ART EDUCATION P O R T F O L I O

A A R O N A . B A R K S D A L E

T E A C H I N GP H I L O S O P H Y

How do you get someone to be creative? To what extent can art be taught? In which ways does art influence internal reflection and external perception? These questions frame art pedagogy for me, and the possible answers increase exponentially over time through further experience with students. As a teacher, my role is to affirm and cultivate the potential of each learner that I encounter. Specifically, as an art teacher, I am teaching students a language where they learn to communicate through material in their own visual voice. Similar to language, the arts provide opportunities for cognitive development, critical thinking, and personal expression.

Teaching bridges the structure of the language and exploratory interaction with creative processes. While in my classroom students learn how to “own it,” which means working through a problem and finding their own solutions with gentle instruction. I provide opportunities for them to make choices about materials and actions. Furthermore, my lessons are designed to promote purposeful play, expanding the potential for artistic associations through variety of modalities. The learning in each lesson reinforces the student’s abilities for expression of ideas and communication of meaning.

Moreover, my classroom is a safe environment where children have the freedom to ask questions, take artistic risks, and challenge themselves despite the possibility of failure. In class students should feel imbued with a sense of confidence in their own interpretations of art, willing to trust their own imaginations as they work towards creative resolutions. I nurture my students by challenging their assumptions about art such as how art can be made and what can be used to make art. My pedagogy is built on inquiry-based activities that enrich student education. For instance students are encouraged to ask each other questions about their artwork, and discuss their choices their creations.

Every student functions differently and therefore has diverse learning styles. My lessons are differentiated to accommodate learners with specific needs or challenges by changing materials, allowing more time for an assignment, or subtly providing extra assistance for more difficult tasks. I facilitate their learning by finding ways for students to show one another how to create something rather than telling them how to make it. My role is to aid students of all ages and abilities in translating their personal experience into a concrete structure, using their knowledge from lived experience as the inspiration for their artwork.

My teaching reflects a goal of cultural competency to negotiate and understand the complexities of social and individual identities that may relate to my students. While working with students individually or as a group, I am constantly engaging them in open-ended dialogues that stimulate ideas about their relationship with their work; such as: “That’s an interesting idea, how did you come with that;” “Where might this go next;” “If you could change any part, what would you make different and why?

I am constantly thinking about the environment that I create for my students from the classroom decorations to curriculum content. What opportunities am I providing for learning and for whom? Similarly, how can I construct activities that include, excite, and affirm individual students’ life experiences and identity? I motivate and inspire my students to use their creative processes to improve their cognitive faculties, and ability for critical analysis and synthesis, and form their identity.

T E A C H I N G

R E S U M E

Aaron A. Barksdale

1230 Amsterdam Ave New York, NY 10027 barksdale.aaron@gmail.com 703-398-6331 barksdaleart.com

EDUCATION Teachers College, Columbia University New York, NY MA in Art & Art Education with Initial Teaching Certification (K-12) Sept 2013—May 2015

The College of William & Mary Williamsburg, VA BA in English with High Honors and Art & Art History Minor; cum laude July 2009 —May 2013

WORK EXPERIENCE The Heritage School, PS 452 New York, NY Student Teacher: Studio Art 1, AP Studio Art, and Elementary Art Aug 2014—May 2015

• Taught secondary and elementary students lessons based on New York State Standards for visual arts, which helped the students develop their abilities to create and respond to visual works of art.

• Planned lessons based on the cognitive and artistic development of children and adolescents from theories written by educational psychologists.

• Evaluated the students learning through their capacity to show their understanding of course content through art projects, written reflection, and class presentations.

Live Out Loud New York, NY Youth Programming Intern Nov 2013—Aug 2014

• Developed educational curricula for secondary students focused on empowering LGBTQ teens from different demographics to lead healthy and successful lives.

• Led programs in NYC high schools with LGBTQ student groups on themes and issues effecting gender and sexual minorities.

• Oversaw the implementation of an annual scholarship, which included reading applications, communicating with applicants, and participating in the selection committee for awardees.

Teachers College, Columbia University New York, NY Student Senate Clerk Oct 2013—May 2015

• Installed visual displays to communicate pertinent information to the university community. • Created agendas and meeting minutes for each bi-monthly meeting and maintained a digital archive for

institutional documents. • Overhauled and redesigned previous student senate website and continued to manage all web content.

Muscarelle Museum of Art at the College of William & Mary Williamsburg, VA Intern Jan 2012—May 2013

• Assisted in the planning and implementation of an annual, large scale, art education program for local elementary school students, and writing educational materials for museum exhibits.

• Learned about themes and issues present in art education and arts administration. The College of William & Mary Williamsburg, VA Senior Admission Interviewer Oct 2010—May 2013

• Interviewed current and rising high school seniors applying to the College of William & Mary, and wrote extensive evaluations in support or opposition of their admission.

• Worked alongside deans in the Office of Undergraduate Admission creating projects that highlighted the resources and various aspects of the university.

Orientation Area Director • Assisted in pre-orientation preparation activities including, but not limited to, new orientation aide

selection, training, preparing packets, and setting up orientation events. • Set an example for the subordinate staff, exercised good communication skills while interacting formally

and informally with students and their families, as well as university faculty and staff. • Interned for the Dean of Students office and aided in the New Student Orientation program preparation.

