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periods we drew on sheets of paper about 1x8: a series of characters, from verbal commands
by the instructor. We used ten drawing strategies to accomplish this assignment. They are:
I enjoyed this assignment very much. Although I was uncomfortable because I am shy
parading outside looking silly (I chose a blue curly wig) but I managed, and decided the
experience was good for me. I was also uncomfortable with the drawing quickly from direction
in the beginning because I dont draw well on the spur of the moment. However I relaxed during
the gallery walk when I saw that most other students were working on the same level as me. This
was also good for me because I think Im not an artist if I dont produce museum quality work,
think children would enjoy doing it; especially the parade. I wouldnt change much. I would give
them a little more time during each segment if they needed it, and let them add color as they go
with materials such as crayons, colored pencils or markers. In addition, I would ask them choose
a theme for their parade while creating their characters, for example: Mardi Gras, Halloween,
Responding
Explain how the method of display, the location, and the experience of an artwork
influence how it is perceived and valued.
Connecting
Individually or collaboratively create visual documentation of places and times in which people
Connect subject matter to real-life contexts and provide active learning experiences to engage
student interest, support student motivation, and allow students to extend their learning.
TPE 2: Creating and Maintaining Effective Environments for Student Learning
Maintain high expectations for learning with appropriate support for the full range of students in
the classroom.
Plan, design, implement, and monitor instruction consistent with current subject-specific
pedagogy in the content area(s) of instruction, and design and implement disciplinary and cross-
disciplinary learning sequences, including integrating the visual and performing arts as
teacher and student and among students that encourage student participation in learning.
Apply knowledge of the purposes, characteristics, and appropriate uses of different types of
performance) to design and administer classroom assessments, including use of scoring rubrics.
TPE 6: Developing as a Professional Educator
Reflect on their own teaching practice and level of subject matter and pedagogical knowledge to