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Professional teaching portfolio for Caitlin Devendorf

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Paint swatch portfolio online version for blog

  1. 1. CaitlinDevendorfTeachingPortfolio
  2. 2. PhilosophyMy mission is to enable each student to develop anappreciation and respect for the value the visual arts holdthroughout history. This mission is based uponrecognition of the universal human need for visualexpression. The necessity of the visual arts and visualcommunication in our contemporary society coupledwith the importance of cultural diversity enhanced byexposure to the arts drives our commitment to highquality art education. My students are prepared to bevisually literate, culturally aware adults who are skilledcritical thinkers and practiced creative problem solvers. Istrive to make my classroom an artistic and intellectualcommunity that fosters creative thinking and providesmy students with an intensive, relevant, and rewardingeducation in the visual arts.Professional Goals: Continue to focus on and improve my classroomatmosphere to promote the most favorable conditions forall students to feel comfortable taking risks and be able tolearn and grow productively Help students foster an appreciation of the power of thevisual arts in both their local community as well as on aglobal scale through collaborative projects Continue to expand and enrich my instruction toincorporate ever-changing technology, the needs ofdiverse learners and new discoveries into art pedagogy.
  3. 3. Coursework Studio Art Functional Art Sculpture Media Arts
  4. 4. Coursework: Studio ArtStudio Art is a comprehensive foundation course for those students desiring abroad background in a wide variety of art media and processes. Units aregrounded in working with and understanding the elements of art and principlesof design. The course covers basic drawing, painting, design, composition,printmaking, introduction to draw and paint software programs, ceramics, andsculpture.Sample Coursework:Egyptian Sarcophagus Lesson PlanProject Overview: The Egyptian Sarcophagus lesson is a product-based project within the Studio Art unitcovering Prehistoric to Medieval art. Students investigate the artistic contributions of each culture in depth, witha focus on sculpture and architecture.Curriculum Standards: (NYS standards for art) 1x; 2x; 3x; 4xVCS Commencement Standards: 1. Effective Communicators x; 2. Quality Producers x ; 3. Complex Thinkers x; 4. Life-Long Learners xMaterials: References for Egyptian design and sarcophagi; references for hieroglyphics and symbols,, drawingpaper, templates, colored pencils, light tables, Sharpie markers, colored pencils, rubric for assessmentDirections for Teacher: Put up question for class answer and discussion on Prehistoric and Ancient Egyptianphilosophy and design. Review last class steps of sarcophagus project, review due dates for illuminated letterproject. Allow work time for students and monitor progress.Key Questions for Students: (some to be asked personally to students in 1 on 1 time)What are your 5 personal symbols and why did you choose them?What are the 3 Egyptian symbols in your drawing. Why did you choose those symbols? How are those symbolsrelevant to you?Describe 3 ways that your drawing displays Ancient Egyptian design aesthetic.Anticipatory Set: Higher level thinking questions at the start of class to warm up students: Discus the differencesbetween the purpose for art between Pre-Historic artists and that of the Ancient Egyptians. How do thesedifferences in the purpose for creating art affect the design qualities of each culture?Objective: TSW demonstrate their knowledge of Egyptian art aesthetics through the creation of an Egyptiansarcophagus drawing.Purpose: TSW create an Egyptian inspired sarcophagus drawing to develop an understanding of the purpose anddesign aesthetics of art from the Ancient Egyptian empire.Teach:Modeling: Demonstration of proper application of colored pencil to achieve opacity. Power Point presentationto review the process of creating the sarcophagus from previous lessons.Check for Understanding: Ask students to answer questions about the process of creating their sarcophagus. Askfor student response to reviewing key concepts of symbology, patterns and composition. Review of assessmentrubric to understand what the students are to work towards.Guided Practice: Creation of Egyptian sarcophagus drawing to demonstrate knowledge of the design aestheticsof the Egyptian time period. Monitor student progress in 1 on 1 fashion. If noticing similar problems amongststudents stop class and review process and expectations.Independent Practice: Students need to sign up for advisory or after school work if behind. Students may accessthe blog to explore some of the resources on Ancient Egypt that allow them to look into the culture and timeperiod at a deeper level. 5
