Recently I finished a guitar design project with my fifth grade classes. The students each created a design for guitar using a specific profession (athlete, scientist, artist, marine biologist, fire fighter, etc.) as inspiration for the design We had a beginning group discussion about types of guitars, parts of guitars, and elements of design. After reviewing the CREDE standards and Dr. Garcia's characteristics of culturally responsive teaching. I evaluated my guitar design lesson and reflected on how effective the standards and strategies were implemented for the project.
This was the first time I taught this project and the results of the student art work turned out to be very successful. The subject of the project, guitars, was a subject that received an instant positive reaction from the fifth graders and, as described in CREDE standard 2, allowed the students to connect school with their personal lives. The students spent majority of time in groups working on their design and discussing types of music they listened to. The students listened to a variety of music samplings from around the world that featured different types of guitars. Giving the students to opportunity to experience the cultural diversity of music. Having a specific profession to design for guitar created a challenge for the students to stretch their creativity thinking skills. The students not only had to think about how to draw their guitars but how their design was reflective of the profession they chose. Engaging a student in a challenging lesson is also a CREDE standard and is part of Dr. Garcia's educational theory.
Overall the lesson was quite successful, the students were very engaged in the project and there was plenty of opportunities for dialogue about culture through the discussion of music. As for modifications to better address the needs of ELLs with this lesson, I think next time I will have the students create an artist statement to go along with their art work that explains how they created their guitar designs and why they chose the profession for the design. Also I would have the students present their project to encourage students to work on their language skills.
I hope to post some of the pictures of the guitar designs very soon!
Saturday, October 17, 2009
Week 6 Application: Reflection of CREDE standards and Dr. Garcia's "5 Rs and 1 T" Part 1
"Teacher: one the that teaches; especially: one who's occupation is to instruct" (Merriam-Webster Dictionary, 2009)
After being a teacher for five years I would like to expand on that definition, Teacher: a listener, a confidant, a hero, an ally, a motivator, and I am sure that many students, parents, and colleagues could add to that definition as well. After listening to Dr. Thorp and Dr. Garcia describe the responsibilities of a teacher to be culturally responsive with their teachings, I'd like to add that the definition of a teacher is also to be an ambassador for knowledge, education, culture, and life.
In both Dr. Thorp and Dr. Garcia's discussion of cultural learning strategies and CREDE standards, there is a focus on creating a learning environment where all students are respected, responsible, challenged, and encouraged. For some students, school is the first opportunity to feel accepted, valued, and understood- especially for ELLs. A culturally responsive classroom is an effective way to provide all students with the greatest chance to be successful in their educational career.
With Thorp and Garcia's strategies on my mind I turn to reflect on how culturally responsive my own classroom is.
After being a teacher for five years I would like to expand on that definition, Teacher: a listener, a confidant, a hero, an ally, a motivator, and I am sure that many students, parents, and colleagues could add to that definition as well. After listening to Dr. Thorp and Dr. Garcia describe the responsibilities of a teacher to be culturally responsive with their teachings, I'd like to add that the definition of a teacher is also to be an ambassador for knowledge, education, culture, and life.
In both Dr. Thorp and Dr. Garcia's discussion of cultural learning strategies and CREDE standards, there is a focus on creating a learning environment where all students are respected, responsible, challenged, and encouraged. For some students, school is the first opportunity to feel accepted, valued, and understood- especially for ELLs. A culturally responsive classroom is an effective way to provide all students with the greatest chance to be successful in their educational career.
With Thorp and Garcia's strategies on my mind I turn to reflect on how culturally responsive my own classroom is.
Hello World!
Inspired by fellow art educators in the blog world out there like Katie Bella at Oodles of Art (http://oodlesofart.blogspot.com/)
and Patty Palmer at Deep Space Sparkle (http://www.deepspacesparkle.blogspot.com/) .
I have decided to share the wonderful art projects and lessons I use in my art classroom with the rest of the world.
As a somewhat new art teacher (Just starting year 5!) I have found blogs like the ones mentioned above as a tremendous asset to my curriculum and hope my blog will be a tool to inspire and assist other art teachers.
This is my way of "paying it forward".
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