Taylor Arnold Teaching portfolio

Table of contents

  • Resume
  • Teaching Philosophy
  • Classroom Management Plan
  • Lesson Plans
  • The Rubric
  • Letters of recommendation
  • My Artwork

Resume

Teaching Philosophy

As I have assisted other teachers and taught classrooms over the years I have grown to love the classroom and grown to love the idea of what I can bring to a classroom full of children. I have been able to see what works and what doesn’t work when it comes to teaching, although I know that I am still yet to see all situations I believe that I am prepared to teach the youth of our future and to enlighten their minds with quality education.

Students are all different and all have different needs. It is the duty of us the teachers to be able to notice what their needs are and to attend to those needs so that they can better learn and be educated in an environment that is more comfortable to them. Children can be diverse in so many ways beit from their religion, ethnicity, or just the way they were raised. All these and much much more play so much into the needs of the children and the way they need to be taught. I take it upon myself to get to know the children so that I can know their needs, so that I may better serve them and teach them in a way that they may learn better.

Every student feels the need to be wanted in some way. I focus my assignments so that they will in turn see each others progress and be able to lift each other up and work together. When you have a classroom that works together and supports each other in their hard work the classroom will succeed together. I like to reward the classroom as a whole. I feel like when we win, we win as a whole group and not as individuals. My classrooms are teams and they all work together to bring each other up.

I don’t believe there is only one right way to teaching a classroom. I believe there are many right ways to teaching a classroom. In order to have a happy and functional class I have found that you have to constantly switch it up and have all different kinds of activities for the students. Lectures can be boring but are essential to the teaching process if you want the student to first understand how to do a project and learn the importance of the steps. Not every class has to start or even have a lecture. It is important that we keep the students involved in the work and keep the interested in what they are doing. That is why I like to use group activities where they can pick each others brains. Not only do they gather ideas from others but when they work in a group they learn to work together. This is not always an easy task for any age, not even for an adult. You will always find that one student or two that has to be the leader. But the students have to and will find a way to work together. Group activities are beautiful and I love to use them in my class. Studio work is very essential for the classroom. After a lecture I believe it is important that they get to work immediately doing exactly what they just learned. What's the point of giving a lecture if they aren’t going to put into play what they just learned?

It is important that the students see that I am excited about the subjects that I have chosen to teach about. If they don’t see that I am excited about it then they will quickly lose interest and not want to learn. I always felt that students pick to be in art and that they have a choice. After teaching art for some time I have learned that is not all true. Art credit is required and some students pick art class over other art credits because they believe it to be easier over others. I don’t believe it is easier over others but I love it more than others and that is why I teach it. I want the students to excel in art and to love art as much as I do. I want to provide an opportunity to the students in my classroom for them to excel in all aspects of life. I work hard so that my classroom is an optimal classroom where art is taught to its fullest and where students feel safe.

Classroom Management

If the students don’t have the right kind of environment to learn then students will fail. It is my goal to have excellent classroom management so that they may succeed not only in my classroom or in the school but in life.

In order to keep the students engaged in the classroom I will need to make sure that I will have followed my goal of having managed my time space and materials of the classroom as well the lessons. If I have done this successfully then my lesson will be invigorating and the students will find joy and excitement in what they are learning.

Because I have managed my space correctly my classroom will be uncluttered. It's important that the classroom is uncluttered so that there is no distraction for the students. They need to stay focused on the task at hand, and it is my job to do this before any lesson can be taught to the students.

After I have organized my space and set the rules for myself it is time to set ground rules for the classroom and the students. Rules are there to protect the students and to make sure that learning can happen in the classroom. The rules need to be clear so that the students know exactly what is expected of them.

It is important to me that the students learn, and one way they learn is having all the proper materials to learn. Students must have all the required materials to take notes. If they don’t then they will need to trade with me something of value that they will want to get back. Usually the best thing I will trade with them is a cell phone, but school ID is not a bad idea either.

In order to receive respect they will need to give respect. Students ask to be treated like adults and in order to be treated like an adult they will need to respect one another. If respect is not given and there is disrespectful behavior being done in the classroom the student will receive a warning. If the behavior continues they will have a one on one with me where we can speak about how their behavior will improve and a quick plan will be devised on how this will happen.

I believe in students and their ability to work hard. I expect all students to work hard and do their best on all of their assignments. I want all my students to succeed in the classroom and in life. I want them to feel comfortable knowing that it is possible to do so here.

I work hard to learn each student's name. I believe this is important and a very powerful tool. In doing so this can help their self-esteem, but I don’t only do it to build their self-esteem. I do it because I truly care about the students and I want them to succeed. I want them to feel like they can ask me questions and feel comfortable to ask about the projects we are working on. I need to be aware if the student has any issues such as if they have any issues of speaking in front of large groups, anxiety issues. Anything like this is important for a teacher to know and is extremely important to me. I feel like as I get to know the student I will be able to better understand them and what their needs are.

