elementary classroom
Art is integrated in my classroom in various ways. My host teacher uses art to teach new things as well as a tool to represent learning. Right now, we are working on oral hygiene in first grade. The students made mouth models using construction paper for the mouth and marshmallows for the teeth (incisors, canines, and molars). The students label their teeth in their model and use them to practice brushing and flossing. Today, students made model toothbrushes and attached their “brushing schedules” to them, which they mark when they brush each morning and evening. My host teacher has used art as a way to model, reiterate, and enforce the regular lessons on oral hygiene.
The big idea of our current lessons is oral hygiene. The integration of art throughout the lessons serves as learning tools with focus on observations and visual thinking. The models were created based on research and observation, while using them serves as a visual aid in student learning. I think the art integration could be taken a step further by allowing the students to express their thoughts and ideas about oral hygiene through art to provide a more creative element to the lessons.
The big idea of our current lessons is oral hygiene. The integration of art throughout the lessons serves as learning tools with focus on observations and visual thinking. The models were created based on research and observation, while using them serves as a visual aid in student learning. I think the art integration could be taken a step further by allowing the students to express their thoughts and ideas about oral hygiene through art to provide a more creative element to the lessons.
art classroom
The art lesson that I observed was an integration lesson about weather. My fist grade students have been learning about different types of clouds, precipitation, the water cycle, and so much more over the past few weeks. Their lessons have been integrated into literacy, science, art, and music. The objective of the lesson in art was to identify and show the different types of precipitation through the creation of a mobile. To begin the lesson, the art instructor had the class get in a circle on the carpet. She began the demonstration with how to create the clouds that the precipitation would come out of. She followed that with a demonstration of different ways to make different forms of precipitation that would “fall” from the clouds.
After the demonstration, students gathered their materials and went to the tables. The instructor walked around the room throughout the lesson to observe and help students. The atmosphere was carefree and quiet chitchat was allowed. The classroom environment was very kid-friendly. Supplies were kept low enough that students can get them for themselves and making messes was welcome as long as they were cleaned up.
Students were excited to get started and really enjoyed putting together their precipitation mobiles. Walking around, they asked me if they could sing the water cycle song they had learned or if I know the different kinds of precipitation. They were excited to use their mobiles to share their knowledge of weather and precipitation. The art instructor followed the PBS model that the rest of the school follows for behavior management. I did notice that students were sent to the safe seat a few more times than in the regular classroom, but it was usually the same students.
All in all, I would say that the art classroom I observed was fairly similar to the regular classroom. My host teacher also began lessons with carpet circles and demonstrations if needed. Students are usually allowed to chat quietly at their tables when working as long as it doesn’t become disruptive to the learning of the other students. There is a very causal and calm classroom atmosphere that is conducive to student creativity, exploration, and learning. My host teacher also follows PBS behavior management strategies and utilizes the safe seat as a last resort. Students seemed to behave and participate similarly in the two classrooms, but I would say that they are more vocal in the art room because there is a little more leeway for chitchat and table discussion.
After the demonstration, students gathered their materials and went to the tables. The instructor walked around the room throughout the lesson to observe and help students. The atmosphere was carefree and quiet chitchat was allowed. The classroom environment was very kid-friendly. Supplies were kept low enough that students can get them for themselves and making messes was welcome as long as they were cleaned up.
Students were excited to get started and really enjoyed putting together their precipitation mobiles. Walking around, they asked me if they could sing the water cycle song they had learned or if I know the different kinds of precipitation. They were excited to use their mobiles to share their knowledge of weather and precipitation. The art instructor followed the PBS model that the rest of the school follows for behavior management. I did notice that students were sent to the safe seat a few more times than in the regular classroom, but it was usually the same students.
All in all, I would say that the art classroom I observed was fairly similar to the regular classroom. My host teacher also began lessons with carpet circles and demonstrations if needed. Students are usually allowed to chat quietly at their tables when working as long as it doesn’t become disruptive to the learning of the other students. There is a very causal and calm classroom atmosphere that is conducive to student creativity, exploration, and learning. My host teacher also follows PBS behavior management strategies and utilizes the safe seat as a last resort. Students seemed to behave and participate similarly in the two classrooms, but I would say that they are more vocal in the art room because there is a little more leeway for chitchat and table discussion.