Вы находитесь на странице: 1из 3

Visual Arts

Task 2: Instruction Commentary

Respond to the prompts below (no more than single-spaced pages, including prompts) by typing your responses within the
brackets following each prompt. Do not delete or alter the prompts. Commentary pages exceeding the maximum will not be
scored. You may insert no more than 2 additional pages of supporting documentation at the end of this file. These pages
may include graphics texts or images that are not clearly !isible in the !ideo or a transcript for occasionally inaudible portions.
These pages do not count toward your page total.
1. Which lesson or lessons are shown in the video clip(s)? Identify the lesson(s) by lesson plan
[Clip 1- esson !lan "ay 1
Clip #- esson !lan "ay $%
2. Promoting a Positive Learning Environment
&efer to scenes in the video clip(s) where you provided a positive learnin' environment.
a. (ow did you demonstrate mutual respect for) rapport with) and responsiveness to
students with varied needs and bac*'rounds) and challen'e students to en'a'e in
["urin' Clip1) the students are en'a'ed in activities li*e +hin* !air ,hare. +!, challen'es and
helps students of all bac*'rounds and learnin' needs by allowin' every student to vocali-e their
thou'hts to their peers. It encoura'es positive peer-to-peer interactions as well as encoura'es
whole class participation. I responded to student sharin' after the +!, verbally to build off or
encoura'e) or push their answer further.
I demonstrated mutual respect for the students by how the carpet time was structured. +he
students *new these clear e.pectations because they were classroom rules and e.pectations
established earlier in the year. While I did not create the e.pectations) I did continue to
implement them for consistency and predictability. I used classroom procedures li*e providin'
verbal redirects followed by writin' down student/s names for time off recess. +he positive
affirmations and ne'ative conse0uences of classroom mana'ement are both critical to
maintainin' a positive learnin' environment for all students.%
3. Engaging Students in Learning
&efer to e.amples from the video clip(s) in your responses to the prompts.
a. 1.plain how your instruction en'a'ed students as they applied their *nowled'e and
s*ills in creatin' and2or respondin' to visual art concepts incorporatin' form and
structure) production) art conte.t) and2or personal perspective.
[In Clip 1) the 3hoo*4 to initially en'a'e the students involved showin' them e.amples of a
finished pro5ect. +his 'ot them e.cited about what we would be learnin'. I also utili-ed +hin*
!air ,hare) a research based strate'y to improve comprehension) student en'a'ement) as well
as the 0uality of student responses. +hey were all able to voice their opinions and respond to
the artwor* shown.
In Clip # they were able to e.press their personal perspective and e.plain the choices they
made in creatin' their artwor*. +hey were also able to e.plain why they made this choice) a
0uestion I hoped would 'et the students to 3synthesi-e4 and 3evaluate4 rather than merely
3remember.4 (6loom/s +a.onomy)%
Copyright " #$%& 'oard of Trustees of the (eland )tanford *unior +ni!ersity. 1 of 3 | pages maximum
,ll rights reser!ed. -./$0%&
The edT1, trademarks are owned by The 'oard of Trustees of the (eland )tanford *unior +ni!ersity. +se of the edT1, trademarks is
permitted only pursuant to the terms of a written license agreement.
Visual Arts
Task 2: Instruction Commentary
b. "escribe how your instruction lin*ed students/ prior academic learnin' and personal)
cultural) and community assets with new learnin'.
[In Clip 1) my instruction lin*ed student/s prior academic *nowled'e of shapes to enable them to
create architectural features usin' shapes. +owards the end of the video) I demonstrate how to
use simple shapes to create the four architectural features we studied. 7lso) the students were
able to ma*e connections to the real world throu'h the ima'es shown. +he use of the Iowa
Capital 6uildin' accessed the student/s community assets as this is a local buildin' all the
students have seen. +his made the features more concrete as they could see that these
features are local as well as in other countries. 7ll the students were able to ta*e the *nowled'e
they each have of architecture and apply it in a new way. In Clip #) the students were able to
respond with a personal answer that builds on the assets they each brin' to the classroom. %
4. ee!ening Student Learning during Instru"ti#n
&efer to e.amples from the video clip(s) in your e.planations.
a. 1.plain how you e$i"ited student res!#nses to promote thin*in' and develop
*nowled'e and s*ills related to form and structure) a medium of production) art conte.t)
AN%OR personal perspective to create and2or respond to visual art.
["urin' Clip 1) student responses were elicited throu'h the use of a +hin* !air ,hare. 1very
student in the room was 'iven the opportunity to thin* about the 0uestions as*ed and share
meanin'ful answers with their peers. +his caused them to learn and 'row from each other) as
well as 'ain confidence in sharin' their opinions. +he whole 'roup sharin' allowed me to
interact and 'ain meanin'ful student responses from students who were prepared to answer the
