J. Peer Teaching

Requirements

In ART326: Art Education Studio you are responsible for the planning and implementing of all aspects of the peer teaching experiences. Assignments focus on particular learning objectives and use various art mediums and technology that are common in the public schools.  Peer teaching will include a thorough introduction of the subject (including cultural, historical and socialIMG_2204.jpgimplications)  through specific activities embedded in the lesson and design of a  final assessment.

Each individual/team is responsible for the planning and implementing of all aspects of the peer teaching experiences. As noted above, peer teaching will include a thorough introduction of the subject (including cultural, historical and social implications) through specific activities embedded in the lesson; student reflective activity; and design of a final assessment.

Although teachers often alter the lesson as it is presented, formal lesson plans insure that a teacher gives careful consideration to each element of the learning activity. The final written unit and lesson plan, objectives, assessment, and support materials must be posted to the peer teaching blog on the day you are assigned to peer teach. Your unit and lesson plans must be clear, concise, thorough, and follow the outline for unit and lesson planning covered in class. A peer evaluation will be included and considered for the final grade. After the lesson is taught, completed student work should be posted to your site.

img_1645In addition to developing the complete, written unit and lesson plan, blog, and all support materials, students will act as teachers and facilitate the learning process for the class by:

  • Turning in unit and lesson plan and meet with the instructor to discuss appropriate concepts, enduring understandings, learning objectives and assessments for teaching;
  • Creating a blog with all necessary components;
  • Providing a “teaser”  (no later than one week before teaching) to your peers so that they may begin thinking about the upcoming lesson you will teach and any materials, tools and preparation that need to be brought to class for the lesson;
  • Presenting the lesson(s) to the class;
  • Assisting students during work time;
  • Writing a reflection of what happened in class;
  • Preparing all teaching materials (handouts, supplies, etc.);
  • Designing a student reflective activity for the lesson.

 

Peer teaching requirements checklist:

_____ Planning Meeting

_____ Unit Plan

_____ Lesson Plans

_____ Blog

_____ Supplies

_____ Reflection and Student work

 

In your unit/lesson plan make sure that:

  • objectives cover a range of art learning (conceptual, materials/techniques/processes, theoretical, historical, cultural, aesthetics and reflection. Objectives and essential understandings need to be aligned to standards, GLEs, PGCs and Bloom’s Taxonomy;
  • a completed assessment instrument is included (traditional or alternative) as well as a student evaluation activity.
  • literacy, numeracy and technology are addressed in at least one objective;
  • teaching methodologies are identified in the procedures (demonstrations, lecture, small group discussion, inquiry, etc.). These are identified in your procedures;
  • a historical/cultural component is included in your lesson;
  • multiple types of technology is appropriately used;
  • support materials and directions are provided with the lesson.

 

Materials/Supplies

There are numerous materials already on hand in the art ed room, however, you will need to take an inventory to insure that the materials you will need for your teaching experience are present. It is your responsibility to insure your materials are on hand the day you need them! Students have been plagued in the past with missing materials that have been taken.

You are responsible for preparing an “electronic letter” for students introducing the lessons you will present, arranging the room to maximize learning, providing supplies and set-up, clean-up and evaluation of the artwork.

 

Blog peer teaching examples

Hero Shrine: Hero Shrine is a three-dimensional exploration and response to understanding how an artist can remember, honor, critique or memorialize an event, idea or person. Alternative printmaking processes, metal tooling, drawing, painting, photography, computer, and graphic design are incorporated to support the intended concept.

Printmaking and Technology: In this lesson the students will explore self-portraiture and printmaking using traditional and hi-tech methods. Relief, intaglio, and mono-print techniques are explored through the concept of self; representational and abstract. The fabrication lab will be utilized  to create relief plates.