It is my duty and responsibility to provide a safe environment for the students. So man small things can mean so much to a student such as a smile or just a hello in the hallway. We have been a student before and understand what it is like. It's time we provide a safe place for the students to learn and grow.

Lesson Plans

Over-arching Concept: ‘Artistic Mapping’

Focused Unit Title: History of Graphic Design

Lesson Title: Graphic Art in it most primordial age

Grade Level/Course:7-9

Media: Drawing

PREPARING TO TEACH

Steps for the class

Please open the class by introducing the title of the lesson.

Show the presentation on the history of graphic design.

Have the students create an artist map for their interview and tell them they need 10 questions

Assign them a partner.

Have the student pull an idea from the interview for a subject to illustrate.

Hand out the proper materials (listed below) to begin their art project of ink pointillism.

Content and Achievement Standards:

Creating Process: Generate ideas, goals, and solutions for original media artworks through application of focused creative processes, such as divergent thinking and experimenting.

Presenting Process: Integrate various arts, media arts forms, and content into uni ed media arts productions, considering the reaction and interaction of the audience, such as experiential design (Cave Drawings)

Enduring Ideas:

Media artists integrate various forms and contents to develop complex, unified artworks.

Artwork/Artists: Jerry Oliver Wilkerson Art: Pizza Slice Quilt, Bananas, Escargot with shells

Materials: white computer paper, pencil or pen, fine point marker.

Vocabulary: halftone, a reproduction of a photograph or other image in which the various tones of gray or color are produced by variously sized dots of ink.

printing press,a machine for printing text or pictures from type or plates.

Concepts:

Examples of Art Concepts (Elements & Principles):

Unity can be achieved by the way line, shape, color, texture, and form are arranged in a composition.

Variety can be achieved by change in tone and value.

Examples of Process Concepts:

dots closer together can resemble a darker and more shaded area.

Examples of Historical Concepts:

Cave drawings were the first example of a printed language as well paintings on display

The Printing press still today uses halftones to print images in the newspaper.

Objectives: Students will understand what a Halftone is by demonstrating halftone imagery in Ink Pointilism. By making an Ink Pointilism art piece they will be able to give examples of halftones and the difference that you can make with them when they are larger and smaller and how the tone of the image will change with the size of the dots.

Objective(s) for Student Planning: Students will participate in discussion from projected slides and photos that span from the beginning of time from cave paintings to the very first printed image in the newspaper The Daily Graphic, New York 1873. First the students will interview a partner and make a mind map with the questions that they will come up with before the interview

Objective(s) for Student Product(s): After the interview they will create an ink pointillism piece of art after seeing examples in the presentation. They will use ideas from their interview with their pier to get an idea of a piece of artwork.

Objective(s) for Student Reflection:

Students will present their ink pointillism artwork to the class and speak about the struggles of drawing in halftone.

Cross Curriculum Integration: List which curriculum are(s) a this lesson best relates:

Some of the cross curriculum that will be taught will be geography when I go over the history of the locations of where the paintings in the caves are found as well the history of communication and where they all came from. Social Studies is alway big in art and I will teach a lot about the history of art and how communication has evolved from cave drawings to newspapers to the internet. I love to teach ink pointillism and how printing photos is possible due to that process

Differentiated Instruction: In the past I have allowed some of the students that have had a hard time with making the dots form an image with a pen just do finger painting with black paint. The students really seemed to enjoy working on the project because it didn’t seem so daunting for them.

Resources: A History of Graphic Design by Phillip Meggs, Jerry Wilkerson art

Teacher Sample: Photographed and included with this Lesson Plan Assignment.

Lesson 2

Over-arching Concept: ‘Artistic Mapping’

Focused Unit Title: History of graphic design

Lesson Title: Collaged sculpture

Grade Level/Course:7-9

Media: sculpture (collage)

PREPARING TO TEACH

Steps to teach the class

Go over the slide presentation about the artists Jesse Treece and Eugenia Loli.

Show the example of collage types you have present.

Have the students make sure their workspace in clean and tidy before you hand out the materials (listed below)

Have them create their list

Have them think of a project and make it from the list that they made.

Content and Achievement Standards:

Responding Process: MA:Re8.1.I Analyze the intent, meanings, and reception of a variety of media artworks, focusing on personal and cultural contexts.

Enduring Ideas: Interpretation and appreciation require consideration of the intent, form, and context of the media and artwork.

Artwork/Artists: Jesse Treece: Artwork, Romania, Bear 2001, The City’s Been Dead (Since You’ve Been Gone

Eugenia Loli: Artwork, Mind Alteration, Farscapes, Repotaz

Materials: construction paper, glue, tape, old magazines, adobe illustrator, scissors

Vocabulary: collage: a piece of art made by sticking various different materials such as photographs and pieces of paper or fabric onto a backing

Economical space: The idea of using a space that is more economical or more ideal. hierarchy: a system or organization in which people or groups are ranked one above the other according to status or authority

Concepts:

Examples of Art Concepts (Elements & Principles):

Unity can be achieved by bringing different images together that relate with each other

Examples of Process Concepts:

when creating a person for a collage it is better to create them with as many different possible parts as to stay away from copyright laws.

