Peer Teaching Requirements
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 that are common in the public schools, but not necessarily fully addressed in your college art classes. Peer teaching will include a thorough introduction of the subject (including cultural, historical and social implications) through specific activities embedded in the lesson and design of a final assessment.
Each 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.
In 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
_____ 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.
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.
The following topics will be explored during the peer teaching experience:
Teaching Content Areas
Craft Media: Alternative processes to fibers, ceramics, and metals/jewelry
Motion Media: Animation, Digital Storytelling, Video
Graphic Design: Typography, Visual Design in Mass Media, Illustration
Visual / Material Culture: Social Justice Consumption, Persuasion
Multi-Media / Conceptual: Non-traditional art materials and approaches
|Teaching Assignment||Planning Dates||Dates of Instruction||Teachers|
|Craft Media||9-24/25||10-/6/8/13||Jennie Maydew
|Motion Media||10-1/2||10-15/20/22||David Pipinich
|Graphic Design||10-7/8||10-27/29 and 11/3||Dan Schler
|Visual/Material Culture||10-15/16||11-5/10/12||Missy Brown
|Multi-media/Conceptual||10-22/23||11-17/19 and 12/1||Nanette Bertoni
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
Peer Teaching Documentation – 2014
Craft Media: http://craftsmedia.wordpress.com/ – In this experience students explore craft media in the form of jewelry making, fibers (papermaking and bookbinding), and ceramics.
Motion Media: http://stopmotionjokes.weebly.com/ – In this unit we will focus on the artistic and expressive qualities of motion media.
Peer Teaching Documentation – 2013
Please visit the following blogs to view all peer teaching lesson plans and documentation.
Hero Shrine: http://heroshrine.wordpress.com/
Visual Literacy/Culture & Design: http://digitalandvisualliteracy.wordpress.com/
Performance/Electronic Art: http://performelectronart.wordpress.com/
The following units/lesson plans incorporate technology:
Me, Myself, and I: A Lesson in 3D Modelling – http://3dmodelinglesson.weebly.com/
Layers of Identity – http://layersofidentity.weebly.com/ – 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 manufacturing applications for the Arts.
Create Time – http://createtime.weebly.com/ – 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 – http://temporaryartworks.wordpress.com/ – 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 – http://zoefabart.wordpress.com/ – 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 – http://transformingspace.wordpress.com/ – 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 – http://personalarchetypeforlife.wordpress.com/ – 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 – http://designfabart.wordpress.com/ – 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.
I Am! – http://iamarteducation.wordpress.com/ – In this lesson, students will be creating a narrative image from text laser cut into high quality paper. The lesson will start out with the poem Where I’m From, by George Ella Lyon, as a motivator. Students will then write a version of the poem with their own interpretations of where they “are from”. Then the idea of “text as art” will be introduced including the investigation of artists: Carl Andre, Mel Bochner, Erica Baum, and Tristan Lowe. Students will then create a symbol or picture of where they are from using lines and text from their previously written poems investigating different types of text. These images will be scanned into the computer and then transferred to a file useable for a laser cutter. The students’ text images will be carved into a high quality paper using the technology of the laser cutter. They will have the option to further manipulate their piece by putting it in front additional paper, images and/or cutting out further.
Peer Teaching Documentation – 2012
Murals-Let’s Go Public - Becca Black
Lesson: Mixed Media - Mel Reis
Lesson: Jewelry/Ornamentation – Eileen Salzman
Lesson: Sculpture/3D - Hannah Steiner
Lesson: Fibers – Hilary Soderling
Lesson: Ceramics – Kirsten Gotaas
Lesson: Printmaking - Janis McLaughlin
Lesson: Photography - Allison Philip
Lesson: Digital Art - Grahm Hendrickson/Kelsey Ford
Lesson: Visual Literacy & Design – Brooke Stanke/Eun Soo Kim
Lesson: Performance Art - Teal Johnson / Mary Bozzelli