 

Assessment

Students will evaluate each other using the rubric published below. The instructor will use the Student Teacher Assessment form. This will be given out in class and can be found at: http://www.stepp.chhs.colostate.edu/students/teacher/files/STAssessOfClsrmTchngAugust2012Form.pdf

 

Picture Print.pngSelected Peer Teaching Websites – 2016

Claymation Creation – A three-dimensional exploration of the animation field using story themes as its focal point. After viewing and discussing several famous examples of claymation film, students will break into groups and create a storyboard that explores a chosen theme (will be provided a list). Then, using clay and various studio materials, groups will create a 30 second – 1 minute claymation. 

Building Digital “How To” Guides – In this lesson students will be creating a “How to Guide” about a subject that they love. These guides will be created using Videoscribe software. The goal for the project is to teach each other about subjects that we love while incorporating digital animation.

Digital Drawing: The Beginning – In Digital drawing students explore options of digital drawing platforms,and how tools can be used. Students also learn about what hardware can be used with the programs to achieve the best results

screen-shot-2016-10-18-at-7-34-19-pm_orig

Example from Exploring Digital Drawing Unit

Exploring Digital Drawing – Using a variety of digital drawing programs, students will create three self-portraits, each depicting a different aspect of themselves. Students may want to draw past, present and future self; in three different areas of life (ex: school, work, home), or three sides of their personality (ex: creative, introverted, goofy).  How can you communicate “who you are” to your classmates in your drawings?

Digital Drawing to Create Surrealism –  Using contemporary digital drawing artists who focus on surrealism, students we will learn how to use ArtRage to create a surrealistic image based on three unrelated prompts.

Graphic Design: Creating the Ultimate Logo – Students will create a logo, using adobe illustrator, for their favorite musician/band using both typography and symbols.

graphicdesigngif! – After drawing 3 words and exploring possibilities through ideation, students will combine all of these elements in Adobe Photoshop to create a “story”. Using the timeline, and various tools, the students will combine their character with a setting and animate the character doing an action in a short gif image.

Graphic Design Exploration – In this lesson students design a blister package for a product emphasizing the particular qualities of the product that will engage the consumer and “convince” them to buy the product.

Techniques in Dreams and Fibers – Today you be fiber explorers of the dream world.  You will be making a collection of samples from “fiber centers” around the room by choosing which techniques and materials you want to explore. The samples you make at these centers will be influenced by the concept of dreams. The explorations you make will be shared with your peers at the end of the lesson.

Digital Fabrication in Action – Using 3D modeling software, a 3D scanner, and a laser cutter, the students will create a scaled model of a sculpture installation that conveys their connection to an environment/place.

The Art of Cinematography – During this lesson students will be introduced to the basic concepts of cinematography. Students will first create detailed story boards which they will then use to create a cinematic music video using phones to shoot the video, and iMovie or WeVideo to edit.

 

Selected Peer Teaching Websites – 2015

Printmaking and TechnologyIn this lesson the students will explore self-portraiture and printmaking using traditional and hi-tech methods. Relief, intaglio, and mono-print techniques are explored through the concept of self; representational and abstract. The fabrication lab will be utilized  to create relief plates.

Digital Drawing – In this lesson students will be exploring self portraits through spirit

Example from Printmaking and Technology Unit

animals. The students will be exploring different digital drawing techniques including PhotoShop and Adobe Illustrator.

Communication Design – “Self-centered media” in a a material culture. Using Photoshop and Illustrator to envision a new reality.

Digital Storytelling You are about to embark on a great adventure of creating a digital story!  You are an author that has just been offered a job to create a story. You must take a classic fable or fairy tale and make it for a contemporary audience. You will be working in pairs so make sure you and your partner are both on board to recreate the same fable or fairy tale. The catch is that it is digital. There are no pages, no physical book, just a computer and an animation program. Your finished product will be shared with the world.

Video – In this lesson, you will get to explore the history and evolution of video-related art! Then, using your new knowledge, you will get to pair up and create your own short film using a style of your choice! You will be able to use a variety of materials and then edit your film in iMovie.

