ISU Art Education Teaching Portfolio Checklist

STUDENT NAME: ____________________________________________________________________________________________ Revised February 2013

ART 201 GRADE INITIAL EVIDENCE & STANDARD INDICATOR 201 Studio Assignment: photo(s) of at least 1 artwork created during 201 with an artist statement describing the

work’s content and message 1E analyzes and demonstrates the elements and principles of design.

Midterm or Final Exam 1F 1G

analyzes and demonstrates how aesthetic qualities (e.g., elements, principles, and expressive ideas) are used in art works. analyzes and evaluates (critiques) artworks for how aesthetic qualities are used to convey intent, expressive ideas, and/or meaning.

Studio Artwork with Concept Development Work: at least 1 completed artwork from a recent studio course with concept development work (sketches, idea development lists, critique notes, etc.) 4F creates artwork that demonstrates the process of problem solving and creative exploration.

Clinical Observation Written Reflection 7A understands child development and the psychological principles of learning and how they apply to

visual arts education. Professionalism, Advocacy & Leadership (PAL) 1

7G understands the need for continuing study, self evaluation, and professional growth. attend IAEA Fall Conference attend ISU Roundtables attend Student Education Association events

attend a teaching lecture, demonstration, workshop, artist talk, etc. either on or off campus

Professionalism, Advocacy & Leadership (PAL) 2 7N advances his or her knowledge of current developments in the field by participating in professional development

activities (e.g., coursework, professional organizations, and workshops). volunteer at Student Chapter events volunteer at Boys & Girls Club

assist teaching at Children’s Discovery Museum volunteer in art classes at Metcalf Lab School

Comments:

ISU Art Education Teaching Portfolio Checklist

STUDENT NAME: ____________________________________________________________________________________________ Revised February 2013

ART 211 GRADE INITIAL EVIDENCE & STANDARD INDICATOR 211 Studio Assignment: photo(s) of at least 1 artwork created during 211 with an artist statement describing the

work’s content and message 1A 1B 1C

understands the elements of design: color, form, line, shape, space, texture, and value. understands the principles of design: balance, contrast, harmony, movement, pattern, repetition, rhythm, and unity. understands the expressive qualities and communication of ideas.

Written Reading Reflection: at least 1 written reflection about a reading completed for class 1G analyzes and evaluates (critiques) artworks for how aesthetic qualities are used to convey intent, expressive

ideas, and/or meaning. Hybridity Paper or Mask Culture Assignment

2A 2B 2E 5G

understands how to compare and contrast elements, principles, and tools in two or more visual artworks. understands how to compare and contrast artworks in two or more fine arts that share processes, expressive ideas, similar themes, historical periods, or societal contexts. analyzes and evaluates similar and distinctive characteristics of artworks in and among the arts. analyzes the function of the visual arts in various eras and cultures.

211 Studio Assignment Self-Assessment (choose your best one) 3A understands media and tools and how to use them in a safe and responsible manner.

Diverse Artists Handout and Presentation 5A understands how the visual arts function in a cultural and societal context.

Berger “Ways of Seeing” Reflection Paper 5F analyzes how the visual arts do and have been used to inform and persuade.

Professionalism, Advocacy & Leadership (PAL) 1 7G understands the need for continuing study, self evaluation, and professional growth. attend Winter Student Chapters Meeting attend NAEA National Convention attend Media and Methods Conference

attend a teaching lecture, demonstration, workshop, artist talk, etc. either on or off campus

attend Student Education Association events Professionalism, Advocacy & Leadership (PAL) 2

7N advances his or her knowledge of current developments in the field by participating in professional development activities (e.g., coursework, professional organizations, and workshops).

volunteer at Student Chapter events volunteer at Boys & Girls Club assist or teach at LeRoy Arts Festival teach at Children’s Discovery Museum

exhibit artwork in the Coffeehouse Show or another juried show

volunteer in art classes at Metcalf Lab School

Comments: ART 307 GRADE INITIAL EVIDENCE & STANDARD INDICATOR Adaptive Lesson Plan and Clinical Experience Written Reflection (at least 1 of each)

7H adapts instructional strategies and assessment methods to the needs of individual students, allowing for students' learning styles, cultural backgrounds, and special needs.

