Lori Henderson

3/29/17

Art 135

Reflection: Tourist Souvenir

During the studio art activity (Tourist Souvenir) for Art 135 the instructor went over

examples of potential ideas the class can use as a visual reference to base our inspiration on. A

broad variety of mix media was presented to the class to serve as possibilities one can use to

construct a physical representation of the city/town we most admired (the main goal of the class

activity). The professor gave the class a worksheet that inquires highly specified (ie. What city

we will be using, what symbol/figure we will use & what medium will we use and etc.) questions

that had be addressed before we begin to construct our souvenir. After the reflection worksheet

was completed, the instructor advocated that it would be in our best interest to draw a visual on

what we would use as a base to place our souvenir on. We were told to be mindful of the

aesthetic and be aware of the limitations of each material we choose to use. After everyone had

completed their drawings the class instructor encouraged the class to pair share their ideas with

one another (this allows time for self-reflection and bouncing off ideas from one another). After

everyone went through the analytical aspect of the studio activity we were then shown stations

displaying a broad variety of mix-media (clay, paper Mache, popsicle sticks, bendable wires, and

etc). This allowed the class the opportunity to explore mediums that they felt more comfortable

with handling.

Personally, I do see myself using this activity as a potential lesson plan because it serves

as a perfect opportunity to allow students to identify with a place they feel safe/happy/etc.
Allowing student to pair share is a fantastic platform for my students to open up with one

another, problem-solve, and bounce off ideas from one another. This places control in the

students hands while at the same time allows the instructor to have a formative assessment to

refer back to. I can see myself using this activity the first few weeks of school.
National Core Arts Standards, Amber Standards: California Commission on Teaching

Credentialing Teaching Performance

Expectations:

Visual arts- Creating TPE 1: Engaging and Supporting All Students

HS Proficient 3. Connect subject matter to real-life

VA:Cr1.2.Ia contexts and provide active learning

Shape an artistic investigation of an aspect of experiences to engage student interest,

present day life using a contemporary practice support student motivation, and allow

of art or design. students to extend their learning.

Visual arts Presenting TPE 2: Creating and Maintaining Effective

HS Proficient Environments for Student Learning

VA:Pr5.1.Ia 2. Create learning environments (i.e.,

Analyze and evaluate the reasons and ways an traditional, blended, and online) that

exhibition is presented. promote productive student learning,

encourage positive interactions among

students, reflect diversity and multiple

perspectives, and are culturally

responsive.
Visual arts- Responding TPE 3: Understanding and Organizing Subject

HS Proficient Matter for Student Learning

VA:Re.7.2.Ia 2. Use knowledge about students and

Analyze how ones understanding of the world learning goals to organize the curriculum

is affected by experiencing visual imagery. to facilitate student understanding of

subject matter, and make

accommodations and/or modifications as

needed to promote student access to the

curriculum.
Visual arts- Connecting TPE 4: Planning Instruction and Designing

HS Proficient Learning Experiences for All Students

VA:Cn10.1.Ia 4. Plan, design, implement and monitor

Document the process of developing ideas instruction, making effective use of

from early stages to fully elaborated ideas instructional time to maximize learning

opportunities and provide access to the

curriculum for all students by removing

barriers and providing access through

instructional strategies that include:

appropriate use of instructional

technology, including assistive

technology; applying principles of UDL

and MTSS; use of developmentally,

linguistically, and culturally appropriate

learning activities, instructional materials,

and resources for all students, including

the full range of English learners;

appropriate modifications for students

with disabilities in the general education

classroom; opportunities for students to

support each other in learning; and use

of community resources and services as

applicable.
TPE 5: Assessing Student Learning

1. Apply knowledge of the purposes,

characteristics, and appropriate uses of

different types of assessments (e.g.,

diagnostic, informal, formal, progress-

monitoring, formative, summative, and

performance) to design and administer

classroom assessments, including use of

scoring rubrics
TPE 6: Assessing Student Learning

3. Establish professional learning goals and

make progress to improve their practice by

routinely engaging in communication and

inquiry with colleagues.