Tiffany Luong

September 14, 2016

ITE 326
Reading Response
2. Please summarize what Cornett (2011, pp. 148-156) thinks teachers need to know to
integrate the visual arts into their curriculum. How you will use this information in your
own classroom?
Cornett says that throughout K-6, the basic visual art content and skills include studying
1) the historical, social, and cultural role of reach art in our lives; 2) communication through art
forms by creating, exhibiting, and responding to art; and 3) valuing art and developing aesthetic
sensitivity. The seven categories art is organized into are: Purposes (Defining Art, Processes);
People (Artists); Art Media (Materials and Techniques); Products (Actual Artworks); Visual Art
Elements and Concepts, and Discipline-Based Art Education.
Art is visual communication because it is like using art elements, tools, techniques, and
materials to create and express ideas and feelings. Visual art can be created, made, or viewed
using cognitive and emotional processes. Visual decoding like viewing art and expression skills
are in most literacy standards. Visual imagery plays an invaluable role in adding concrete sensory
substance to thinking.
Students can read and find out the childhood and personal struggles real artists had before
they were famous. This can make students gain courage to take risks in art and become more
confident with their own works. Using different art media, materials, and techniques can impact
students because students can learn a broad range of communication tools from them. I can use
this in my own classroom for example using drawings and paintings on different kinds of paper,
using collage materials, and clays.
Cornett says that products like actual artworks can serve as cognitive landmarks to
provoke learners to think deeply, to go behind images, ideas, and processes and make a web of
connections between what they find and other disciplines. I can use this in my own classroom by
using art quotes, facts about artists, and art-related songs and music that can be used in daily
routines.
Visual art elements and concepts are design principles, artistic styles, and the subject
matter of what art is about. Design principles are how an artists arrange and organize their work,
artistic styles are the high order thinking skills that are honed as students learn to analyze and
evaluate styles, and subject matter groupings help students understand art and give options for
original art making. I can use this in my classroom by having students organize their own art
work and analyze and evaluate their classmates artwork.
6. Cornett (2011, pp. 165 169) describes best teaching practices and instructional design
routines and structures that are highly effective. Select some of these practices, routines
and structures to describe how you want to use these in your own classroom to make the
visual arts an important component of your elementary curriculum. These teaching
practices are something you will want to include in some of your lessons that are part of
your unit plan.
One of the teaching practices that I can use is using Aesthetic Orienting. For example,
using aesthetic scanning like teaching students that taking time to notice details can lead to new

discoveries about everyday things. I can make students focus in on parts of a plant, animal, or
clothing to make them see the tiny details of it to make descriptive drawings or descriptive
sentences to explain what they see. This can also be a part of the texture/touch aesthetics because
students can feel the different kinds of textures. For example, making texture books with the
students, finger painting, or using chalk.
A routine that I can use in my classroom to make visual arts a part of my classroom is to
make stations and centers. A suggestion the book made was to have a puppet-making station.
This can be where there are different types of puppets and materials to make puppets. This can
easily be very fun for the students because they are basically free to do whatever they want to
make a puppet of their own.
10. Cornett (2011) says that energizers and warm-ups are used to ready students mentally
and physically for creative problem-solving (p.179). She lists numerous energizers and
warm-ups. Select three energizers or warm-ups that you would like to include in your
teaching. You may be able to include specific warm-ups in your unit plan that you are
going to write. Describe in detail how you would guide students through each of these
experiences. This is similar to what you need to do when you are writing your lessons in
your unit plan to describe what students will do.
One type of energizer that stood out to me was the doodle logs. So instead of writing in
their journals or logs about what they did that day, they can doodle about their day, and so on. I
would first have them take out a piece of paper and pencil or crayons. Next, have them doodle
about what happened in their day so far and what was their favorite part of it. This can be helpful
for students that have a hard time writing down their thoughts or students that cant write well,
because they can just draw whatever comes to mind.
A second energizer is doing riddles with the students. I can find or create my own riddles
about art, artists, or styles. Then share them with my class and have them guess what the answer
is before going into the art or any lesson. This can start the lesson off with a funny joke that
transitions into what I teach. This can be difficult when I work with students in the lower grade
levels like kindergarten to maybe third grade because they might not understand the jokes. I
would have to make appropriate jokes so they can understand what Im saying.
The third energizer is shape blitz. I can have the whole class search for a shape element
around the classroom for about a minute. For example, a circle, dot, a straight line, curved line.
This can give students some time to settle into class and get started with focusing their attention.
I like this idea because it reminds me of I spy, where you point out an object for the other
person to find around them.
11. Cornett (2011) includes a section on teaching art concepts and elements. She suggests,
pairing these ideas with best practices (p. 181), from Chapter 6. Select one of these
instructional strategies and use your own words to describe step-by-step how to create an
engaging experience for your elementary students. This is similar to what you need to
include in a lesson plan to describe the instructional strategies that focus on what the
students will do and what the teacher will do.
An art concept and element that I found interesting was the concentration game because I
played this type of game before. It is a memory game using 10 pairs of cards related to arts that

are matching. This is a game that could go with the stations and centers from the best practices
in chapter 6. In this game, there are two players that take turns flipping over two cards to find if
they are matching. If they are matching, the player gets to keep the matched cards. If they do not
match, they used up their turn and the next player gets to play. The player with the most matched
cards at the end of the game wins.
14. Describe the three big ideas in the arts to demonstrate your understanding of: How the
Arts are Organized; How the Arts Communicate; and How the Arts Shape and Reflect
Culture. Select a single work of art to share with your students. Create an innovative
strategy for helping your students begin to understand one of these big ideas. If you use
questions, make sure these are open-ended questions that allow you to know what the
students observe and can describe. Include an image of the artwork in your answer. This
is a skill you need when you develop your art Slide Presentation and your lesson plans.
The three main ideas in the arts are: How the arts are organized, how the arts
communicate, how the arts shape and reflect culture. Just like in writing, elements like words and
sentences are organized into a variety of forms like essays and poems, arts are organized by
elements and principles. Artists use their art to communicate to others. Arts come from many
purposes and functions to communicate. By studying how arts communicate, students can build
literacy, critical thinking, analysis and interpretative skills. Arts shape and reflect culture because
students learn about the history and background of different cultures through looking and
studying arts around the world.
Baile en Tehuantepe
Artist: Diego Rivera
1928