Examples of Historical Concepts:

Artists use observational drawing to record and better understand how objects really look.

Objectives: Students will be able to formulate an idea and portray their idea through a collaged image

Objective(s) for Student Planning: Students will create a list of careers as well a list of words that describe a person from how they look to their emotions.

Objective(s) for Student Product(s): Students will create a collage from images out of magazines and newspaper images, as well we will pull items from outside and include them into the collage to create a 3d collage.

Objective(s) for Student Reflection: Students will remain aware of how the composition is developed. They will be able to state what is is economical use of space, and what is clear hierarchy.

Cross Curriculum Integration: List which curriculum are(s) a this lesson best relates:

I like to bring of Social Studies and History in this lesson as I teach about WWII and the Collage art that was made during this era with the war posters. but I also want to incorporate a little bit about science and have the students teach me a little bit about science and make a poster like the WWII posters but with a science theme. I want the theme to be “Weapons of Mass Communication” but educating the viewer about taking care of nature and maybe communicating to the viewer in a way that WWII propaganda posters did to the viewers during that era. I have them go outside and pull something from outside and add it to their message of their collage.

Differentiated Instruction: Sometimes it is hard for a student to formulate an idea on a message they want to relay to the viewer so I just let them pull items from outside and create a collage out of the objects they find from outside. And honestly 9 out of 10 times they will create a moving piece out of accident just by what they find outside.

Resources: Jesse Treece

Cut That Out: Collage in Temporary Design by DR.ME

A History of Graphic Design by Phillip Meggs

Teacher Sample: Photographed and included with this Lesson Plan Assignment.

Lesson 3 book cover

Over-arching Concept: ‘Artistic Mapping’

Focused Unit Title: History of Graphic Design

Lesson Title: book cover

Grade Level/Course:7-9

Media: mixed media

PREPARING TO TEACH

Steps to teach the class

Introduce to them the idea again of Economical space and Hierarchy and how important it is for a book design.

Show them slides of various book covers and discuss what makes a good book cover or not.

Show the students the process of creating a book cover on the computer and using the program Adobe Illustrator

Have the students begin their artwork by planning out a theme or a design for a book cover.

Have the students begin their work on the project.

Content and Achievement Standards:

Presenting Process: MA:Cn11.1.7b. Analyze and responsibly interact with media arts tools and environments, considering copyright, ethics, media literacy, and social media.

Connecting: MA:Cn10.1.6a. Access, evaluate, and use internal and external resources to create media artworks, such as knowledge, experiences, interests, and research.

Enduring Ideas: Media artworks and ideas are better understood and produced by relating them to their purposes, values, and various contexts.

Artwork/Artists:

Materials: Adobe illustrator on a computer, book, printing paper

Vocabulary: dust jacket: a removable paper cover, generally with a decorative design, used to protect a book from dirt or damage.

observational drawing: Drawing an image from observation (steps to draw are starting out drawing an image looking at it and never looking down at the paper. over time you will learn to trust what you see and not draw what you think is there.

Concepts:

Examples of Art Concepts (Elements & Principles):

Unity can be achieved by using various art methods

Examples of Process Concepts:

when creating a book cover it will be important for the student to be aware of the space that is available for them and be sure to use the space in the most economical way possible.

Examples of Historical Concepts:

Artists use observational drawing to record and better understand how objects look around them. Observational artwork helps us see the world and how it truly is around us.

Objectives: Students will be able to create a book cover from one of or various types of art methods that has been previously been taught. They will have learned to combine the art methods as to create an harmonious image for a book cover dust jacket.

Objective(s) for Student Planning: Students will participate in discussion from projected slides and photos showing numerous architectural styles.

Objective(s) for Student Product(s): Create a book cover from ideas that they created and observed in the presentation given to them.

Objective(s) for Student Reflection: We will Present the artwork in front of the class and the students will explain what the idea or subject is of their piece of art.

Cross Curriculum Integration: List which curriculum are(s) a this lesson best relates:

I think I teach a lot of Math when I teach this lesson because I am teaching them a lot of fractions when they are balancing out the workspace. They have to make sure everything is equal and not over weighted. But I also throw in a lot of ELA because I have them write up a summary of the so called book cover that they created as well a little autobiography about themselves.

Differentiated Instruction:

Some students are incapable of using a computer or the difficult programs that I have them use. So instead of having them go through the hard process of learning a new program to create a digital version of their book cover I will have them draw out how their cover will look and map it out with some help of other students.

Resources: Cut That Out: Collage in Temporary Design by DR.ME

A History of Graphic Design by Phillip Meggs

The Best of Cover Design: Books, Magazines, Catalogs, and More

By Altitude Associates

Teacher Sample: Photographed and included with this Lesson Plan Assignment.

Rubric

  • Elements of Design - 20 pts
  • Creativity - 20 pts
  • Effort - 20 pts
  • Skill - 20 pts
  • Stay on task in class - 20 pts

Letters of Recommendation

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My Artwork

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