Comments: THE DIGITAL ART STUDIO GRADE INITIAL EVIDENCE & STANDARD INDICATOR Digital Studio Mini Portfolio: choose at least 3 pieces of digital artwork with artist statements. Choose from digital

illustration, digital photo, animation, digital video sound collage and interactive game. 1D 2D

understands properties of two- and three-dimensional space and of the fourth dimension, time. collaborates with other arts specialists in developing inter-related artworks.

Personal Logo and Artist Statement 5B understands how visual arts function in commercial applications (e.g., mass media, environmental

and product design). Comments:

ISU Art Education Teaching Portfolio Checklist

STUDENT NAME: ____________________________________________________________________________________________ Revised February 2013

ART 309 FALL GRADE INITIAL EVIDENCE & STANDARD INDICATOR Interrelating the Arts Saturday Class Lesson Plan and Written Reflection

2C 2E 7L

understands how different art forms combine to create an interrelated artwork (e.g., musical theatre, and cinematography). analyzes and evaluates similar and distinctive characteristics of artworks in and among the arts. identifies and applies teaching methods for integrating visual arts with other art forms and other subject areas.

Saturday Class Lesson Plans: choose at least 2 lesson plans from Saturday Classes with accompanying materials and written reflections discussing age-appropriate instructional methods 7B understands a variety of current age-appropriate instructional strategies and their applications.

Saturday Class Classroom Set-Up 7D understands how to organize the instructional environment to maximize students’ learning.

Professionalism, Advocacy & Leadership (PAL) 1 7G understands the need for continuing study, self evaluation, and professional growth.

attend IAEA Fall Conference attend Student Education Association events

attend a teaching lecture, demonstration, workshop, artist talk, etc. either on or off campus

Professionalism, Advocacy & Leadership (PAL) 2 7N advances his or her knowledge of current developments in the field by participating in professional development

activities (e.g., coursework, professional organizations, and workshops). take on a leadership role on Student Chapter

Executive Board volunteer at/help coordinate Student Chapter events volunteer at Boys & Girls Club volunteer in art classes at Metcalf Lab School

present/co-present at ISU Roundtables present/co-present at IAEA Fall Conference

Roundtables teach at Children’s Discovery Museum submit a Beyond the Binder article

Comments:

ISU Art Education Teaching Portfolio Checklist

STUDENT NAME: ____________________________________________________________________________________________ Revised February 2013

ART 309 SPRING GRADE INITIAL EVIDENCE & STANDARD INDICATOR Artistic Process Mini Portfolio: photos of artworks demonstrating competence in at least 5 different 2D and

3D media demonstrating realistic, abstract, conceptual, functional and decorative styles. At least 1 piece must be digital art not displayed in any other section of your Teaching Portfolio. Each piece must be accompanied by a descriptive statement discussing how the tools, techniques and processes you used created specific effects, and how your selection of media, tools, technologies, and processes supported and influenced your communication of ideas. 3B 3C 3D 4A 4C 4D 4E

understands a minimum of five artistic processes (e.g., printmaking, fiber arts, photography, sculpture, and electronic media). describes how the selection of tools/techniques and processes creates specific effects. analyzes and evaluates how the selection of media, tools, technologies, and processes is used to support and influence the communication of ideas. understands the manipulative skills necessary to draw and build works of art, using creative processes to express ideas. creates artworks in two and three dimensions and in the time arts. creates artworks that are realistic, abstract, conceptual, functional, and decorative. demonstrates manipulative skills to draw and build works of art in a range of media.

Studio Course Mini Portfolio: photos of at least 3 artworks completed in your studio courses (can be a series) with process work and description of your planning and problem solving techniques. 4B understands how to communicate clear and focused ideas based on planning and problem solving techniques

in creating visual arts. 309 Curriculum

5C 5D 5E 7C 7I

understands how the function of the visual arts changes over time. understands how careers and jobs in the visual arts vary based on historical and societal changes. analyzes how the visual arts have contributed over time to communication, celebrations, occupations, recreation, politics and entertainment. understands the ongoing process of curriculum development taking into account local, State, national standards. develops a comprehensive and sequenced visual arts curriculum.