This is Baile en Tehuantepe by Diego Rivera. This piece of art can help students
understand one of the big ideas in art, how the arts shape and reflect culture. I could research
more about this painting and the artist and share with my students so they can get an
understanding of historical events that happened for the culture.
An activity I came up with that students can do for this painting is that they can make up
a story that fits with what they see in the painting. They can study the art and look at the details
of the background, the people, their clothing, the setting, and what is happening in the art. If they
are older/upper grade students, they can write a short story of the art from what they see and
from what I have told them about the artist and his background. If they are younger/lower grade
students, I could ask them to just study the art and I can ask them about the details they see.
Then, I could ask one student by one to make up a sentence of the story and I write it down on
the board for them to see, because the lower grade students might have a harder time to express
and write down what they want.
20. Identify and copy selected benchmarks in three different grade levels that are directly
related to engaging students in creating their own original artwork. Write a brief
description (summary or overview) of a lesson for each benchmark selected that requires
students to create their own authentic artwork. Describe the media and techniques your
students will learn to use and how they will demonstrate they have met this standard in
their artwork. This is a skill you will need to develop lessons for creating works of art as
part of your two related lesson plans.
Grade: 1st
Benchmark: FA.1.1.5
- Use familiar subjects and experiences to create original works of art
The student: Creates original artwork about self, family, or personal experience that
communicates personal ideas or feelings.
Lesson: Students can draw a self-portrait and write a description of themselves and their family.
The students can sketch themselves out on a paper with pencil first, then they can use paint to
color themselves. Then on a separate piece of paper, they can write down the description of
themselves and their family and glue it to the back of their self-portrait when its dry.
-

To demonstrate the students have met this standard in their artwork, they have to analyze,
using specific examples, how own artwork expresses familiar subjects and experiences

Grade: 3rd
Benchmark: FA.3.1.3
- Use observational skills in creating an original work of art
The student: Creates an original artwork based on observation of objects and/or scenes in daily
life that depicts the subject with appropriate developmental skill.
Lesson: I can take students outside the classroom for a mini field trip around the school to find a
piece of nature to draw. They can take a leaf, a flower, a small rock, grass, or anything that is

nature that they can find outside. Then, when they go back into the classroom, the students can
draw what they see from their object. Then they can paint their drawing with watercolors.
-

To demonstrate the students have met this standard in their artwork, they have to
consistently use observational skills in creating an original work of art

Grade: 5th
Benchmark: FA.5.1.4
- Explain how an original artwork demonstrates a concept or idea from another discipline
The student: Creates an original work of art that demonstrates a concept or idea and can explain
his/her idea or concept.
Lesson: Have students create their own invention of some kind to help people in the community
and/or school. Then, students can draw or make their inventions and write an explanation of it
and how it can help people on a separate paper. Students can then share with the class their
inventions and put them up around the classroom like an art gallery. When analyzing everyones
ideas, they can walk around the class and write down comments next to the invention about
what they think about it.
-

To demonstrate the students have met this standard in their artwork, they have to analyze,
using evidence, how an original artwork demonstrates a concept or idea from another
discipline

Citations
Baile en Tehauntepec by Diego Rivera. (n.d.). Retrieved September 15, 2016, from
http://www.diegorivera.org/baile.jsp
Hawaiiartsalliance. (n.d.). Retrieved September 15, 2016, from
http://www.hawaiiartsalliance.org/#!arts-education/c8k2
Welcome to the Standards Toolkit. (n.d.). Retrieved September 15, 2016, from
http://standardstoolkit.k12.hi.us/
Needs Improvement

Meets Expectations

Online posting:
__ The teacher candidate needs
a reminder to complete this task
in a timely manner.

Online posting in Forums and in

Assignments
_X_ Includes your name on your
posting in a .doc file or in a Google
document in Forums
_X_ Proofreads work before submitting
_X_ Copies each question and included
the number of the question.
_X_ Answers all components of each
question
_X_ Answers in detail the required

__ The teacher candidate needs

a reminder to complete this task
prior to submitting other work for
instructor review.
__The teacher candidate needs

Exceeds Expectations
In addition to meets expectations,
provide evidence of how you think
you exceeded the expectations for
this project:

I answered all the questions

carefully, concisely, and with
detail. I made connections to my
field classroom and what kinds
of art they did in class and made

a reminder to use Word and to

submit as a .doc or .docx.
___ The teacher candidate
needs a reminder to proofread
work.
___The teacher candidate
needs a reminder to use
citations correctly.

number of questions from each reading

_X_ Includes a total of six questions
and answers
_X_ Answers demonstrate evidence of
reading
_X_Answers indicate thinking for
yourself and are different from other
answers shared
_X_Includes citations in answers (APA)
_X_Uses rubric to self-assess work
_X_Posts finished work in Forums for
peer review.
_X_Responds to one peer and includes
name here: Rachel Wagner
_X_Posts rubric and finished work in
Assignments for instructor review

my own lessons and activities

with them. I also found a picture
of an artwork and thought of an
activity for students to do on it.