  5. 5. Coursework: Studio ArtLesson OutcomesAssessment:6
  6. 6. Coursework: Studio ArtSample Class Notes: Sample Powerpoint Slide
  7. 7. Coursework: Functional ArtFunctional Art is designed to explore artwork that serves a use or purpose and may includeproblems related to furniture design, clothing, jewelry, table settings, lighting, fountains andmusical instruments. Students will have the opportunity to explore a variety of processes andmaterials such as; clay, glass, wood, metals, paper, fiber and natural materials. The curriculumemphasizes skilled craftsmanship, design, conceptual issues, aesthetics and multi-culturalhistory.Sample Courswork:Polish Wycinanki Lesson PlanProject Overview: Students investigate and learn about celebrations across a variety of cultures. Studentsresearch a culture and their celebration and design a Polish paper cut (wycinanki) for that cultural celebration.Curriculum Standards: (NYS standards for art) 1x; 2x;; 3x;4xVCS Commencement Standards: 1. Effective Communicators x; 2. Quality Producers x ; 3. Complex Thinkers x; 4. Life-Long Learners xMaterials: References for Polish wycinanki; packet of paper cutting techniques; Tru-Ray fadeless paper; exactoknives; cutting mats; scissors; glue sticks; circle templates; bristol boardDirections for Teacher: Put up question for class answer on board about celebrations. Discuss decorations andhow we use them to enhance celebrations. Share Power Point of celebratory items from different cultures.Present Polish wycinanki project. Discuss connections to celebrations with Polish wycinanki. Discuss safetytechniques with knives and scissors, then pass out papers and paper technique boards and allow forexperimentation. After 20 minutes re-group and share successes and what students learned. Demonstrate somebasic paper cutting and folding techniques. Discuss subject matter for wycinanki design. Spend remainder ofclass drafting wycinanki design.Key Questions for Students: (some to be asked personally to students in 1 on 1 time)What are you celebrating with your wycinanki?How would you use this wycinanki to enhance your celebration?Describe 3 different paper cutting or folding techniques you plan to use in your project.What do you foresee giving you the most difficulty with this project?Anticipatory Set: Higher level thinking questions at the start of class to warm up students: “Brainstorm 4different types of celebrations from different cultures around the world. For each culture, list one item that isassociated with that celebration. Describe how each item is used to enhance that celebration.”Objective: TSW explore paper cutting and folding to gain ideas for making a celebratory cut-paper itemPurpose: TSW gain appreciation for the polish art of wycinanki (paper cutting)Teach:Modeling: Demonstration of proper safety procedures for knives and scissors. Demonstrate of basic papercutting and folding techniquesCheck for Understanding: Ask students to share what they’ve experimented with to see if proper safety andprocedure with cutting has been used. Ask for student response in discussion of celebrations and celebratoryitems.Guided Practice: Brainstorming and drafting of a design for a paper cutting created for a cultural celebration.Students will work independently while teacher monitors progress. Students will share results at the end of theclass period with their peers and discuss possible edits or changes they would like to make. Students will alsocomment on one another’s work in a casual, constructive fashion.Independent Practice: Students need to sign up for advisory or after school work if behind. Students may accessthe blog to explore some of the resources on Ancient Egypt that allow them to look into the culture and timeperiod at a deeper level.
  8. 8. Coursework: Functional ArtLesson Outcomes Sample Accession Form I instill in my students that the appreciation, care and keeping of artwork is as important as the process of creation. I created accession certificates so that students could not only reflect on their work, but place it within the time and context in which it was created. Accession certificates are affixed to the back of a work of art so that no matter where it travels, its provenance is known.
