211 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.
![Picture](/uploads/1/4/4/1/144178541/editor/img-6264-1.jpg?1690925102)
Evidence:
Description: This image is a painting of I've done of my partner and I in front of a large illuminating installation of the word LOVE. By cropping down the reference image, I was able to establish the figures as my central focus. I stayed in a very dark hue for the space behind the installation to show it's later in the evening and to emphasize how the bright the white light came forward. I created depth around the light coming through the letters by showing the 3-dimensional aspect of the installation. Thankfully the reference image was taken at angle, so it is satisfying to see the red and blues creating the depth of the letters E and the V. The angle of the image also compliments the interaction between the figures and the audience. The figures are sitting in the lower left side of the installation at an angle to get as much of it into the frame as possible. With the tops of the letter L and O coming off the page and the arm coming in from holding the camera, it creates an inviting image.
Rationale: With this painting, the audience can understand my relationship is a big part of my life. I believe in growing and learning alongside the support of others, and in return offering support for them. There are different parts of this painting that shows parts of my own growth from the relationships in my life. I think by keeping the arm coming in from holding the camera, it creates the illusion that I am holding the audience. There is a responsibility of holding something or someone and this creates a sense of dependability on the figure. I also believe love should never be hidden, instead, everyone should love loudly. This is very easy to observe from the painting because of the considerable size of the installation, but even more with the figures being my partner and I.
This image represents me because above everything else I would love if everyone showed love more. I will emphasize that love can look and feel a million different ways in the classroom.
Description: This image is a painting of I've done of my partner and I in front of a large illuminating installation of the word LOVE. By cropping down the reference image, I was able to establish the figures as my central focus. I stayed in a very dark hue for the space behind the installation to show it's later in the evening and to emphasize how the bright the white light came forward. I created depth around the light coming through the letters by showing the 3-dimensional aspect of the installation. Thankfully the reference image was taken at angle, so it is satisfying to see the red and blues creating the depth of the letters E and the V. The angle of the image also compliments the interaction between the figures and the audience. The figures are sitting in the lower left side of the installation at an angle to get as much of it into the frame as possible. With the tops of the letter L and O coming off the page and the arm coming in from holding the camera, it creates an inviting image.
Rationale: With this painting, the audience can understand my relationship is a big part of my life. I believe in growing and learning alongside the support of others, and in return offering support for them. There are different parts of this painting that shows parts of my own growth from the relationships in my life. I think by keeping the arm coming in from holding the camera, it creates the illusion that I am holding the audience. There is a responsibility of holding something or someone and this creates a sense of dependability on the figure. I also believe love should never be hidden, instead, everyone should love loudly. This is very easy to observe from the painting because of the considerable size of the installation, but even more with the figures being my partner and I.
This image represents me because above everything else I would love if everyone showed love more. I will emphasize that love can look and feel a million different ways in the classroom.
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
Artist Statement Builder | |
File Size: | 1234 kb |
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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: In this unit me and two other student-teachers worked together to create a unit plan on Stop-Motion Animation for a 9th grade classroom. We worked with these kids for about 2 weeks so we really wanted to get hands-on as soon as we could. We mainly taught through a powerpoint for the first couple of days and eventually just one on one.
Rationale: By the end of the unit we wanted our students to know what "Stop-Motion Animation" was and how to create their own or with others, a 30 second animated film following a narrative.
Evidence:
Description: In this unit me and two other student-teachers worked together to create a unit plan on Stop-Motion Animation for a 9th grade classroom. We worked with these kids for about 2 weeks so we really wanted to get hands-on as soon as we could. We mainly taught through a powerpoint for the first couple of days and eventually just one on one.
Rationale: By the end of the unit we wanted our students to know what "Stop-Motion Animation" was and how to create their own or with others, a 30 second animated film following a narrative.
Evidence:
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
BHS Unit Plan | |
File Size: | 1033 kb |
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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: To start the unit we had the students fill out a storyboard sheet we provided for them. This would give us a better understanding what the students are creating and to make sure they are staying on task. At the end of the unit we graded their animation based on the rubric we also provided for them.
Rationale: Most importantly, we wanted the students to create a narrative and follow through with it. Our assessment was to encourage the students to be intentional with their work and the effort they were putting into their project.
