Elementary Classroom Field Reflection
1. What form of arts integration or interdisciplinary learning units have you observed? In what ways were the visual forms investigated, learned, discussed, or produced in the classroom?
I have observed art integration in math and reading. In math, they did a worksheet where they had to fill in the answers, and then use those answers to find which section of the uncolored picture they should color. After they found all of the math answers and colored in the correct sections that correlated with the answers, they ended up with a picture of a butterfly or frog. Art was integrated with reading when my host teacher had her students draw a representation of the book from read aloud time. After each book she finishes, she has each student draw one scene from the story that they think could be used as the cover for the book. The students then all voted for the picture they thought best represented the book, and that picture got laminated and hung on the wall. This encouraged children to take their time on their drawings.
2. Was there a Big Idea or theme used? If so describe. Were students working with narrative, observation, imagination, and / or visual thinking?
The Big Idea that was used for the reading/art integration was stories. The students had to relate their drawings to a certain book. The students were working with narrative. They were using the story as a guide for their pictures.
3. What suggestions would you have for integration and interdisciplinary learning for this unit or lesson you observed? Try to think how you could make the learning more meaningful, connected, and deeper. Be specific.
I would have the students write a statement describing their picture, and why they picked this particular scene to describe the book. This would tie together writing, reading, and art. They would have to actually think about what they are drawing, and connect the relationship between their picture and the story.
Reflection on an Elementary Art Class
The art lesson that I observed required students to think of ordinary objects in extraordinary ways. The teacher started off by reading a book called Tar Beach. He then had the class come up with a list of different things that they would see if they flew over Columbia. Students said many things such as the Mizzou football stadium, Jessie Hall, the columns, Taco Bell, and McDonalds. He told his students to come up with different ways that these things could be drawn. For example, Taco Bell could be drawn as a restaurant in the shape of a taco or a burrito. The teacher was able to hold his students’ attention throughout the lesson by showing examples on the board, and writing the students’ ideas on the board. His strategies included asking the students to answer questions throughout the book read, and while the lesson was being presented. He also used a behavior chart to keep the students under control. If they walked in quietly and sat down they got a point, if they listened quietly during the directions they got a point, if they worked quietly on their project they got a point, and if they cleaned up nicely they got a point. Receiving points seemed to help the class run more smoothly. The class environment was very friendly and open. He walked around the entire time complimenting, telling where the student could add more, and answering any questions. Compared to a regular classroom, the art room is more laid back and busy. The students seem very easily engaged in the art room, and the atmosphere is a little more calm, but very busy. Students are always up getting supplies and looking at other work. It seems like it would be a little harder to manage behavior in an art class.
The art lesson that I observed required students to think of ordinary objects in extraordinary ways. The teacher started off by reading a book called Tar Beach. He then had the class come up with a list of different things that they would see if they flew over Columbia. Students said many things such as the Mizzou football stadium, Jessie Hall, the columns, Taco Bell, and McDonalds. He told his students to come up with different ways that these things could be drawn. For example, Taco Bell could be drawn as a restaurant in the shape of a taco or a burrito. The teacher was able to hold his students’ attention throughout the lesson by showing examples on the board, and writing the students’ ideas on the board. His strategies included asking the students to answer questions throughout the book read, and while the lesson was being presented. He also used a behavior chart to keep the students under control. If they walked in quietly and sat down they got a point, if they listened quietly during the directions they got a point, if they worked quietly on their project they got a point, and if they cleaned up nicely they got a point. Receiving points seemed to help the class run more smoothly. The class environment was very friendly and open. He walked around the entire time complimenting, telling where the student could add more, and answering any questions. Compared to a regular classroom, the art room is more laid back and busy. The students seem very easily engaged in the art room, and the atmosphere is a little more calm, but very busy. Students are always up getting supplies and looking at other work. It seems like it would be a little harder to manage behavior in an art class.