Teacher Work Sample – Electronic Submission Document
Introduction
Student Teacher
Cooperating Teacher
School
_Winonah Krug__________________
_Tyson Horn____________________
_Seward Middle School___________
Context of Teaching
I made my lesson for the 6th graders in the art classroom. I taught 2 sections with
about 18 students in each group. A majority of the students were Caucasian.
There were 2 SPED students in there for inclusion. Besides that there were no
other struggling learners in the classroom. Both classes were very talkative. Mr.
Horn gave me a lot of freedom in planning my lesson. He let me know what art
movement would be covered next. I took that information and made up my own
lesson that incorporated that movement.
Understanding by Design Stage One
Complete included template below. See annotated template on the student
teaching website for reminders of expectations for Stage One completion.
Stage 1 – Identify Desired Results
Established Goals:
FA 8.1.1.c Utilize available tools, techniques, and conventions in the creation of media
arts.
FA 8.1.2.b Combine components of media arts to improve overall quality (e.g., tone,
mood, feeling, character)
FA 8.2.1.b Recognize personal voice and make stylistic choices to reflect personal
identity
FA 8.2.3.a Identify and describe themes (glossary) and styles in works of art
FA 8.2.4.d Explain how images and objects are used to convey a story, familiar
experience, or connection to the world
http://www.education.ne.gov/FineArts/Standards/Vertical%206-8.pdf
What understandings are desired?
Students will understand that . . .
Over-Arching: Students will understand the main influences of the pop art movement
Topical: Students will understand Roy Lichtenstein’s style of painting
What essential questions will be considered?
Over-Arching: What makes pop art different from other types of art?
Topical: Why did Lichtenstein draw and paint common things?
What key knowledge and skills will students acquire as a result of this unit?
Students will know. . .
Vocabulary terms related to pop art.
What makes pop art stand out from the other art movements
The influences of the leading pop artists
Students will be able to. . .
Identify Lichtenstein’s art style
Demonstrate understanding by creating their own portrait with Lichtenstein’s style
Pre-Assessment
Knowledge
Rating.pdf
For my pre-assessment, I made a knowledge-rating chart with 3 terms on it. The
terms were Pop Art, Contour Lines, and Ben-Day dots. I taught two sections of
this class which had a total of 33 students. 76% of them were familiar with Pop
Art. 78% of them did not know what contour lines were. 90% of the students had
no clue what Ben-Day dots were at all.
I was not very surprised to find out that the majority had never heard of the BenDay dot technique. I was surprised so many of them were unfamiliar with the
definition of “contour lines.” I knew that most of the students had heard of the
pop art movement. With this knowledge I made a point to spend more time
going over the Ben-Day dot technique and the term “contour lines.”
Understanding by Design Stage Two
Stage 2 – Determine Acceptable Evidence
What evidence will show that students understand?
Performance Tasks* (summary in GRASPS form):
G= Students will draw a self-portrait with a speech bubble in Lichtenstein’s style
R= Artist, designer
A= Public audience, peers, other students and staff
S= Learning about Roy Lichtenstein, have completed direct instruction and discussed the
final project
P= self-portrait using Roy Lichtenstein’s art style
S= Criteria as expressed in the rubric
Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples):
Knowledge rating
Practicing the Ben-Day dot technique before they start their final project
Dialogue with students
Observation
Final project
Student Self-Assessment and Reflection:
1. What major insight did you gather from this learning experience?
2. What challenges did you encounter?
3. Which part of this process did you enjoy the most?
4. Is there anything I can do to improve this unit to assist your learning?
Post-Assessment
Lichtenstein
rubric.pdf
Lesson Plans
Student Teacher: Winonah Krug
Grade Level: 6
Date: 10/1/14
State Standard: FA 8.1.1.c, FA 8.1.2.b, FA 8.2.1.b, FA 8.2.3.a, FA 8.2.4.d
Subject: Art
Name of Lesson: Lichtenstein Portraits
Period / Time: 8:17-9:00
I. Goal:
Required
Adaptations/Modifications:
To help students will understand the main influences
of the pop art movement
To help students understand Roy Lichtenstein’s style of
painting
To help students realize they can draw from common
objects like comics, TV, etc., to make art
II. Objectives:
Required
Adaptations/Modifications:
Students will be familiar with Roy Lichtenstein’s
background and art style
Students will demonstrate their understanding of
Lichtenstein’s work by creating a portrait using his art
style
III: Faith / Values Integration:
Students will learn about a certain art movement that
ties into the overall history of art.
Required
Adaptations/Modifications:
IV. Integrated Technology:
Required
Adaptations/Modifications:
iPad
V. Materials:
PowerPoint presentation, scratch paper, skinny
markers, template for creating evenly spaced dots
Required
Adaptations/Modifications:
VI: Procedure:
Required
Adaptations/Modifications:
A. Set / Hook:
I will start a discussion on what is popular today.
o What does the word “popular” mean today?
o What ideas and objects do you think are
considered as popular?
I will include a larger dot
template for the students that
cannot physically make dots that
small.
B. Transition:
I will have the PowerPoint
available for those who want to
use it to take notes.
I will then encourage my students to expand their
thinking by having each table write down a list of
things they consider are popular.
C. Main Lesson:
Introduce Roy Lichtenstein and pop art in a
PowerPoint
o Show students works of art from before the
1950’s.
o With their background knowledge on art
made before that time, students will have to
answer the question: Why did critics dislike
Roy Lichtenstein’s artwork when he first
emerged as an artist?
o I will then describe the characteristics of
Lichtenstein’s work and give the definition of
Ben-Day dots.
After the PowerPoint presentation, I will describe the
next assignment and let the students know what I will
be looking for.
