In early childhood, teachers guide children’s artistic learning, which is then supported by peers (Wright, 2003). This is known as the guided approach. In this approach, teachers reflect, explore and plan together possible way to extend children’s artistic knowledge and skills. Furthermore, activities are deliberately open-ended to foster divergent thinking and support the process instead of the product (Mills, 2014). Teaching creative arts provides children a mode of communication and a medium for representing the world (Wright, 2003).
One of the schools I worked in required the teachers to include what type of learning style their specific lessons were tailored to. We were required to put V (visual), A (auditory), or K (kinesthetic) next to the activities. I thought this was a great idea because it challenged the teachers to show how involve a visual into their lesson or activity. As the teachers started to incorporate visuals into their lessons they realized that it was beneficial all students and not just students with special needs. This was discussed in the article, Visual Tools Make a Difference, from the editor of Disability Solutions where it was discussed as a part of differentiating instruction in the classroom.
This lesson is informed by my philosophy of education reflecting the purpose of school as a space for student 's to gain an education in art, driven by the desire to understand and learn about the world around them, and how they participate by expressing the innate creative ideas offered that are part of the human experience. Each student will develop the natural curiosity that is gained through developing and strengthening creative problem solving. In addition, students will research artists that have used collage techniques to address world issues. My goal and philosophy as a teacher is to implement a progressive type of classroom. Progressivism is defined as, "organizing schools around the concerns, curiosity, and real-world experiences of students" (Sadker & Zittleman, 2012, p. 190).
I want art to be taken seriously because it is helpful to children’s way of thinking and problem solving that can help in all subjects and way of life. Subjects from math to English have already incorporated art in their teachings by doing hands on projects that better help the students understand the material, so I think that art should do the same as well. My goal as an art teacher is to inform my students about their environment and various cultures around them, let my students explore the possibilities in art careers and show them how art can help them become better problem
When a child has the opportunity to paint, draw or sculpt, they are able to practice decision-making. For example, deciding on which media to use and what they want to create. They also are using their creativity to design the artwork they are about to create. From having the opportunity to be imaginative, students can use that creativeness to help think of different solutions to simple problems. Elliot Eisner, who teaches at Stanford, stated, “The arts teach children that problems can have more than one solution and that questions can have more than one answer.
Art is a great tool that can be used to teach children math, science, and writing. When art is incorporated into their daily lives, they do better in these areas. For some children, it may be difficult to understand certain subjects in school. Doing art activities may serve as a bridge that a child mentally may use in order to understand a subject they are struggling with. The purpose of doing art activities would be to make a certain concept or idea easier to comprehend because they are able to relate to it in an artistic way.
Children should actively engage in their schoolwork through problem solving experiences. Their classroom environment should not only meet the needs of the students, but engaging in their own learning. I present hands-on materials such as fine motor toys (manipulatives), puzzles and science experiments. The philosophy of progressivism aligns with Maria’s beliefs by presenting the children with a problem and then
Observing students during PE class can give teachers a chance to check for understanding. Observation helps teachers collect evidence of student learning. This information can then be used as feedback for students about their learning. Providing students with descriptive feedback during guided practice is a key component of engaging students in the assessment of their own learning. This type of feedback permits students a greater understanding of what they are doing well and gives them an idea of what they could do to make improvements: a key component of formative assessments.
When we working with students with IEPs or 504 plan in the classroom. We should be flexible with different needs of students. Modifying lesson plans, worksheets and assessment methods will help students have better comprehension with class and help teachers to get the most accurate data about their students. Book citation: "To get the most accurate data about what students understand and can do, assessments should not offer only one means of response but should provide multiple opportunities in varied media for learners to demonstrate skills and express themselves." Video citation: in the video, the teacher shared her idea of assessment after she learned UDL.
Philosophy I believe that education is a tool that prepares students for life as an adult. As a teacher, I will strive to teach students and help them discover talents that they are not aware of. I will encourage and inspire students to fulfill his/her goals. In my classroom, I believe I would want a student – center class curriculum. Students should have a chance to express their opinion on what goes on in the classroom.