  9. 9. Coursework: SculptureIn Sculpture, students will explore ways of creating three-dimensionalartwork using paper, cardboard, paper Mache, plaster, clay and foundmaterials using additive and subtractive techniques. Students willexperiment with both realistic and abstract concepts within the problemsto be solved.Sample Courswork:Medieval/Modern Ceramic BeastsProject Overview: Students investigate and learn about Medieval gargoyles and beasts, paying special attention to thecultural and social ties between beasts and Medieval beliefs.Curriculum Standards: (NYS standards for art) 1x; 2x; 3x; 4xVCS Commencement Standards: 1. Effective Communicators x; 2. Quality Producers x ; 3. Complex Thinkers x ; 4.Life-Long Learners xMaterials: Earthenware clay; clay tools; slip; ceramic monster sketches; reference imagery of gargoyles and medievalbestiaries, student sketches for project, rubric for assessmentDirections for Teacher: Put up question for class answer and discussion on Medieval Art. Discuss connections betweenMedieval beliefs and beasts.Key Questions for Students: (some to be asked personally to students in 1 on 1 time)What moral or lesson inspired your Medieval beast?In what ways is this moral or lesson relevant to our modern society?What physical characteristics of your Medieval beast draw influence from your moral or lesson?How do you plan to utilize the ceramic procedures to make your Medieval beast design come to life?Anticipatory Set: Higher level thinking questions at the start of class to warm up students: Discuss the differencesbetween the purpose for art in the Medieval time period and our modern culture. How does this purpose for creationaffect the types of art that are produced?Objective: TSW create a hollow form clay monster inspired by a moral or lesson, learning proper ceramic procedureand techniquePurpose: TSW create a hollow form clay monster to develop an understanding of the purpose and design aesthetics ofsculptural art from the Medieval period..Teach:Modeling: Demonstration of sketching techniques and examples of student work. Demonstrate creating plan forconstruction. Show videos of clay techniques.Check for Understanding: Ask students to answer questions about the process of creating their monsters. Ask forstudent response to review key concepts of Medieval design aesthetic, inspiration from modern morals/lessons. Reviewof assessment rubric to understand what the students are to work towards.Guided Practice: Creation of Medieval beast sculpture sketch to demonstrate knowledge of the design aesthetics of theMedieval time period and inspiration from a moral or lesson. After discussion and approval by teacher, students mayuse knowledge gained from the demonstration and videos to create a hollow form ceramic beast. Monitor studentprogress in 1 on 1 fashion. If noticing similar problems amongst students stop class and review process andexpectations.Independent Practice: Students need to sign up for advisory or after school work if behind. Students may access theblog to explore some of the resources on Medieval art that allow them to look into the culture and time period at adeeper level.Extension: Students may design a manuscript illumination, illustrating a scene teaching the moral or lesson theychose to inspire their Medieval beast.
  10. 10. Coursework: SculptureLesson Outcomes What was successful about your monster? Describe Analyze how Interpret how Evaluate how you your you blended you showed your will use what you monster in medieval and monsters learned in other Sample great detail modern abilities in clay projects Critique How could Tool: The you improve Critique your Cube monster?
  11. 11. Coursework: Media ArtsMedia Arts is a technical combination of sight, sound and movement in theVisual Arts. In Media Arts the student will explore commercial applications ofcomputer generated art programs, create a storyline, add animation and soundto create a short film. Programs such as ToonBoom Studio, Adobe Photoshop,Corel Painter, GarageBand, iMovie, and iDVD will be utilized to createfinished, professional quality works of art.Sample Courswork:30 Second RotoscopesProject Overview: Students learn about the history and development of rotoscoping from its creation in the early 20thcentury to the modern day. Rotoscoping is a technique used to draw over live-action film movement, frame by frameto create an animation. Students will develop their own rotoscope style and create a 20 second rotoscope animation.Curriculum Standards: (NYS standards for art) 1x; 2x; 3x; 4xVCS Commencement Standards: 1. Effective Communicators x; 2. Quality Producers x ; 3. Complex Thinkers x ; 4.Life-Long Learners xMaterials: Examples of rotoscoping, Power Point presentation of history of rotoscoping, handouts on rotoscopingprocess, rubric for assessmentDirections for Teacher: Present Power Point on rotoscoping. Discuss the stylistic differences between several examplesof rotoscoping. Allow students time to search the Internet for examples of rotoscoping. Demonstrate simplerotoscoping procedure.Key Questions for Students: (some to be asked personally to students in 1 on 1 time)Who are 2 animators whose styles intrigue you?Why are you inspired by these styles?What are the key style elements of the animator you chose?How will you utilize these style elements in your own rotoscope animation?What original style elements will you create for your rotoscope animation?Anticipatory Set: Show students 3 different examples of rotoscoping. Ask the students to discuss the stylisticdifferences of the 3 examples. Discuss the time period in which each rotoscope animation was created, drawing cluesfrom the style of each.Objective: TSW create a 30 second rotoscope animation inspired by an animator of their choice.Purpose: TSW create a 30 second rotosope animation inspired by an animator to learn the techniques of rotoscopingand begin developing their own animation style.Teach:Modeling: Presentation of rotoscoping history. Demonstration of rotoscoping techniques.Check for Understanding: As students work, Ask for student response to reviewing key concepts of Medieval designaesthetic, inspiration from modern morals/lessons. Review of assessment rubric to understand what the students are towork towards.Guided Practice: As students work, pause periodically and gather as a group to discuss any problems being encounteredand to share tips or tricks they’ve discovered while creating their rotoscope animation.Independent Practice: Students need to sign up for advisory or after school work if behind. Students are encouraged tofind further examples of rotoscoping to share with the class.Extension: Students may rotoscope a scene from their favorite movie or television show in their own style.