Installation and Public Art – CSU is hosting a publicly televised presidential debate that centers around a lot of controversial issues! Because of the upcoming presidential debate, CSU wants to set the stage for visitors and has commissioned you as artists to create installed public artworks that make a statement about one of the issues being discussed.

Art and Advocacy – Think about…Why do we learn about the arts in school? What transferable skills does art teach students?
How can art teachers advocate for their programs? These questions and more (preparing K-12 art exhibitions) will be explored in this class.

                                                                                                                                                 

Selected Peer Teaching Websites – 2014

 Craft Media –  In this experience students explore craft media in the form of jewelry making, fibers (papermaking and bookbinding), and ceramics.

photo-4

Example from Craft Media Unit

Motion Media: In this unit we will focus on the artistic and expressive qualities of motion media.

Graphic Design: Explorations of Identity and Graphic Design

Visual/Material Culture: During this unit students will be exploring the meaning of visual and material culture. They will complete 2 main projects that will assist in their understanding of the visual and material culture around them.

Multi-Media/Conceptual Art: Many conceptual artists fall into several categories: Installation, transformation of objects (such as Duchamp’s Fountain), and performance pieces. Often times they can result in shocking results, that make you question humanity as a whole. And some simply make you question a simple object.

Metamorphosis will allow you to explore the extensive world of conceptual art, drawing inspiration from conceptual artists, from non-art objects, and from your everyday experiences and/or habits. For this project, documentation is key!

 

Selected Peer Teaching Websites – 2013

Please visit the following blogs to view all peer teaching lesson plans and documentation.

Hero Shrine – In this experience students will explore mixed media processes and materials to create an art work that pays tribute to a “hero”; a person, ideal, event and/or response of importance to the artist.

Fibers – Using a variety of fibers techniques, students will create a visual narrative about

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Example from Visual Literacy/Culture and Design Unit

teaching and artmaking.

Printmaking – In this lesson students will be learning the printmaking techniques collagraph and woodcut. Students will create a collagraph to represent an internal self-portrait that is an abstract representation of who they are. Then they will create an external self-portrait of a literal representation of themselves using the relief process. In this lesson students will also gain an understanding of the history of printmaking.

Jewelry/Metals – Students will choose between several artistic choices such as enhancing a natural object in jewelry like Sarah Hood, using nature to inspire a man-made object like David Freda, or making non-natural looking pieces out of found natural objects! Students will explore resin, wire wrapping, and paper bead making and  build on their prior knowledge of metals by possibly including reposse and chasing. The objective is to come up with a piece inspired by nature in whatever form that may take!

Visual Literacy/Culture & Design – In this lesson, students will be exploring the concept of visual literacy through the examination and critique of images that we see on a daily basis. In addition, students will create a poster in Photoshop that expresses a message they want to share.

Performance/Electronic Art – An exploration of performance art and iMovie to allow students to explore conceptual art. Using a piece of literature, students will respond visually by creating a short video that documents their“performance response” to a poem.

The following units/lesson plans incorporate technology:

Me, Myself and I: A Lesson in 3D Modelling – Students will create a sculpture using 123D Catch to describe how the artist physically relates to the world and culture around them.

Layers of Identity – In this Unit Lesson Plan we will explore the many layers of our own identities as individuals through a series of printmaking projects. While deconstructing the meaning of self portraiture, what our outside looks like and how we can represent who we are within, we will go on a journey through the history of printmaking. We will investigate the past as well as experiment with the latest innovations in digital

Picture

Example from the Me, Myself and I: A Lesson in 3D Modelling Unit

manufacturing applications for the Arts.

Create Time – The focusing lens for this unit is TIME! Why do artists create artwork about time? Why is it important to the artist and viewer? These are the kinds of questions that High School students should be thinking about when they are making an iconic symbol of time: a clock. By using modern new technologies such as a laser engraver and 3D printer, the sky is the limit to the many ways their clock can be represented and interpreted.

