HOIC Lesson
Illinois Professional Teaching Standard 3 - Planning for Differentiated Instruction – The competent teacher plans and designs instruction based on content area knowledge, diverse student characteristics, student performance data, curriculum goals, and the community context. The teacher plans for ongoing student growth and achievement.
Description:
This unit was designed for an hour long high school workshop. Me and my partner co taught this lesson and the main idea was mindfulness through the art of paper quilling. Out unit provides students with an exploration of the technique paper of quilling, along with a handful of artists who work within the medium. Also included is a brief history and explanation of mindfulness and how to practice it. Our main idea highlights the idea of creating art for the process rather than the outcome. Students get an opportunity to create an abstract, unplanned paper quilling piece of art while practicing mindfulness. 

Rationale:
This unit includes a variation of learning materials, including a slideshow, a video, images, written text, and artist examples to engage a variety of learners within the classroom. There are formative and summative assignments included to monitor student progress throughout the unit. The formative assesments include individual check ins along with participation in group discussions. The summative assessment is the completion of a final project.
 







Unit Plan

lllinois Professional Teaching Standard 5 - Instructional Delivery – The competent teacher differentiates instruction by using a variety of strategies that support critical and creative thinking, problem-solving, and continuous growth and learning. This teacher understands that the classroom is a dynamic environment requiring ongoing modification of instruction to enhance learning for each student. 

Illinois Professional Teaching Standard 7 - Assessment – The competent teacher understands and uses appropriate formative and summative assessments 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

In this Unit, high school students are introduced to the artists Ana Serrano and Drew Leshko. Through studying the artists and their key artworks, students will discuss concepts of community, architectural features, and gentrification. They will then choose a building from their community to inspire art artwork about the concepts seen throughout the key artists work. Before beginning the creation of their replica, students will engage in an exploration of the location they chose to highlight, including using technologies like Google Maps to see how it has changed over time. After collecting information, students will plan and build their project, using mixed media materials including cardboard, paper, clay, paint etc. 

RATIONALE:
Using a variation of materials and instructional activities, this unit aims to engage all types of learners in a project that will support critical and creative thinking and problem solving through the investigation of key artists as well as the independent creation of their own projects. This Unit includes both formative and summative assessments. The formative assessments include student engagement in group discussions as well as individual check in's through the work periods. The summative assessment will consist of the completion of their project in addition to an artist statement/presentation. 









Literacy Lesson
Illinois Professional Teaching 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: This assessment was designed as a brief extension to my Community Replicas Unit Plan. It gives information and instruction regarding describing artworks. The assignment prompts students to,  in a detailed paragraph describe an artwork from one of the key artists, Drew Leshko. 


RATIONALE: 
Though my slideshow and my own example, I display foundational knowledge of reading, writing, and oral communication in regards to describing artwork. My assessment addresses those skills within the students and provides them an opportunity to practice and refine them. 









Teaching Philosophy

Growing up, art remains an important and beneficial aspect of my life. It is an outlook to express myself, and when I am creating, I feel at peace and in the end, proud of myself. It is my belief that art can be of great benefit to young children,and my experiences support that. Art class is more than simply arts and crafts. In my classroom, art can and will be used to teach valuable lessons about important subjects, including individuality, personal confidence, compassion, culture, and social justice.. Each and every student brings value to the classroom, and will be encouraged to express themselves. I strive to create a classroom environment that is safe, welcoming, open and comfortable. 



PROFESSIONALISM, ADVOCACY & LEADERSHIP: PAL 1  
IPTS 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: For my first Pal 1, I visited the HOIC exhibition at the ISU Student Art Gallery in Julian Hall. I was able to browse the artworks created by high school students in the area. The exhibition showcased a variety of medium, including painting, digital, sculpture, and ceramics. 


 RATIONALE:  Attending this gallery show gave me an insight on the skills and capabilities of high school students in regards to the artwork they create. Additionally, in terms of my professional career within the learning community, I found inspiration and ideas about art projects to include within my own classroom. 


DESCRIPTION: For my second Pal 1, I attended University Galleries and looked at the 2023 Student Annual exhibition. I looked at a variety of art works done by students at ISU, including a handful of my classmates and friends. 

RATIONALE:    I attended this exhibition to see what others in my community have been creating, and advocate and support my friends and classmates that were featured. 


PROFESSIONALISM, ADVOCACY & LEADERSHIP: PAL 2  
IPTS 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: For my first Pal 2, I had an animation that I created last year for my ART 217 be featured in Foxtail Film Festival at ISU. https://www.foxtailfilmfestival.com/ 

RATIONALE: I displayed professionalism by communicating with my professor and with the festival directors so that my piece could be included. 

DESCRIPTION: For my second Pal 2, I attended a classmate of mine's event that she held at the school she teaches at. She held an art festival for the students at Graymont Elementary School. A handful of my classmates and I ran stations for the students to circle through. I was in charge of a station that had rocks for students to paint. 

 RATIONALE: This event gave me an opportunity to display professionalism and leadership, as well as gain experience and help out the community.