  12. 12. Coursework: Media Arts Lesson Outcomes: Scenes from Student Rotoscopes Sample Instructional Handout: Rotoscoping in Flash Due to the diversebackgrounds of students, teaching a technology based class like Media Arts can be a challenge.I provided handouts like the one to the right for each new concept, allowing students toexperiment on their own before instructing those that needed help. Differentiating instruction in thismanner allowed studentsto feel more at ease with each new software program we utilized.
  13. 13. Assessment Rubrics Critique Passport to Art
  14. 14. Assessment: RubricsNo one method of collecting evidence of understanding is in itself a valid formof assessing a student’s understanding. Through a combination of gradingrubrics, self-assessment, peer-assessment, class critiques, and teacher/studentconferences, I believe a student can be fairly evaluated in the visual arts.RubricsRubrics are a key-component of each lesson taught in my classroom. Studentsare given the lesson rubric at the start of each project. It is reviewed anddiscussed alongside my specific expectations for the task at hand. Throughoutthe production process students are refer to the rubric to remind them of theobjectives for the project. At the close of the project students are asked to self-evaluate using the now familiar rubric. They are urged to make intelligentcommentary on the objectives of the project that allow me to further reflectupon their performance. Each project also involves a ‘reflection question’portion where I ask. synthesis level discussion questions directly aligned withthe knowledge gained through the lesson. I then assign them a grade, directlybased upon the rubric thereby ensuring each student understands how and whythey earned the grade they are given.SampleRubric
  15. 15. Assessment: CritiqueArt Critique Form 16
  16. 16. Assessment: CritiqueMid-Process Critique FormThis handout is utilized duringprojects to allow students to practiceproviding constructive feedback totheir peers. Each student benefitsfrom the critique process as well ashaving classmates give intelligentopinions on their work before it isfinished.Each student is assigned a classmate’swork to critique. Students meet oneon one with their ‘artist’ to discuss thework thus far. When finished studentsshare their findings on their partner’swork with the class, thereby allowingother students access to many differentpoints of view, levels of expertise and awide variety of opinions. Each studentcan apply this knowledge to the ownwork during the remainder of theproject, resulting in more professional,well-crafted products. Passport to ArtStudents create a ‘Passport’ page foreach movement and concept covered tomeasure comprehension. At the closeof the year students learn book bindingtechniques to create their passportbook to be utilized as a resource for thefinal exam, final reflection and insubsequent art classes
  17. 17. Collaboration Benches Project Special Education Curriculum Collaboration
  18. 18. Collaboration: CommunityBenches on Parade Victor Senior High teachers and over 40 students collaborated to take part in the Greater Rochester Benches on Parade community art project. As a group we workedwith our local sponsor to design a bench that would be an attractive, inviting part of the Victor community. The bench was auctioned in October2011, raising over $4000.
  19. 19. Collaboration: Special Education Letter fromSpecial Education Teacher As a teacher of art, I educate a large number of diverse learners. Each year I teach students in special education, including those in the Senior High 12:1:1 class. To learn the most about my students with special learning requirements I began to meet with Special Education teachers on a regular basis to discuss best practices tailored to each student. We also discuss modified curriculum for these students to ensure the highest levels of success in mainstream classes. Special Needs Students: Modified Medieval/Modern Ceramic Beast Project
  20. 20. Curriculum CollaborationStudio Art TeamStudio Art is the foundationcourse for students desiring abroad background in a widevariety of art media andprocesses. Units aregrounded in working withand understanding theelements of art and principlesof design steeped in abackground rich with arthistory from prehistoric tomodern time.Studio Art is offered at anadvanced level in 8th gradeand as a course open tostudents grades 9 through12. In my initial year atVictor I instituted the StudioArt Team. Our group meteach week to discusscoursework, share ideas andbest practices and investigatefurther opportunities toenrich the art education ofour students. The ultimategoal of our group was toensure consistency amongstall teachers so that eachstudent would leave thecourse with the sameknowledge of the same keyconcepts.
