Art Education Sequence
ART 201 ART 211 ART 307 Digital Art Studio ART 309 Fall ART 309 Spring Student Teaching |
211 STUDIO ASSIGNMENT
IPTS (2013) STANDARD 2 - Content Area and Pedagogical Knowledge - The competent teacher has in-depth understanding of content area knowledge that includes central concepts, methods of inquiry, structures of the disciplines, and content area literacy. The teacher creates meaningful learning experiences for each student based upon interactions among content area and pedagogical knowledge, and evidence-based practice.
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211 UNIT PLAN
IPTS (2013) - STANDARD 1 - Teaching Diverse Students - The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop and learn within the context of their social, economic, cultural, linguistic, and academic experiences. The teacher uses these experiences to create instructional opportunities that maximize student learning.
Description: What are you teaching and how are you teaching it?
Rationale: What do you want your students to know and to do?
Evidence: Upload your unit plan.
211 STUDIO ASSIGNMENT ASSESSMENT
IPTS (2013) -STANDARD 7 - Assessment - The competent teacher understands and uses appropriate formative and summative assessment for determining student needs, monitoring student progress, measuring student growth, and evaluating student outcomes. The teacher makes decisions driven by data about curricular and instructional effectiveness and adjusts practices to meet the needs of each student.
Description: What are you assessing and how are you assessing it? What are the formative and summative assessments?
Rationale: Why are you assessing it at these points in the unit?
Evidence: Upload your unit's formative assessment and rubrics.
IPTS (2013) -STANDARD 7 - Assessment - The competent teacher understands and uses appropriate formative and summative assessment for determining student needs, monitoring student progress, measuring student growth, and evaluating student outcomes. The teacher makes decisions driven by data about curricular and instructional effectiveness and adjusts practices to meet the needs of each student.
Description: What are you assessing and how are you assessing it? What are the formative and summative assessments?
Rationale: Why are you assessing it at these points in the unit?
Evidence: Upload your unit's formative assessment and rubrics.
ARTIST HANDOUT AND POWER POINT
IPTS (2013) STANDARD 6 -Reading, Writing, and Oral Communication - The competent teacher has foundational knowledge of reading, writing, and oral communication within the content area and recognizes and addresses student reading, writing, and oral communication needs to facilitate the acquisition of content knowledge.
Description: Your artist handout from the lesson unit plan that uses the Conceptual Frameworks and the Frames. The handouts contain historical and critical information, websites, questions, vocabulary, and suggestions for further study and art making. If your unit contains other handouts you have created, include them here. Add the unit Power Point to demonstrate your diverse means of delivering information.
Rationale: State how your questions interrogate the Conceptual Frameworks and use the Frames for deeper understanding of content and cultural and societal context.
Evidence: Your unit handout/s and Power Point
IPTS (2013) STANDARD 6 -Reading, Writing, and Oral Communication - The competent teacher has foundational knowledge of reading, writing, and oral communication within the content area and recognizes and addresses student reading, writing, and oral communication needs to facilitate the acquisition of content knowledge.
Description: Your artist handout from the lesson unit plan that uses the Conceptual Frameworks and the Frames. The handouts contain historical and critical information, websites, questions, vocabulary, and suggestions for further study and art making. If your unit contains other handouts you have created, include them here. Add the unit Power Point to demonstrate your diverse means of delivering information.
Rationale: State how your questions interrogate the Conceptual Frameworks and use the Frames for deeper understanding of content and cultural and societal context.
Evidence: Your unit handout/s and Power Point
PROFESSIONALISM, ADVOCACY & LEADERSHIP: PAL 1 (2 submissions)
IPTS (2013) STANDARD 9 - Professionalism, Leadership, and Advocacy - The competent teacher is an ethical and reflective practitioner who exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession.
IPTS (2013) STANDARD 9 - Professionalism, Leadership, and Advocacy - The competent teacher is an ethical and reflective practitioner who exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession.
Description:
Rationale: Evidence: |
Description:
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PROFESSIONALISM, ADVOCACY & LEADERSHIP: PAL 2 (2 submissions)
IPTS (2013) STANDARD 9 - Professionalism, Leadership, and Advocacy - The competent teacher is an ethical and reflective practitioner who exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession.
IPTS (2013) STANDARD 9 - Professionalism, Leadership, and Advocacy - The competent teacher is an ethical and reflective practitioner who exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession.
Description:
Rationale: Evidence: |
Description:
Rationale: Evidence: |