Focus on art learning theory, teaching methodology, and pre-student teaching clinical experiences in Art Education grades PK-8. Clinical Experience: 20 hours.

ART 309a01

Professional Art Education Sequence, Primary and Middle Grades

Reflections On Art 309a01

  • The group that I worked with collaborated very successfully both in the classroom and during preparation work. We were able to tackle each lesson as a group. While one teacher lead the lesson as the primary educator, the other two assisted them by handing out materials, answering questions, keeping a calm environment, etc. Our teamwork allowed us to work efficiently and get as much done as we could in the shorter class periods.

  • We were faced with lots of challenges over the course of this experience. Our setup for the Friday workshops was the first two sessions being made up of fifth through eighth grade for one hour each, and the second two sessions being fourth grade for forty minutes. There was little to no break in between for setup or preparation before the next session was there, ready to create. We worked through this by focusing on one lesson per day, so by the time the shorter class periods happened, most of the bugs had been worked out and we were more prepared.

  • If I were to participate in something like this again, I would have chosen some simpler projects that students were more apt to do in only one class period. The ceramics pieces turned out very well, but the more complex projects that involved lots of steps and unfamiliar materials were a little rushed and not as calming of an experience. Art-making is supposed to be fun and therapeutic, so putting unnecessary stress on students for the sake of a finished product can detract from that goal.

  • I really enjoyed working with middle school students and found a niche in age groups that I think I can work with in the future. Middle schoolers are still intrinsically interested in art for the most part because it is a “fun class” and different from the traditional classes they take the rest of the day. But, this age group is also very creatively talented and can create amazing pieces that are advanced in craftsmanship and theme.

  • I most enjoyed seeing the students every week and learning from the teacher at the school that we took over for. Ms. Strode was so encouraging and offered a huge fountain of wisdom for us to learn from. She gave constructive criticism and suggestions while we taught, and helped us prepare in any way she could. This experience was a great way to learn about teaching from a professional in a higher stress environment that is similar to a real classroom.

4-week intensive experience instructing 90+ students aged fourth through eighth grade in digital art, printmaking, and ceramics, with varying degrees of involvement.

Thomas Metcalf Laboratory School Experience

Rationale

This unit supports students’ artistic and personal growth by emphasizing identity as a central theme. Through hands-on experiences in multiple mediums, students learn to express themselves authentically while developing technical skills and conceptual understanding. The inclusion of artists such as Kehinde Wiley, Utagawa Hiroshige, and Magdalene Odundo provides historical and cultural context, inspiring students to see how art reflects individuality across time and place. By encouraging reflection and dialogue, the unit promotes equity and honors each student’s voice, ensuring that all learners feel represented and valued. Additionally, the collaborative planning and integration of varied techniques demonstrate leadership in advancing knowledge within the teaching profession and fostering inclusive, meaningful learning experiences.

Unit Plan

Description

This unit, designed for mixed-age classes (grades 4–8), focuses on identity and self-expression through art. Students explore three mediums, graphic design, printmaking, and ceramics, to create projects that reflect their individuality and personal experiences. Lessons include digital photography and abstract design, continuous contour self-portrait printmaking, and ceramic leaf texture bowls. Each activity encourages students to experiment with techniques, develop creative problem solving skills, and connect art making to their sense of self. The unit aligns with National Visual Arts Standards by fostering creativity, presentation, response, and connection through diverse art forms.

Self-Portrait Printmaking

Lesson Plan

Continuous Contour Self-Portrait Printmaking lesson plan

Presentation

This is a slide show that was presented to students for introductory lessons and examples.

Handouts

1) Kehinde Wiley Handout

2) Procedure Handouts

Teacher/Student Artwork

Here are some teacher examples, student artworks, and students at work!

Personal Digital Landscapes

Ceramic Texture Leaf Bowls

Student Work Exhibition

“Over 90 students in grades 4-8 from Thomas Metcalf School participated in a three-week art unit exploring the theme of identity. Each week, students created a new artwork with a limited time frame, engaging with different materials and ideas. Projects included digital landscapes composed of objects that represent personal identity. Students also did expressive printmaking self-portraits, and discussions about the uniqueness of individual leaves in nature as a reflection of each student’s individuality. Each student is exhibiting one selected piece from this three-week exploration. We are so proud of the students and how hard they’ve worked!”

- Label at the “Identity Through Art” show

PAL 1: Attendance at Illinois State Education Career Fair

Description

Illinois State hosted an Education Career Fair on October 21, 2025. Education Majors were able to meet with 100+ possible future employers and school districts to talk about job interviews, what the district has to offer, when they start hiring, how to make yourself stand out the most in education, and answer any questions that students may have. Some districts even held small “interviews” where students would answer questions, and the district staff present would provide them feedback.

Rationale

Attending the Illinois State Education Career Fair on October 21, 2025, supported my professional growth by connecting me with over 100 school districts and providing insight into hiring practices, interview strategies, and district expectations. This experience aligns with Standard 9D by helping me identify steps for continuous improvement, such as refining my resume and preparing for interviews, which inform my professional growth plan. It also meets Standard 9O through active participation in a professional development event and engagement with educational leaders, fostering collaboration and feedback that enhance my readiness for future teaching opportunities.

Pal 2: Teach two art lessons at

Dubois Elementary School in Springfield, IL

Description

On November 25, 2025, I took over for the art teacher at Dubois Elementary School in Springfield, IL, and taught two classes to first and fourth grade students. I began teaching first grade how to use crayon resists and watercolor, combining the technique with "what we were grateful for” discussions. Then, I wanted to reattempt the printmaking self-portrait lesson in a classroom that did not have two other co-teachers, so I tried that here as well.

Rationale

Teaching two art classes at Dubois Elementary allowed me to demonstrate leadership by independently planning and delivering lessons that promoted creativity and personal growth, which aligns with Standard 9P. By taking initiative to reattempt the printmaking self-portrait lesson in a new setting, I advanced my instructional knowledge and contributed to improving the learning experience for students. Additionally, incorporating gratitude discussions with first graders and ensuring all students could successfully engage in hands-on art activities reflects Standard 9Q, as I proactively created an inclusive environment that honored each child’s voice and advocated for their well-being through meaningful, equitable learning opportunities.