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BEVERLY TAYLOR SORENSON ARTS LEARNING PROGRAM
   Professional Development Portfolio - Year One
      Rosemary Mitchell, Vi...
INDIVIDUAL ARTISTIC GOALS




                                                             ART EDUCATION
                 ...
3 INSTRUCTIONAL PLANS:
  •COLLABORATIVE ART MAKING – “2ND GRADE MURALS”,
   “THE COLONIAL PRINTING PRESS”, 5TH GRADE

  •L...
COLLABORATIVE ART MAKING: “2ND GRADE MURALS”
STUDENTS WILL KNOW…                STUDENTS WILL BE ABLE TO…
• the importance...
LEDGER ART: “FROM ROCK ART, TO HIDE, TO LEDGER PAPER STORYTELLING”

 STUDENTS WILL KNOW…              STUDENTS WILL BE ABL...
CLAY
 STUDENTS WILL KNOW…                                    STUDENTS WILL BE ABLE TO…
• how to create clay forms using te...
SIDE BY SIDE TEACHING


Classroom teachers and art specialists working together to
design curriculum that is rigorous in t...
BEVERLY TAYLOR SORENSON ARTS LEARNING PROGRAM
   Professional Development Portfolio - Year One
      Rosemary Mitchell, Vi...
BTS PORTFOLIO
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BTS PORTFOLIO

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Transcript of "BTS PORTFOLIO"

  1. 1. BEVERLY TAYLOR SORENSON ARTS LEARNING PROGRAM Professional Development Portfolio - Year One Rosemary Mitchell, Visual Art Specialist, Woodrow Wilson Elementary, Granite School District
  2. 2. INDIVIDUAL ARTISTIC GOALS ART EDUCATION VISUAL ARTS • WEBPAGE • PROFESSIONAL • BUILD A NETWORK EDUCATIONAL • ESTABLISH DEVELOPEMENT WITH OTHER RESOURCES • COLLABORATIV VISUAL ARTISTS • ORGANIZE E PROJECTS • SCHOOLWIDE SCHOOL ARTS • SCHOOL WILL UNDERSTANDING COMMITTEE OF SIDE BY SIDE HAVE LOOK OF TEACHING A VISUAL ART SCHOOL
  3. 3. 3 INSTRUCTIONAL PLANS: •COLLABORATIVE ART MAKING – “2ND GRADE MURALS”, “THE COLONIAL PRINTING PRESS”, 5TH GRADE •LEDGER ART – “FROM ROCK ART -TO HIDE TO - LEDGER PAPER” •CLAY – K-1: STARS & ICYCLES, 4TH GRADE: REGIONS & ANIMALS OF UTAH, 5TH GRADE TESSELLATIONS, ELL ADULT LEARNERS BASKETS, K-1 BASKETS & CATS
  4. 4. COLLABORATIVE ART MAKING: “2ND GRADE MURALS” STUDENTS WILL KNOW… STUDENTS WILL BE ABLE TO… • the importance of collaboration in art •create a collaborative mural with their • the implications of working as a team to classmates & discuss their artwork create one project • problem solve on a large scale project • the definition & history of a mural • continue a visual design INTERDISCIPLINARY CONNECTIONS: community, cultures, environment, citizenship, problem solving,collaboration, language development “THE COLONIAL PRINTING PRESS”, 5TH GRADE • the history of printmaking and its • create a letter to contribute to the class connection to Colonialism alphabet • about block printmaking and the • apply their knowledge about colonial culture importance of design to create a message • the importance of teamwork in • connect their work with another students collaborative art making work to create a collaborative work of art • Students will know the connection between • problem solve as they work in a group printmaking and colonial culture INTERDISCIPLINARY CONNECTIIONS: Explorers, Colonists, governments and cultures, communication, SLIDESHOW Problem solving, collaboration, language development
  5. 5. LEDGER ART: “FROM ROCK ART, TO HIDE, TO LEDGER PAPER STORYTELLING” STUDENTS WILL KNOW… STUDENTS WILL BE ABLE TO… • the qualities of ledger art •identify the unique aspects of • Native artists who created ledger art ledger art • create their own piece of ledger • the history of ledger art art • the aesthetic importance • discuss their ledger art with of ledger art in history other students • articulate the symbols, designs, and stories found in ledger art INTERDISCIPLINARY CONNECTIONS: History, government, cultures, Native American Tribes, storytelling, literature, symbolism SLIDESHOW
  6. 6. CLAY STUDENTS WILL KNOW… STUDENTS WILL BE ABLE TO… • how to create clay forms using textures • understand the history of clay in relation and patterns from different cultures to culture • how to use different techniques when • better understand and apply media, working with clay techniques& processes • how to incorporate art history, • choose a range of subject matter, aesthetics and criticism with a symbols and ideas hands-on activity • reflect upon and assess the results of the • how to use glazes to personalize their clay and firing process work • make connections between visual arts and other disciplines INTERDISCIPLINARY CONNECTIIONS: K-1: manipulation of tools, basic shapes, using basic shapes to create form, life skill of respect 4th: regions & landforms of Utah, soil comparisons, animals of Utah 5th: math – tessellations, repeating patterns, symmetry 6th: Egyptian vessels, Egyptian cartouches, Egyptian Paste, language development SLIDESHOW
  7. 7. SIDE BY SIDE TEACHING Classroom teachers and art specialists working together to design curriculum that is rigorous in the art form and in other areas of the curriculum, i.e. science, math, and the language arts. SLIDESHOW
  8. 8. BEVERLY TAYLOR SORENSON ARTS LEARNING PROGRAM Professional Development Portfolio - Year One Rosemary Mitchell, Visual Art Specialist, Woodrow Wilson Elementary, Granite School District
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