ART 211
Media, Techniques, and Inquiry for Middle Level and High Schools
Studio Assignment
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 is my teacher example for the storyboards in the video editing unit my partners and I created. We taught this unit to a 6th-grade Digital Media class at Chiddix Junior High School in Normal, IL. To introduce storyboards, the students were tasked with creating a storyboard following their morning routines, so I created an example that followed my own.
Rationale
My example (below) shows that I understand and can create an effective storyboard. My storyboard includes visuals in each panel that showcase what my characters are doing, it includes indicators of movement, includes a general overview of the scenery, and has a written explanation for each panel.
Evidence
211 Unit Plan
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
This is the video editing unit my partners and I created. We taught this unit to a 6th-grade Digital Media class at Chiddix Junior High School in Normal, IL. This is a 3-week unit in which the students will work in small groups to create a news broadcast. Week one is focused on creating a plan for the broadcast. Week two is focused on recording their content for the broadcast. Week three is focused on editing the content they recorded into a comprehensive news broadcast. The big ideas covered in this unit are as follows:
Media Literacy: Students can explore how news is created, disseminated, and consumed. They can analyze different news sources, evaluate bias and credibility, and understand the role of media in shaping public opinion.
Current Events: Students can engage with real-world issues and events, researching and reporting on topics of local, national, or global significance. This fosters awareness of the world around them and encourages critical thinking about complex issues.
Critical Thinking: Producing a news broadcast requires students to gather information, assess its credibility, and present it in a coherent and engaging manner. This promotes critical thinking skills and the ability to analyze and synthesize information.
Communication Skills: Students develop communication skills by writing scripts, conducting interviews, and delivering news reports effectively. They learn how to tailor their message to different audiences and present information clearly and persuasively.
Multimedia Production: Creating a news broadcast involves various multimedia elements, including video, audio, graphics, and editing. Students gain hands-on experience with multimedia production tools and learn how to integrate different media to enhance storytelling.
Rationale
After creating a news broadcast through this lesson, students are able to have a better understanding of what goes into creating a news broadcast. They are also able to create an effective storyboard, create a plan for a video, record videos using their phones that can be edited later, and use a video editing program to modify videos.
Evidence
211 Studio Assignment Assessment
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
The formative assessment is a worksheet that the students will be filling out on Week 1, Day 2 of the lesson. They will be watching 2 news broadcasts as a class, then completing the worksheet. The worksheet will gauge students’ understanding of different video elements and ask them to identify them from the video.
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The summative assessment was the completed news broadcast video along with an artist statement.
Rationale
The purpose of the formative assessment is to gauge students’ understanding of the different video elements and whether they can identify them in professional news broadcasts. The worksheet uses questions that ask about the specific elements, which allows students to demonstrate their understanding.
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The summative assessment reflects students' proficiency in video elements, showcases creativity, and provides a tangible medium for experimentation. The final product shares a sense of accomplishment, reinforcing learning outcomes and motivating further exploration in video editing. This comprehensive assessment accurately reflects students' grasp of the subject matter.
Evidence
Artist Handout and PowerPoint
IPTS (2013) STANDARD 6 -Reading, Writing, and Oral Communication - The competent teacher has foundational knowledge of reading, writing, and oral communication within the content area and recognizes and addresses student reading, writing, and oral communication needs to facilitate the acquisition of content knowledge.
Description
My artist handout for this lesson is about a student-run news broadcast from Waubonsie Valley High School in Aurora, IL called Warrior Update. The handout details what the broadcast is about, how long it has been running, who creates it, who the target audience is, what kind of segments are included, vocabulary relating to news broadcasts, and research questions about Warrior Update. The PowerPoint includes lecture slides and daily goals for each day of the lesson.
Rationale
Showing the students a broadcast that was also done by students helped them connect with the project, as they were able to see a non-professional broadcast.
Having the daily goals and agenda on a PowerPoint for the students to see while they are working helped them to know what was expected of them.
Evidence
Professionalism, Advocacy, and Leadership: Pal 1
IPTS (2013) STANDARD 9 - Professionalism, Leadership, and Advocacy - The competent teacher is an ethical and reflective practitioner who exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession.
1
Description
I visited the solo exhibition of Virginia Van Horn at Offsite Gallery in the MacArthur Center in Norfolk, VA.
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"Virginia Van Horn’s solo exhibition is inspired by her stay as a visiting artist at the American Academy in Rome and especially by the Academy’s emblem, the Roman god Janus, whose two faces hang over their main entrance.
Van Horn depicts the horse through both sculpture and two-dimensional work. Most often, two heads appear, referencing the two faces of Janus, and his rule over beginnings, endings, and transitions. One head looks to the past and the other looks to the future. This leads to wisdom, but can also leave one stuck in time, unsure of which way to go. Van Horn’s horses appear to stand at this point of uncertainty, wise but full of doubt, and caught between the beginning and the end. This continuous reference to the Janus motif evokes questions of the past and the future, moments of transformation, and the intersection of the living and the dead."
Rationale
Themes of transition, uncertainty, and the passing of time are brought up for viewers to consider in Van Horn's artwork. In my capacity as a teacher, I could inspire students to critically interact with these themes, provoking them to consider their own experiences of development and transformation and developing a greater sense of empathy and self-awareness in the process.
Evidence
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2
Description
I visited the Joint-Custody Exhibition at the ISU Student Art Gallery. The exhibition was a student-curated show that explored the effects of divorce.
Rationale
As a person who has dealt with the effects of divorce firsthand, it was very interesting and enjoyable to see the different ways that the various artists interpreted the effects that divorce has had on their own lives.
Evidence
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Professionalism, Advocacy, and Leadership: Pal 2
IPTS (2013) STANDARD 9 - Professionalism, Leadership, and Advocacy - The competent teacher is an ethical and reflective practitioner who exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession.
1
Description
I have an Instagram page dedicated to my artwork and my small business. I use my account to share my art with anyone who comes across my page.
Rationale
Having a page dedicated to my artwork allows me to see how I've grown as an artist since I started the account in middle school.
Evidence
2
Description
I volunteered to assist in an art workshop at the Heart of Illinois Conference. I assisted with setup and throughout the workshop. The educator I was assisting was hosting a workshop on wax and fiber sculptures.
Rationale
By assisting at the conference, I was able to connect with high school students and high school art educators in the surrounding areas.
Evidence
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