Students will have some time to brainstorm, think
of a pose and let me take their picture on my iPad.
Students will trace shapes onto a piece of scratch
paper and practice the Ben-Day dot technique with a
template I will provide.
I will then work on getting those photos printed as big
as possible on an 8.5” by 11” piece of paper.
D. Transition:
Remind the students what they will be working on
the next day. I will show them the examples again
and have them think about these questions for next
time:
o Which areas of my portrait should I use the
o
o
o
Ben-Day dot method?
What do I want to say in my speech bubble?
Will that phrase match the pose of my
portrait?
What colors should I use to convey the right
meaning?
E.Conclusion:
At about 10 minutes left, the students will put
markers and papers away. Once they have done that,
students will be expected to sit in their seats until the
bell rings.
VII. Assessment:
I will be walking around informally assessing the
students
Required
Adaptations/Modifications:
VIII. Assignment:
Students will come back the next day knowing the
answers to the questions I posed about their final
project.
Required
Adaptations/Modifications:
IX. Self-Evaluation:
How well did I convey the information?
Did I explain instructions clearly enough?
Did I keep everyone on task well enough?
X. Coop’s Comments:
Session 2, Date: 10/3/14
I. Goal:
To help students will understand the main influences
of the pop art movement
Required
Adaptations/Modifications:
To help students understand Roy Lichtenstein’s style of
painting
To help students realize they can draw from common
objects like comics, TV, etc., to make art
II. Objectives:
Students will be familiar with Roy Lichtenstein’s
background and art style
Required
Adaptations/Modifications:
Students will demonstrate their understanding of
Lichtenstein’s work by creating a portrait using his art
style
III: Faith / Values Integration:
Students will learn about a certain art movement that
ties into the overall history of art.
Required
Adaptations/Modifications:
IV. Integrated Technology:
Required
Adaptations/Modifications:
V. Materials:
Photo of themselves, skinny markers, fat markers,
pencil, template to create evenly spaced dots, good
paper
Required
Adaptations/Modifications:
VI: Procedure:
Required
Adaptations/Modifications:
A. Set / Hook:
At the start of class, I will pass out each student’s
photo. I will have another student pass out the good
paper.
B.Transition:
Explain to the students what there should be a
balance of parts that are colored in and in dots.
Remind students that their phrase should match their
expression in each individuals photo
C. Main Lesson:
Students will start by taping their photo behind their
piece of good paper.
Then they will put their paper up to the window and
trace all the important contour lines. I will remind
them to include wrinkles in clothing and skin.
Trace all lines out in black marker (fat markers for
main outlines, thin marker for smaller details)
Once they are done with that, students will get a dot
template from me and start coloring and dotting
areas in.
D. Transition:
I will include a larger dot
template for the students that
cannot physically make dots that
small.
I will give the class collective feedback on their
artwork.
E. Conclusion:
At about 10 minutes left, the students will put
markers and papers away. Once they have done that,
students will be expected to sit in their seats until the
bell rings.
VII. Assessment:
I will be walking around helping students while
informally assessing
Required
Adaptations/Modifications:
VIII. Assignment:
Students will be working on this only in class
Required
Adaptations/Modifications:
IX. Self-Evaluation:
Where my instructions clear enough?
How can I help my students draw facial features
better?
X. Coop’s Comments:
Session 3,4,5,6, Date: 10/7/14 - 10/15/14
Students will continue working on their assignment with my approval of direction.
Students will be finishing their assignment following these criteria:
o Speech bubble should match the expression of their self portrait
o Balance of colored in areas and dotted areas
o Neatness of Ben-Day dots and colored in areas
Reflection
Respond to the following prompts with thorough reflection and specific
examples.
Student Learning Progress
1. Based off the pre-assessment, the students came in with no knowledge of the
information I was presenting. After my PowerPoint presentation and practicing
the Ben-Day dot technique most of the students had a very well rounded
knowledge of the artist and his style. Throughout the whole process, students
had to use the templates I provided. By the end I was sure they every one of
them could identify that technique. Every student passed their final assessment
with about 80% of them getting A’s.
2. The unit objectives were met to a good extent. I do wish I had more time to
further test their knowledge about all the information covered on the first day. A
majority of the time was work time for the students. I didn’t realize how long this
assignment was going to take. I knew that all the objectives were met because
the students were able to identify the style and technique and use it themselves.
3. As I mentioned previously, the class as a whole took a day or two longer than I
imagined they would have. We heavily relied on the windows in the classroom
and light tables for the students to trace their figure and make dots using my
template. There were a few stormy days that slowed down work time. We did
what we could when there was no light entering the classroom.
4. Next time I teach this unit, I will make sure to do it when the weather forecast is
sunny. I was even thinking about purchasing a couple light tables for my future
classroom to avoid such a slowdown. Instead of the students making their own
shapes for practice, I will make my own to provide to the students next time. I
found that the students goofed around more than I liked when they made their
own shapes. The last thing I want to do is to have a quiz made up for the end of
the unit on the terms and information presented.
Personal Professional Growth
1. I learned that I have to be crystal clear with my instructions. It is crazy what
some students will do with the directions you give them if you don’t spell it out
for them. I’ve had the opportunity to teach two sections of most classes and it
was an immense help being able to practice and tweak my instructions for the
next day.
2. This experience has given me much more confidence in myself, which was a long
concern before having a practical opportunity to teach. After 8 weeks of teaching
I know that I can be a very effective teacher. At the end of that experience I was
sad because I had to leave those students to teach somewhere else. I did as
much as I could to be there for my students for that short amount of time. After
this experience I knew I’d be able to connect with students and prepare lessons
with important concepts for them.