Art History Course Paper: at least 1 written paper from your Art History courses discussing and analyzing how the visual arts function in, shape and reflect history, society and everyday life. 5G 6A 6B 6C 6D 6E

analyzes the function of the visual arts in various eras and cultures. understands the distinguishing characteristics of historical and contemporary artwork from a variety of periods and cultures. understands how the visual arts change in response to the changes in society. understands how popular media and the visual arts influence society. analyzes and classifies the distinguishing characteristics of historical and contemporary artwork from a variety of periods and cultures. analyzes how the arts shape and reflect ideas, issues, or themes in a variety of cultures and historical periods.

309 Unit Expansion: include all self-created and gathered resources such as presentations, worksheets, learning activities, WebQuests, SmartBoard activities, etc. 7J effectively uses resources (technology, materials, and physical environment) to facilitate students’ learning.

Teaching Philosophy 7M articulates a logical rationale for the role of the visual arts in the school curriculum, including philosophical and

social foundations for visual arts education. Professionalism, Advocacy & Leadership (PAL) 1

7G understands the need for continuing study, self evaluation, and professional growth. attend NAEA National Convention attend Winter Student Chapters Meeting attend Media and Methods Conference

attend Student Education Association events attend a teaching lecture, demonstration, workshop,

artist talk, etc. either on or off campus Professionalism, Advocacy & Leadership (PAL) 2

7N advances his or her knowledge of current developments in the field by participating in professional development activities (e.g., coursework, professional organizations, and workshops).

volunteer at/help coordinate Student Chapter events

volunteer at Boys & Girls Club teach at LeRoy Arts Festival volunteer in art classes at Metcalf Lab School

present/co-present at NAEA National Convention Roundtables

exhibit artwork in Coffeehouse Show or other juried show

teach at Children’s Discovery Museum submit a Beyond the Binder article

Comments:

ISU Art Education Teaching Portfolio Checklist

STUDENT NAME: ____________________________________________________________________________________________ Revised February 2013

STUDENT TEACHING GRADE INITIAL EVIDENCE & STANDARD INDICATOR Self-Created Unit Plans with Lesson Plans and Teaching Materials: at least 1 self-created unit plan with lesson

plans and related journal reflection from each placement. 7B understands a variety of current age-appropriate instructional strategies and their applications.

Assessment Methods Portfolio: include at least 3 examples of different self-created assessments used throughout student teaching such as Pretest/Posttest, examples of student work with class scores and averages, rubrics, checklists, comments on student work, tests, quizzes, written worksheets, critique sheets, etc. 7E 7F 7K

understands the role of assessment in measuring students’ learning and curriculum development. understands different assessment methods and their application in visual arts education. uses a variety of assessment methods to analyze and report students’ learning.

Professionalism, Advocacy & Leadership (PAL) 1 7G understands the need for continuing study, self evaluation, and professional growth. participate in a faculty development workshop or

in-service day attend IAEA Fall Conference or NAEA National

Convention

attend a teaching lecture, demonstration, workshop, artist talk, etc. in the community

participate in a mock interview with a principal or administrator (from your 10 things)

Professionalism, Advocacy & Leadership (PAL) 2 7N advances his or her knowledge of current developments in the field by participating in professional development

activities (e.g., coursework, professional organizations, and workshops). submit a Beyond the Binder article present/co-resent a roundtable session or regular

session at IAEA State Conference or NAEA National Convention

exhibit your artwork at a juried show or enter your artwork into a competition

actively contribute to or lead during a teacher in-service workshop session

create a special student artwork display in the community

assist with art related after school activities such as art club or National Honors Society

Comments: ILLINOIS VISUAL ARTS CONTENT STANDARDS (VACS) STANDARD 1: The competent visual arts teacher understands the sensory elements, organizational principles, and expressive qualities of the visual arts. STANDARD 2: The competent visual arts teacher understands the commonalties, distinctions, and connections in and among the fine arts. STANDARD 3: The competent visual arts teacher understands the process and production of the visual arts. STANDARD 4: The competent visual arts teacher will be able to apply knowledge and skills necessary to create expressively and with technical proficiency

in a range of media and processes. STANDARD 5: The competent visual arts teacher will be able to analyze how the visual arts function in history, society and everyday life. STANDARD 6: The competent visual arts teacher understands how the visual arts shape and reflect history, society, and everyday life. STANDARD 7: The competent visual arts teacher understands and is able to apply pedagogical knowledge and skills appropriate to the teaching of the visual arts.