a bit about me:
My name is Emily Patton, I am currently teaching at Greece Athena High School. I will be recieveing my Master's in Art Education from Nazareth College in May. I received my Bachelors of Fine Arty from Alfred University with a concentration in painting. I. Throughout my life I have always chosen to work with children. From a young age I babysat for my parents friends with younger children, and was even a Nanny for a few summers in a row. At sixteen when I was able to work I became employed at a YMCA. Although I started as a life guard, I quickly ventured into being a swim instructor with different ages and skill levels; and then into being a camp counselor. Over the past eight years at the YMCA, I can look back thanking them for helping me develop a sense of self, patience, and the ability to connect to all different age levels. My personal goals are to continuoulsy evolve into an effective, creative, and imaginative teaching process. Being able to connect to, and have fun with the students is great; however being able to do that and have them understand and develop their own sense of self and creativity is another.
As an Artist
In my own creative process the most important elements is my figure and understanding my paintings context. As a figurative painter, I explore my connection with the figure and who they are so I can capture them. Although I am the creator, I also consider the viewer and how they will receive my work when I am finished. I constantly challenge myself to try and create figure that cannot only tell a story but can evoke a more powerful message or emotion. I always look at each piece I create and ask in what context it could be placed in and understanding that audience.
As an Educator
It is my belief that connection is the most important thing that can happen in a classroom. I must be able to create connections with my students, the students to the content, and instill community with each other. If I can connect with a student, I am able to find ways to help them relate with the material. If I can have students work effectively with each other, they can help each other bridge the material to their own lives.
Art allows people from all walks of life be able to connect over the similarities of man. Art is a visual language that can tell us about an event in the world, our lives, and our selves. As people we can relate to a piece of art work that has been created half way around the world if we can draw perspective and attachment to it with our own lives.
In My Room
There will be five tables set in the room modeled after the Jones arrangement. The five tables will be arranged in the room so the teacher can walk around the perimeter and be able to easily walk throughout the tables. No more than 5 students will be seated at each table. There will be tape on the floor to indicate where the fire exit isles are located. No student will be allowed to sit in these areas.
Principles and rules will be displayed prominently above the main areas where specific instruction will take place. The visuals will have the rule stated, an example of the rule/definition of the rule, and a picture to show the rule being followed.
All of the grade levels will have visual examples shown in sequencing order so a person walking into the room can easily see what is being worked on by each class.
The Essential Questions will be written on the smart board for each age level and remain up for the duration of each project. These are questions the students should be able to answer verbally or in a short answer.
The Artist Table will display various materials the class will be using. This is where students will get art supplies that are needed during that class. These materials will be project specific (colored pencils, glue, special markers, and printing materials). There will also be a bucket counter area will have supplies each table will need (pencils, erasers, handouts.) They will have the basic materials needed for every grade level and class.
In my art class, I would use a series of verbal signals to get students attention. There are two signals that would be used to offer variation. I find that if only one verbal signal is used to repetitively it does not carry the same effect long term. A signal that will be used in class is a call back “Marco Polo.” The teacher will call out “Marco” and the students will respond “Polo”, like in the classic children’s game. Another call back that will be used is “Kool aid”. The Teacher will call out “Kool” and the students will respond “Aid”.
When teaching emerging artists (k-8) I will establish a sumber system: Students will be taught that in each art class they will pick/receive a number. This number will correlate to a number written on the board. After instructions have been given, and it’s time to get supplies; the teacher will write down a supply next to each number. The student with that number will be responsible for getting that item, and responsible for putting it away in a neat and orderly fashion.
For the young artists I will have an incentive for students to participate outside of class assignments will be a designated area for a changing mural project. A wall will be used as a continuing changing mural. The mural will be available to the upper grade to pick an image that may be displayed. They mural will change every month. A class can lose the ability to leave suggestions based on their behavior. It will be the teacher’s responsibility to make sure that the mural is kept current. Students can drop off suggestions before class begins, after class, and when classwork is over. Students can put in as many suggestions us they like. It would be up to the teacher to decide if the drawing is random, or tallied.
"Visual examples shown in sequencing order so a person walking into the room can easily see what is being worked on by each class."
"It is my belief that connection is the most important thing that can happen in a classroom."
In my classroom, the principles and rules will be clearly stated and posted closest to where I give the most instructional information. These Principles and rules will have the rule stated, an example of the rule/definition of the rule, and a picture to show the rule being followed. Some ask, what is a principle rule is and what is a rule?
A principle is a guideline, it is the reason why the rules are in place. Such as: “Treat others the way you want to be treated”. A rule is how one observes or measures that the principle is being followed. Using the principle already stated, a rule that could follow would be: “I can treat others how the way I want to be treated by using kind words.” or “I can treat others I want to be treated by not hurting someone on purpose.”
These rules will be introduced day one. For the first ten art classes, they will be practiced throughout the class using verbal ques designed by the teacher, by asking the student to show the behavior, or by asking the class what they can recall.
These principles were created for an elementary classroom. They focus on basic behaviors to help students become assimilated into classroom culture.
Students need to be mindful of their bodies around others.
Students will listen to the speaker in the correct “ready to learn” behavior.
Students will use materials appropriately.
These principles were created for a middle school, or studio art classroom. They build off of elementary principles and rules that should have already been enforced. These set of principles hold the student accountable for their behaviors, actions, and use of materials in the classroom.
All people need to be respected.
All materials in the classroom need to be respected.
The teacher has the right to teach.
"How they will receive my work when I am finished?"
"These set of principles hold the student accountable for their behaviors, actions, and use of materials in the classroom."