Evidence:
Description: To start the unit we had the students fill out a storyboard sheet we provided for them. This would give us a better understanding what the students are creating and to make sure they are staying on task. At the end of the unit we graded their animation based on the rubric we also provided for them.
Rationale: Most importantly, we wanted the students to create a narrative and follow through with it. Our assessment was to encourage the students to be intentional with their work and the effort they were putting into their project.
Evidence:
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
BHS Storyboard Sheet | |
File Size: | 14 kb |
File Type: |
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
BHS Rubric | |
File Size: | 32 kb |
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ARTIST HANDOUT AND POWER POINT 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: By looking at the Conceptual Frameworks and the Frames, we created artist handouts for our students to understand our intentions with this unit. We looked at three different artists, Monique Wray, Kelli Williams, and William D. Caballero. These handouts were used to inspire the students.
Rationale: We really wanted the students to be inspired by these artist's to create easy to follow stories. We wanted them to create animations they would want to show their friends.
Evidence:
Description: By looking at the Conceptual Frameworks and the Frames, we created artist handouts for our students to understand our intentions with this unit. We looked at three different artists, Monique Wray, Kelli Williams, and William D. Caballero. These handouts were used to inspire the students.
Rationale: We really wanted the students to be inspired by these artist's to create easy to follow stories. We wanted them to create animations they would want to show their friends.
Evidence:
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
William D. Caballero | |
File Size: | 5245 kb |
File Type: |
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
Kelli S. Williams , Created by Mackenzie Hulk | |
File Size: | 388 kb |
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PROFESSIONALISM, ADVOCACY & LEADERSHIP: PAL 1 (2 submissions) 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.
![Picture](/uploads/1/4/4/1/144178541/published/img-6111-original.jpg?1690932776)
Description: In February 2023, I was a part of the Symphonic Diversity exhibit that was held at Milner Library. The exhibit showcased 4 different children's books illustrated and written by the Music and Art students.
Rationale: At this opening reception, there were copies of the 4 books given away to the local public library and the art station.
Evidence:
news.illinoisstate.edu/2023/02/symphonic-diversity-student-exhibit-opens-at-milner-library/
Rationale: At this opening reception, there were copies of the 4 books given away to the local public library and the art station.
Evidence:
news.illinoisstate.edu/2023/02/symphonic-diversity-student-exhibit-opens-at-milner-library/
Description: I attended the 2023 Student Annual and University Galleries in April. It was an exhibition for students who submitted artwork and were excepted a spot. The mediums varied from all types and at the end of the night, scholarships were awarded to students.
Rationale: The night really celebrated the students and there was a lot of support from the community. Exhibitions like these are important in all schools because of the high moral it produces in the students. It round the school year off well.
Evidence:
Rationale: The night really celebrated the students and there was a lot of support from the community. Exhibitions like these are important in all schools because of the high moral it produces in the students. It round the school year off well.
Evidence:
PROFESSIONALISM, ADVOCACY & LEADERSHIP: PAL 1 (2 submissions) 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.
Description: In class, in groups, we were asked to pick a contemporary artist and reflect on different questions about the Conceptual Framework and the Frames. We were then asked to present the artist to the class and apply our own questions connecting to the frames. We were to present as if we were teachers and address our class mates as our students.
Rationale: This process encouraged the class to attempt teaching in a predictable environment. It was awkward but we were able to make mistakes with no judgment.
Evidence:
Rationale: This process encouraged the class to attempt teaching in a predictable environment. It was awkward but we were able to make mistakes with no judgment.
Evidence:
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
Song Dong | |
File Size: | 24 kb |
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Description: In May 2023, the class was able to spend the day observing a school part of the Chicago Public Schools. I observed Back of the Yards College Prep. I spent the day interacting with students and learning about different visual art courses they offer.
Rationale: It was great experience to see how a completely different environment tackles education. We mainly observed how their curriculum engages the student in college material. There was also an obvious observation of the difference in demographics. They observation was an opportunity to bring new material to the classroom from the students.
Evidence:
Rationale: It was great experience to see how a completely different environment tackles education. We mainly observed how their curriculum engages the student in college material. There was also an obvious observation of the difference in demographics. They observation was an opportunity to bring new material to the classroom from the students.
Evidence:
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
Back of the Yards Observation | |
File Size: | 17 kb |
File Type: | docx |