Art and Emotion Lesson
As part of the "Middleton Experience" for Professor Debra Yates's Introduction to Teaching (EDU 202) course, I was to teach a lesson to Mrs. Mona Oxford-Lyman's seventh grade art class. The students had previously drawn self-portraits and were finishing up a plaster mask project, so I decided the subject of emotions would be engaging and applicable. The end product was a lesson I entitled, "Art & Emotion: Facial Expression in the Portrait."
These documents represent my ability to plan, prepare, and execute instruction based on knowledge of subject matter, students, and curriculum goals. I did in-depth research on how emotions are expressed in the face before using my knowledge of art and technology to create an interesting and informative presentation.
The lesson began with an opening activity about recognizing emotions, moved on to a PowerPoint presentation and accompanying worksheet (see additional content), and closed with a practice period for the students to apply what they had learned in their sketchbooks. The next day students completed a short quiz (see additional content) on the expression of emotions in the portrait. The lesson went smoothly, and Mrs. Oxford-Lyman gave me an excellent review (see additional content). My performance with the lesson and the positive review built the foundation of a relationship that later led to my student-teaching placement with Mrs. Oxford-Lyman.
This artifact, from my freshman year at the College of Idaho, demonstrates how seriously I take my lesson plans, even early on in my educational training. My lesson on art and emotion was a hit with the students, resulting in high levels of student engagement and exemplary artistic products. This lesson and its accompanying artifacts exemplify my lesson development and execution, including Domain #3's Communicating with Students (3a), Engaging Students in Learning (3c), and Using Assessment in Instruction (3d).
These documents represent my ability to plan, prepare, and execute instruction based on knowledge of subject matter, students, and curriculum goals. I did in-depth research on how emotions are expressed in the face before using my knowledge of art and technology to create an interesting and informative presentation.
The lesson began with an opening activity about recognizing emotions, moved on to a PowerPoint presentation and accompanying worksheet (see additional content), and closed with a practice period for the students to apply what they had learned in their sketchbooks. The next day students completed a short quiz (see additional content) on the expression of emotions in the portrait. The lesson went smoothly, and Mrs. Oxford-Lyman gave me an excellent review (see additional content). My performance with the lesson and the positive review built the foundation of a relationship that later led to my student-teaching placement with Mrs. Oxford-Lyman.
This artifact, from my freshman year at the College of Idaho, demonstrates how seriously I take my lesson plans, even early on in my educational training. My lesson on art and emotion was a hit with the students, resulting in high levels of student engagement and exemplary artistic products. This lesson and its accompanying artifacts exemplify my lesson development and execution, including Domain #3's Communicating with Students (3a), Engaging Students in Learning (3c), and Using Assessment in Instruction (3d).