Companion Project

TQS2 Element B- Teachers demonstrate an awareness of, a commitment to, and respect for multiple aspects of diversity. While working toward common goals as a community of learners.          

All lessons are geared towards the person, and not a specific group of people. The student is able to insert their own self however they like. If accommodations are needed, they will be provided. Everybody has the space to share about their culture, their dispositions, and their personal lives if they so wish. I hope to foster an inclusive classroom where all contributions are equally validated. 

TQS1 Element A– Teachers provide instruction that is aligned with the Colorado Academic Standards and their district’s organized plan of instruction.

TQS2 Element C- Teachers engage students as individuals, including those with diverse needs and interests, across a range of ability levels by adapting their teaching for the benefit of all students.         

My lessons are built for the possibility of a multitude of outcomes, nobodies art will look the same as another student’s. Their interests are considered in the way that the lesson is open ended and room is made for their personal contributions as people and as artists. 

TQS3 Element D– Teachers establish and communicate high expectations and use processes to support the development of critical-thinking and problem-solving skills.       

These high expectations are shared at the beginning of every unit and go over behavior, project quality, and participation. Here is an example of the rubric that also lays out the high standards that the kids have access to both in person and on their canvas portals. 

TQS3 Element E-Teachers provide students with opportunities to work in teams and develop leadership.     

Students get the opportunity to work together at least once a day but most typically in warmups where we strive to share ideas and innovations with one another that lead into the topic we will go into that day or further the work we have already done leading up to today. For example…

TQS1 Element B– Teachers develop and implement lessons that connect to a variety of content areas/disciplines and emphasize literacy and mathematics.            

The students are given opportunities to read, listen, talk, and write throughout the entirety of the unit. Naturally there is measuring and aligning and composition components as well in their artwork creation/process. When turning in artwork, the students have the option to talk about their art and their process via writing, audio/speaking, or video as well. 

TQS2 Element A- Teachers foster a predictable learning environment characterized by acceptable student behavior and efficient use of time in which each student has a positive, nurturing, relationship with caring adults and peers. 

Predictability is a product of consistency and in my classroom, we have a routine and from the beginning of the year we set a precedence for student behavior which is maintained throughout the year/semester by means of verbal communication, reminders, intermittent discussions about expectations when interacting with students and adults. For example, we discuss how to effectively and respectfully contribute to the conversation during critiques, my motto is “be helpful, not hurtful”.

TQS3 Element B– Teachers use formal and informal methods to assess student learning, provide feedback, and use results to inform planning and instruction.         

Informally, I asses by watching the students engage in their project, and in planning sheets that they turn in regarding their project and I also keep an ear out for student conversations to listen for understanding, questions, and estimate time they may need to finish which all goes into the planning I must account for when looking towards the near future.

Formally, I have a mid-progress critique, post project critique, and a self-assessment at the end that provides feedback for how I will proceed going forward. 

TQS3 Element C– Teachers integrate and utilize appropriate available technology to engage students in authentic learning experiences.        

Students have access to a light box where they can capture professional photographs of their artwork both during and after every project. They are also required to upload these photos into their online portal where they can keep a virtual portfolio. 

TQS3 Element A-Teachers demonstrate knowledge about the ways in which learning takes place, including the levels of intellectual, physical, social, and emotional development of their students. More time and or accommodations unique to their needs. Grading is also adjusted if their ability level calls for such protocol.