My Imagined Classroom
As my first portfolio assignment for Multicultural Development, I have compiled some thoughts about what my future classroom will be like. As a future high school art teacher, my classroom may stray from traditional "core" classrooms. In sum, my classroom will be an open, organized space designed to spurn creativity in my students.
Images:
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http://www.santacruzcoe.org/ed_services/images/art_pd2011_8.jpg
This image serves as an overall representation of my future classroom. Students will sit in groups at large tables rather than individual desks. The walls and ceilings will be covered in art, both 2D and 3D. Ideally, there will be extensive shelving and cabinets for storage of supplies and student work. I as the teacher will have a general "front" of the room with a chalk/white board as well as some type of projector, but will walk freely about the classroom. The following four photos demonstrate more specific items as bulleted. |
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- Student/professional art displayed
- Almost all empty space covered
- No "instructional posters"
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Resources and Surroundings:
As noted before, my future
classroom will ideally contain extensive shelving and storage space. Some will
be for supplies, including different art mediums (paints, ink, pens, pastels,
etc.), tools, paper, canvases, assorted still life objects, and other materials.
Others will be for storing artwork. Other resources that students will be able
to use include: old books and magazines to use/cut up freely, a collection of
books on artists and art history, and several computers to look up references.
Many of these materials will be
used for demonstrations or activities and depending on the project, specified
materials will be used freely. Students will not be permitted to take supplies
home unless granted express permission.
The Students (Who Are They?):
My students will be from varying
backgrounds and interests. I will most likely be teaching several levels within one subject. Especially
at the beginning levels, many of the students may have no interest in art-
instead enrolling in what they believe will be an “easy class” to fill an arts
requirement. I will also have students who are passionate and quite talented in
the arts. Therefore, I will have a wide range of students in my beginning
courses. My more advanced classes will be primarily made up of the latter
student type.
Classroom Policies:
My classroom rules will be fairly
loose but will be based on mutual respect. I will allow a generous amount of
freedom as long as the students respect me and my classroom. Students will be
required to put away devices and pay attention/participate when I am teaching
or we are doing an activity. However, during work time, the students will be
very much responsible for keeping themselves on task. They will not be
permitted to leave the classroom without permission, but they may roam the
classroom, chat, listen to music, use their phones, eat, etc. I will play music
under the condition that the students aren’t being too loud.
As for discipline, I will make it
known that any of the freedoms listed above are liable to be taken away as soon
as they are abused. Individual disruptions and behavioral issues will be
handled on an individual basis- quietly. I believe in having one-on-one
conversations that attempt to get to the root of the problem while being as
understanding as possible.
Homework policies will also be
fairly loose. Assignments will have due dates, but projects will be accepted up
to one week late.
The Lesson:
A typical lesson would be
something like the following. Class would begin with a short drawing warm-up
not related to the lesson. One example of a lesson I may teach is line. This is
a good introductory lesson because it explores the meaning of line, which is
one of the most basic art principles. I would start with a few fun activities exploring
line, then talk more in depth about line, maybe show a video, then assign a
project to be completed in a few days.
The main thing I want my students to
gain from this lesson is an understanding of how basic principles translate
across a wide variety of mediums as well as to show that art isn’t all about
being “good at drawing.” I want them to perhaps see something that interests or
excites them within the art world.
The Teacher:
As the teacher, I will play an
active role in all aspects of the lesson. I will encourage students to think
critically and explore their creativity in group discussions and activities. I
will often ask them to share their thoughts and encourage quieter individuals
to participate. During work time, I will roam the room and get to know the
students as I help them in their art process and answer any questions they have
or make suggestions as needed. I will also share from time to time my own work
as an artist as it is beneficial to act as both artist and art teacher in order
to build trusting relationships with my students. As I walk around, I will also
keep tabs on any behavioral issues that may arise.
The Students (What Are They Doing?):
Ideally, during the lesson
students will be paying attention and actively participating in activities and
discussions. Especially in the beginning classes (as noted before), there will
most likely be students that have difficulty or resist engaging in the class. I
will do my best to keep the class engaged as possible and address issues as
they come up. During work time (also noted before under policies), the students
will be free to roam the classroom, eat, chat, listen to music, etc. I do this
in part to encourage student interaction, during which students are able to
bounce ideas off each other and collaborate, which is a common practice in the
art world today. Again, behavioral issues will most likely arise, which will be
dealt with on an individual basis unless it becomes widespread, after which privileges
may be revoked.
Assessment:
Written tests, if there be any,
will be extremely sparse as vocabulary and even concepts aren’t vital to the
creative process. Projects will be the main form of assessment and will be
assessed using a primarily self-graded method in which each individual’s
projects are graded based on effort and personal improvement.
