Transcript TTPA - Annie Jacobs

TPATGOALS
TPA
(Domains and Standards Summary)
Annie Jacobs
Academic Year 2012-2013
Murray High School
• X Student Academic Progress Goal – Domain 7
Goal:
• Raise the level of literacy through the visual arts. Students
will apply visual ideas to support the written word, feelings,
and perspective to be successfully integrated and
communicated in 2D and 3D project-based work.
Supporting patterns, trends, past practices, current research,
or data (rationale):
• This focus will further develop the art of communication, the
intent of the artist, and the critical thinking and assessment
components necessary to realize a successful message and
piece of artwork. This practice( innovation) can be transferred
to other subjects and real-life applications.
Goals Continued
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SMART Goal:
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For the 2012-2013 academic school year, I would like to continue with two goals
established last year. The first goal is to seek and establish new student-centered
intervention strategies to sustain learning and build relationships. The second
goal is to continue developing new and creative strategies for effective
communication that will result in student achievement and extend into the
global community. I am particularly concerned and focused on the at-risk
population in the inclusive setting. (see below)
Maintain, model, and further develop precise language to clearly
communicate, support ideas, knowledge, and processes.
. Demonstrate fair and ethical behavior and respect for diversity
demonstrated by daily actions and decision-making that fosters
community, safety, and standards.
. Facilitate applicable habits of mind and metacognitive strategies to
help students be mindful as a tool to promote academic and social
work.
Annie Jacobs
As a representative of the arts community, my goal is to open
up as many paths through art to encourage and develop
understanding, critical thinking and thus, creativity within any
given medium.
My goal is to accommodate the needs of a diverse learning
community with differentiated strategies.
My goal is to present choices that are relevant to students so
they may draw from their experiences and grow in perspective
My personal response to art is to honor nature and its varied
creatures. Please enjoy the slide show representing some of
my work followed by works of my students.
The following represents leadership results in acceptable, measurable
student academic progress based on established standards.
© 2007 - 2013 Murray High School > Ms. Jacobs. All Rights Reserved.
Student Work
Gray Scale applications
Monochromatic applications
Tints and Shades
Exploring hue, value,
tints, and shades
Exploring Hue, Value
Expressive strategies
In creative drawing
Forms and figures
Vision and composition
Communication
Cultures
Perceptions and Interpretations
Honoring those who have given us great works of art……..
Symbolism, metacognitive vision of Surrealism
Productive
thinking
Media
Process of
Visualization
Photography
Summary
 Making art involves skills, processes,
and ideas.
 Artwork is personal and distinctive to
each individual and, in doing so, we
become more accepting of ourselves.
 The creativity and critical thinking skills
open our view to the possibilities of
more than one solution to a task.
 Art fosters respect for differences.
General Outcomes
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I conducted myself in a professional manner with transparency in
words and actions with all members of the community.
I supported and initiated collaboration whenever possible and
appropriate to facilitate efficient management of the classroom schedule
and equality for all.
I routinely checked in with students to make certain needs were met for
the day.
Through class discussions, ideas and strategies where discussed and
determined to support student success.
In setting up, facilitating meeting/conversations with parents, I kept
standards, community expectations, safety, and melding of individual
needs a priority.
I successfully treated everyone as unique individuals and supported
strategies in collaboration with parents and school expectations to help
students develop academically and socially.
Respectfully submitted, Annie Jacobs
Knowledge of Students
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a. Provides learning opportunities that support students learning style and
intellectual, social, and personal development.
Example: Art readily enables individuals to display the unique brands of
creativity and personalities. With the introduction of all art units, I provide a
hands-on experience with the new materials/mediums.
1-Students become familiar with the medium through exploration.
2-Students bring their own ideas, individuality, and creativity to the medium.
3-Students are more willing to take on a new approach/technique/strategy
once they have had opportunity to ‘play’ with the medium.
4-Exploration fosters the metacognitive process for developing questions for
discussion.
5-The initial process helps me understand the level of knowledge each student
possesses and how to approach every aspect of the unit lessons thereof.
Knowledge of Students cont.
• Clay Unit:
Prior to introducing slab sculpture, students were each
given clay and were directed to create something
personally meaningful in 30 minutes. There were no
other instructions. For a lesson to be innovative, the
concept of choice must exist to engage a relevant and
authentic response.
Initial responses: Joy, confusion, questioning, laughter,
engagement, and non-participation.
Students were given the opportunity to share each work
and the reasons behind their choices. Later, these brief
works were the basis for a more formal project.
Knowledge of Students
• Personal Response: The owl was a favorite choice for
many students as this was a symbol for a beloved student and
friend lost earlier in the year. The student loved owls and
represented these creatures in her drawings. Students chose to
sculpt a variety of owls. Here is an example.
Knowledge of Content
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Effectively articulates the central concepts and understandings of the discipline(s).
Communicates content knowledge and processes used by adults working in the discipline(s).
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Example:
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(art + history; art + social studies)
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Long known for the phrase “baseball, apple
pie and Chevrolet*,” American traditions are
based upon the many things our large and
varied country provides. A generous slice of
clay “pie” contains symbols of each child’s
favorite things — family, hometowns, friends
and a country of heroes. They reflect the past,
present and future.
Class discussion needs to include possibilities
like gold arches, rock music, sports,
cheerleaders, ice cream cones and American
pride. Each slice contains as many items as
possible. The clay sculpture is hand-built with
air-dried clay (or ceramic-fired clay and
glazes) and painted with Matte Acrylic
Paint.
*Chevrolet is a trademark of the General Motors Corporation
This lesson offered extended choice to students other that ‘pie’ but the process was basis for student creations.