  21. 21. Extra-Curricular Art Club Random Acts of Art Teacher Workshops and Committees Curriculum Writing, Committees and New Courses Exhibitions
  22. 22. Extra-Curricular: Art ClubCollaborationOur focus was branching out beyondthe doors of Victor Senior HighSchool. We are in touch with otherArt Clubs across the region and areusing our artistic talents to get toknow new friends. Artist Trading Card Project A Collaboration with Pittsford Mendon Senior High Art Club Community Connections I value instilling a sense of community involvement in my Art Club students. Students worked with local businesses to craft scarecrows; paint windows for local businesses and show their artwork. The club has become a great contributor to the Victor and Farmington regions.
  23. 23. Extra-Curricular: Random Acts of ArtI developed the Random Acts of Art Show to recognize students whoconsistently exhibit the highest levels of dedication and effort in their artclasses. I wanted to celebrate students who may not possess the greatestartistic talent, but whose drive serves as a testament to their devotion to thearts.Each year the show has grown and is now a collaborative project betweenvisual arts, music and theater teachers. The Random Acts of Art show haslive performances by musicians; artwork being created in front of liveaudiences and theater performances based upon audience direction. It is anight filled with students, parents, teachers and art enthusiasts celebratingwhat makes the arts a powerful driving force in our modern society.
  24. 24. Extra-Curricular: Teacher WorkshopsWorkshopsTaught:Basics of Blogging:2009Basics of Blogging:How’s It Going?:2010 Right: Sample Student Work Committees Art Review Committee: 2010-2011 Family and Consumer Sciences Program Review: 2009-2010 Positive School Climate Committee: 2007-2011 Senior High Communications Committee: 2009-2011 Family and Consumer Sciences Program Review: 2009-2010 Curriculum Written: Studio Art Senior High Art Benchmarks Studio Art Benchmarks New Courses Developed: Art Through the Ages Art for Production
  25. 25. Extra-Curricular: ExhibitionsShowcasing student work beyond the art room is an extremely importantpart of being an art educator. I’ve extended visibility of student workbeyond the art wing throughout display cases in all areas of the Senior HighSchool and into the community so that every student can be proud of theirachievements and others cans witness firsthand the fine quality of workproduced in the Victor Senior High School Art Department.Victor Faculty Art ShowVictor Free Library ShowOntario County Schools Show: All Things ArtRochester Institute of Technology High School ShowEastview Mall Student Art ExhibitionVictor Family Fun FestivalCommunity Leaders BreakfastShared Spaces – Nazareth College Teacher/Student Art Show
  26. 26. Communication Blogs Parent Contact
  27. 27. Communication: BlogsI’ve created a blog for each course that offers another resource for students toutilize to further their experience in the arts. Helpful links, images of studentwork, ideas for incorporating art into everyday life and interesting arthappenings are shared alongside postings of assignments, due dates and otherrelevant class information. Students and parents alike use the blogs to keep intouch with what happens each day in the art room and communicate with me. Sample from Studio Art Blog Sample from Functional Art Blog
  28. 28. Communcation Sample Parent Communication: CourseRecommendations Sample Parent Communication: Reference Sheet
  29. 29. Recognition Grants Commendations
  30. 30. Recognition: GrantsTarget Arts and Culture in Schools Grant: 2009, 2010 Target Schools Field Trip Grant: 2009, 2010 NEH Picturing America Grant: 2009 Victor PTSA Grant: 2009, 2010, 2011 Commendations
  31. 31. Personal Artwork Grants, Awards and Exhibition Community Service
  32. 32. Personal: Artwork Oyer Home Pen and Ink 2011 Modigliani Self –Portrait Acrylics 2011 West Lake Acrylics 2011RingMixed Media Ski Museum Drawing2010 Pen and Ink 2011 Picadilly Acrylics 2009
  33. 33. Grants, Awards and ExhibitionsVermont Ski Museum – Antique Ski Race Poster Design Winner New Jersey Ski Council – Cover Design Contest Winner Rochester Democrat and Chronicle Artist Spotlight Rochester Contemporary Gallery – 6 by 6 Show Nazareth College Art Show – First prize in painting Community Service Onondaga Ski Club – Board of Directors Make – A – Wish Foundation – Volunteer Habitat for Humanity – Fundraising Volunteer Chili Public Library – Volunteer I organized a fundraiser for Habitat for Humanity, auctioning transformed doors painted by Victor staff and community members. Doors were on display throughout the district including Eastview Mall Untitled Woodburning and Acrylics 2011