked the students through the concept of how to show ones self with objects or imagery. We also had them complete two worksheets through the presentation. Finally we showed and explained the project they would be doing and showing them our examples.
Rational: I picked my artist because of the concepts that he uses. There are times where his pieces show a certain culture without saying it. This was something we wanted students to do, to think beyond objects and to look at their deeper meanings. While most students opted to pick objects because they liked them, a few did things that had deeper meanings. The presentation was how we set the tone for the project. The students were not used to sitting and listening to the teacher talk for long periods so we kept it simple and straight to the point. We did worksheets throughout the presentation to break it up and not have the students sit and listen for 30 minutes straight.
Handout
Presentation
How to Video
For our lesson I created a how to video! In it I showed how to create and carve a printmaking piece. I go over how to draw the picture onto the print block, how to carve out the piece, and how to print the final piece. This video was great to use for students that were absent from the in person printmaking demo and lesson.
Pal 1
Description: For my Pal 1 I went to the annual ISU Ceramic Studio Sale. Students are able to sell and display their work from the semester. There were five tables with about a hundred pieces for sale. There was mostly ceramic work, but there were also a couple of glasswork pieces from the glass class at ISU.
Rational: I was able to see a wide range of ceramic work at the sale. I was also able to talk to some of the students that had work in the show. The center picture above was my favorite piece in the sale. I really liked the colors that were used and the pattern that was created. As someone who did a lot of ceramics work I was impressed with the cleanness of the pattern that they were able to make.
Pal 1
Description: I attended the BFA students final Exhibit in the CVA at ISU. It was an exhibit of all of the final projects done by the graphic design BFA senior students. Each student picked a topic they were interested and did a three part design project based off their concept and research.
Rational: There were a number of things I loved about this exhibit. I added pictures of my two favorite projects. The first one to the right shows a student who's project concept was happiness and what makes people happy. You could then grab a blue light and write what makes you happy on the wall while finding and reading what everyone else wrote. I also liked the one below which talks about the idea of success and how we value success. We could write on the cards and then pin them on the board connecting the things we were successful at.
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Description: This semester I did a lot of photography and business work. I posted my work on Instagram and worked a number of sessions expanding my photography abilities. I also learned a lot from working with a wide range of clients.
Rational: Doing photography work has not long expanded my photography and artistic ability, but it also taught me how to work and build relationships with people. I also learned how to multitask and start a business and learning marketing strategies. The skills also helped me with my teaching skills and helping me learn communication between myself, staff, and students.
Pal 2 - NAEA Spring Mini Exhibition 2022
Description: The NAEA held a mini exhibit for art education students. For my piece I submitted a landscape water color piece. While on vacation I took a picture in Smokey Mountain National Park. I then painted that picture for the exhibit.
Rational: I found it interesting working on such a small scale. The concept behind my piece might have been simple but I liked exploring watercolor as it is something that I don't often get to do.
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