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American Pie
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Process
1. Students draw a sketch of the objects
they are putting in the slice of pie. Each
object needs to be simple, without a lot
of detail, so several can fit on the pie
slice. Painting will add the final details to
help identify each item.
2. Divide the clay in half, put one half in the
bag to keep damp. Moisten hands and roll
the clay into a ball. Flatten the ball with
the palm of a hand, then use the roller to
make a slab of even thickness. This will
be the “pie crust,” and should be about
3/8" thick. Cut a wedge about 4" x 6"
from the slab and remove the scraps,
immediately placing them back into the
zip-close bag. Keep the back edge
uneven, as a pie crust would be. Lift the
back edge up about 1-1/2" to 2" to form
the pie shell. Add some extra clay to
strengthen the base of the shell. Use slip
technique in #4.
Content Continued
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3. Start forming the symbols from clay.
Where the symbols will attach to each
other and to the pie crust, roughen the
clay with a tool (called “scoring”) and mix
a little water and clay to make “slip” (also
called clay glue). Dab the slip onto the
scored areas before joining the pieces to
help them adhere. Place the objects into
the pie shell, secure with the slip and use
clay tools to attach.
NOTE: Self-hardening clay should dry in
24-48 hours, depending on thickness.
4. Paint the dry clay with acrylic
— a thick, opaque paint with excellent
covering abilities. Use only a small
amount of paint at a time. Keep the red
color of the clay visible to mimic real pie
crust. Select brushes small enough to fit
into the tiny background areas of the
symbols. Paint the background first and
work the paint details to the outside.
Acrylic may be thinned with water in
order to get fine detail. Paint will dry with
a permanent matte finish.
Content Continued-National Standards
• Content Standard #1 — Understanding and
applying media, techniques, and processes
• Students conceive and create works of
visual art that demonstrate an
understanding of how the communication
of their ideas relates to the media,
techniques, and processes they use.
Content Standards Cont.
• Content Standard #2 — Using knowledge of
structures and functions
• Students demonstrate the ability to form and
defend judgments about the characteristics and
structures to accomplish commercial, personal,
communal, or other purposes of art.
Content Standards Cont.
• Content Standard #3 — Choosing and
evaluating a range of subject matter, symbols,
and ideas.
• Students evaluate and defend the validity of
• sources for content and the manner in which
• subject matter, symbols, and images are used in
the
• students' works and in significant works by
others.
Content Standards Cont.
• Content Standard #4 — Reflecting upon and
assessing the characteristics and merits of their
work and the work of others.
• Students reflect analytically on various
interpretations as a means for understanding
and evaluating works of visual art.
Planning, Delivery, and Assessment of
Instruction
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#1 – Instructional
a)
I collaborated with my co-workers to create a shared vision of teaching and learning through
differentiation strategies that supports students’ academic progress and school improvement as revealed
by assessment, fostering metacognition leading to critical thinking skills relevant to student success.
Much discussion and collaboration was devoted to establishing and implementing a common language
and expectations throughout the school building. For example, a contract was created by students and
staff for the school year.
b)
I facilitated collaboration to effectively implement and reinforce science and social studies, and
English curricula through integration of an art-infused and interactive process and under sheltered
instruction lens. The outcome was a broader view of differentiation to support and extend teacher
strategies to support students learning.
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Student academic progress was realized and assessed as the framework for language
development was linked to previous knowledge students gained from past lessons. The outcome was an
increase understanding as exhibited in passing test scores, project-based learning, and implementation of
techniques in art.
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Fostering and facilitating collaboration brought out many positive growth changes. For example,
I used interactive, non-threatening activities and interactions for cooperative learning and sharing
supporting the vision for a safe and welcoming learning environment.
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The collaborative process was used to support vocabulary, visual cues and other strategies and
positive assessment scores increased.
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Further, with an increase of vocabulary to support understanding, this maximized interpersonal
communications and teamwork.
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In terms of self-awareness and seeing through diverse viewpoints, intrapersonal relations were
developed in these lessons.
Safe, Effective, Learning
Environment
• a) In setting up facilitating meetings/conversations with parents,
I kept standards, community expectations, safety, and melding of
individual needs a priority. Much time was devoted to
communicating with parents to give and gain information to
support students. I mediated with students to support academic and
social needs.
• b) I fostered improvement in scores, behaviors, and quality work
reflective in student achievement through collaboration with
teachers by informal learning communities and met weekly for
updates.
• c) I modeled fair and ethical behavior and respect for diversity in
daily actions and decision-making that gave value to each
individual fostering community, safety, and standards.
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I worked collaboratively with teachers and intervention
specialist to accommodate the immediate needs of both teachers and
special needs students to create a less stressful and positive learning
environment.
Professionalism
• a) As a professional, I remain transparent in
behavior and attitude.
• b) I facilitate applicable habits of mind and
metacognitive strategies to help students and
achieve mindfulness. This is a tool to
promote academic and social work.
• c) I successfully treat everyone as unique
individuals and support strategies to be
mindful of other unique perspectives to help
support academic and social growth.
Student Academic Growth
• a) Supported and implemented work in strategies
development for reading in the content areas by working with
staff to introducing Mastery Learning model and infused arts
strategies and alternative assessment.
• b) Published project-based research addressing learning
strategies and autism. Introduced new learning methods
through infusion with the arts, scaffolding for differentiation
to ensure total comprehension for all students. Outcomes
were acceptable measurable progress using alternative
strategies to address individual needs.
• c) I worked with community outreach to establish venues
work studies and apprenticeships for students extended
learning in chosen fields of study.