0uestions. +he "ay 1 Clip demonstrates the students thin*in' and havin' conversations around
the art form) structures) and art conte.t of the architectural elements tau'ht that day. Clip #
demonstrates the students e.plainin' their personal perspective and the forms and structures
they chose to ma*e their artwor*.%
b. 1.plain how in creatin'2respondin' to visual art you 'ave students the opportunity to
practice or apply a personal perspective in ways that deepened their understandin' of
visual art concepts2conte.ts.
[+he students were able to choose the architectural elements they wanted to incorporate into
their print. 7ll students *new they had to choose and incorporate at least one feature from the
followin'8 dome) arch) column) or cantilever. +hey could however choose to use all the features
in their print multiple times. +he students not only made those choices) they had to reflect on
their decisions in writin'. +he first time they e.plained their choices was on the "ay 1 !ractice
(andout. +he students were also instructed to complete a 9uic* Write on the bac* of their plate
answerin' the 0uestions) 3What did you choose to ma*e your buildin'? Why?4 +he students
were directly applyin' the art conte.t of architecture as well as the forms of usin' cut paper
shapes to create and develop their personally desi'ned buildin'.%
&. Ana$'(ing Tea")ing
&efer to e.amples from the video clip(s) in your responses to the prompts.
a. What chan'es would you ma*e to your instruction:for the whole class and2or for
students who need 'reater support or challen'e:better support student learnin' of the
central focus (e.'.) missed opportunities)?
Consider the variety of learners in your class who may re0uire different
strate'ies2support (e.'.) students with I1!s or ;<$ plans) 1n'lish lan'ua'e learners)
Copyright " #$%& 'oard of Trustees of the (eland )tanford *unior +ni!ersity. 2 of 3 | pages maximum
,ll rights reser!ed. -./$0%&
The edT1, trademarks are owned by The 'oard of Trustees of the (eland )tanford *unior +ni!ersity. +se of the edT1, trademarks is
permitted only pursuant to the terms of a written license agreement.
Visual Arts
Task 2: Instruction Commentary
stru''lin' readers) underperformin' students or those with 'aps in academic
*nowled'e) and2or 'ifted students).
[I would e.plicitly scaffold and model the 9uic* Write to a deeper e.tent. +he student responses
elicited many shallow answers. =ore support before they wrote their answers would improve the
0uality of responses. If I had e.plicitly modeled for the students) they could have achieved better
results and more students would have demonstrated hi'her level thin*in' in their 9uic* Writes.
+his further instruction would have been beneficial for all students) but even more so for 1s or
those with I1!s.
7dditionally) after reflection on my "ay 1 !ower!oint) I would have li*ed to incorporate art from
a wider variety of cultures. I did not feel I could include more because I did not want the initial
"ay 1 instruction to last too lon'. I now reali-e I could have shown them more buildin's
throu'hout the pro5ect. >or e.ample I could have had a 36uildin' of the "ay4 and shown one
new ima'e every class period and had the students discuss briefly each new ima'e.%
b. Why do you thin* these chan'es would improve student learnin'? ,upport your
e.planation with evidence of student learnin' AN principles from theory and2or
[If I had scaffolded the student/s 9uic* Write more) they could have achieved a hi'her 3?one of
!ro.imal "evelopment.4 +his continued scaffoldin' follows @y'ots*y/s learnin' theories. If more
time and e.plicit modelin' and 'uided practice had ta*en place) the 0uality of student responses
would have improved. I did not reali-e that the student e.planations would have such a variety
of responses. While my 9uic* Write did 'et the students to utili-e writin' to learn strate'ies and
'et them to thin* and e.plain their artistic choices) I received many answers that were on a
lower level of 6loom/s ta.onomy. +hey e.plained their personal choices) but often they were
superficial in nature. >or e.ample they mi'ht have said they choice a particular element
because they 3li*ed it4 but not e.plained why they li*ed that element. I would have li*ed to
receive more student e.planations that demonstrated hi'her order thin*in' s*ills.
7lso) if I incorporated more visuals for the students throu'hout the pro5ect) I could have helped
the students in two ways. >irst) the students could have made more connections to real world
e.amples. +he architectural terms could have been made more concrete throu'h the use of
these ima'es. +his draws on Aolb/s learnin' theories that emphasi-e ma*in' thin's concrete for
students as opposed to abstract. ,econd) the students mi'ht have become more en'a'ed in
the content) as their personal and cultural bac*'round were hi'hli'hted throu'h architecture
from other countries. %
Copyright " #$%& 'oard of Trustees of the (eland )tanford *unior +ni!ersity. 3 of 3 | pages maximum
,ll rights reser!ed. -./$0%&
The edT1, trademarks are owned by The 'oard of Trustees of the (eland )tanford *unior +ni!ersity. +se of the edT1, trademarks is
permitted only pursuant to the terms of a written license agreement.