Temporary Art Works – In this unit students will research an issue that they are passionate about or an issue that has an ongoing controversy. Students will then think of associations and other artworks that deal with that issue. In illustrator, the students will create a stencil using the laser cutter that could be used to bring attention to that issue. In this lesson, the students should discuss the importance and consequences of street art. The students will be able to spray paint their stencil either on a canvas or on a large, ready-made wall for all students to use.

Laser Words – This unit focuses on using multiple mediums and new technologies to create an art collection. In the first lesson the students will create a symbol and a story that represents them. The students will explore printmaking and the woodcut process to create multiple prints of their symbol. The second lesson uses those prints to add their story into the symbol. They will first look at paper art by various artists who make their paper cutouts by hand. The students will make a contour drawing that they will then cut out the negative spaces to get a feel for how hard and how long it took these artists. We will then use either hand, iPad, or GIMP to add typography to their prints and use the laser cutter to cut out their final piece. The last lesson the students will learn about mult-media art and installation art. They will use their laser cut story symbol and transform it into a new piece.

Transforming Space  This unit explores three different kinds of space, personal, living/private, and public/shared. These spaces are associated with relative norms and sometimes rules, that which can be altered by an artist’s design. Students will be adapting the use of technologies like 3D modeling software (Rhino, GoogleSketch Up), 2D modeling software (Adobe Illustrator/equivalent), and will have access to tools to help them plan or create their transformations of space (laser cutter, 3D printer, vinyl cutter). Students will be designing their transformations from a range of approaches of their choosing. They will examine artists such as Nick Cave, Dalton Ghetti, James Turrell, Richard Serra, and Claes Oldenburg.

Geometric Archetypes for Personal Power – In this Unit/Lesson plan students will have already received an introduction to the software program Rhino. Designs can be made in Rhino and used with technologies such as a 3-D printer, CNC machine and for this lesson the data from the students designs (made in Rhino) will be sent to a laser cutter to be printed for their completed art work.

Art in the Technology Age – Paper is usually seen as what supports a piece of art, or what holds a medium…but not usually as the art itself. In this unit, students are going to bend the limitations of paper. They are going to sculpt, cut and create installations all out of paper. They will be learning how to incorporate technology to enhance or describe the limitations and qualities of paper.  After this unit, students should be able to see material as having many properties and opportunities in art. Their knowledge of the laser printer and vinyl cutter could be used in later projects by their choosing to create more elaborate sculptures. They should have the knowledge of finding contemporary artists and able to communicate fluently with their classmates about their findings and ideas.

 

Selected Peer Teaching Websites – 2012

Murals-Let’s Go Public – Becca Black

MuralPeerLessonPlan     Mural Peer lesson     Mural Documentation

Lesson: Mixed Media – Mel Reis

Mixed Media Lesson Plan      Mixed Media Presentation

Lesson: Jewelry/Ornamentation – Eileen Salzman

Jewelry Lesson Plan     Jewelry Presentation     Jewelry Documentation

Lesson: Sculpture/3D – Hannah Steiner

Sculpture Lesson Plan     Sculpture Lesson PPT     Sculpture Documentation

Lesson: Fibers – Hilary Soderling

Fibers Lesson Plan     Fibers Lesson Powerpoint     Fibers Documentation

Lesson: Ceramics – Kirsten Gotaas

Ceramics Lesson Plan     Ceramics Presentation     Ceramics Documentation

Lesson: Printmaking – Janis McLaughlin

Printmaking Lesson Plan     Printmaking Presentation     Printmaking Documentation

Lesson: Photography – Allison Philip

Photo Lesson Plan / Pinhole Camera Sheet     Photography Presentation     Photography Documentation

Lesson: Digital Art – Grahm Hendrickson/Kelsey Ford

Digital Lesson Plan      Digital Media Presentation     Digital Media Documentation

Lesson: Visual Literacy & DesignBrooke Stanke/Eun Soo Kim

Graphics Visual Literacy Lesson Plan     Visual Literacy PowerPoint

Lesson: Performance Art – Teal Johnson / Mary Bozzelli

Performance Art Lesson Plan     http://marytealperformanceart.weebly.com

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