Gained insight into higher education administration.

SKILLS, ACHIEVEMENTS, INTERESTS • Portfolio of professional artwork and graphic

design • Published in the Washington Post (2008) • Staff Writer for the Flat Hat Newspaper

(2010-2013) • Proficient in Microsoft Office and full Adobe

Creative Suite Programs

• Study and volunteer experience in South America and the U.K.

• Public Relations: event planning, public speaking, and social media marketing

• Blogger for individual and collaborative blogs on art and art education

• Cultural critic of films, books, music, and TV

S E C O N DA RYS C H O O L

LESSON PLANSG R A D E S 9 - 12

Learning Sequence: Understanding Issues of Composition through Collage (Studio Art 1/AP)

Learning Objective: Through creating a collage based on either a memorable event or self-portrait students will learn that composition involves selecting, arranging, and ordering images.

Materials: construction paper, tissue paper, glue sticks, and magazines

Motivational Dialogue Questions:• Why do you share a selfies or personal events

through social media?• If you wanted to create a self-portrait that

was more symbolic than realistic what kind of images would you choose?

• How might you plan a thoughtful composition?

Structured Practice: Students can use materials to put together their collage, and each work center is responsible for gathering and putting away their materials.

Differentiation and Planned Support:• Visual demonstration• One-on-one conferences with students• Seating chart according to specific needs

Assessesment: Observations of students while working, written design worksheet, and final collage.

Visural Arts Standards: • NYS Standard 1- Creating, performing and

participating in the arts • NYS Standard 2- Knowing and using arts

materials and resources• NYS Standard 4- Understanding the Cultural

Dimensions and Contributions of the Arts.

Learning Sequence: Developing skills of observation through snack watercolor still-life. (AP)

Learning Objective: Through composing a still life based on a snack students to paint in watercolors students will learn that they must look and respond to the subject for accurate work.

Materials: still life, watercolor paints, brushes, watercolor paper, watercolor pencils

Motivational Dialogue Questions:• How will you design the arrangement of your

still life• How can use the transparencey of the

watercolor paint to create details in the still life?

• How might you plan a thougtful composition?• What happens when you use a lot of water and

a little paint or vice versa?

Structured Practice: Students can use watercolor paints, pencils, and paper to create expressive still lifes in color while carefully responding to details and workinf from observation.

Differentiation and Planned Support:• Visual demonstration• One-on-one conferences with students• Seating chart according to specific needs

Assessesment: Observations of students while working, peer critique worksheet, and final painting.

Visural Arts Standards: • NYS Standard 1- Creating, performing and

participating in the arts • NYS Standard 2- Knowing and using arts

materials and resources

Learning Sequence: Creating a Halloween Mask

Learning Objective: Through constructing a halloween mask using papier-mache students will learn that forming facial features is possible through layering and adding 3D forms.

Materials: Balloons, tape, found objects, glue, water, mod-podge, acyrlic paint, and brushes

Motivational Dialogue Questions:• What can a mask symbolize; what might you

show or conceal?• How might you use materials provided to layer

facial features for your mask?• What kind of mask might you create; will it be

based on an animal or a comic character?

Structured Practice: Students will create mask using an inflated balloon and layering it with strips of paper, water, and glue. Once the structure has hardened the students will add facial features with found objects and then another layer of papier-mache. Afterwards, the students will paint their masks with acrylic paint. Differentiation and Planned Support:• Visual demonstration

Assessesment: Observations of students while while working, class critique, and final mask.

Visural Arts Standards: • NYS Standard 1- Creating, performing and

participating in the arts • NYS Standard 2- Knowing and using arts

materials and resources

Learning Sequence: Identity and Expression through Art & Music (Studio Art 1)

Learning Objective: Through painting a collaborative mural based on hip-hop music on butcher paper students will learn that visual interpretations can be rooted in cultural production and social identity.

Materials: water, acrylic paints, brushes, butcher paper, hip-hop lyrics

Motivational Dialogue Questions:• What examples of figurative language did you

find in your assigned hip-hop song?• How did you interpret the song lyrics into

imagery? • How might you divide the space on your paper

to create a mural with your team?

Structured Practice: Students will be able to use their group sketches from a previous lesson as a blueprint to paint their mural. Prior to the lesson students will view a video detailing the process of a collaborative mural by Keith Haring and others.

Differentiation and Planned Support:• Providing addtional time after school and in

between classes to work • Video demonstratiions and written instructions

Assessesment: Observations of students while working, homework in preparation for group presentation, and self-assessment worksheet.

Visural Arts Standards: • NYS Standard 2- Knowing and using arts

materials and resources • NYS Standard 4- Understanding the cultural

dimensions and contributions of the arts.

Learning Sequence: Identity and Expression through Art & Music (Studio Art 1)

Learning Objective: Through doing a group presentation and class gallery walk students will learn that they can share the context in which their artwork was created and critically asses their ability to poriduce art. Materials: Murals, writing utensils, and post-it notes

Motivational Dialogue Questions:• When doing the gallery walk leave written

comments of your observations about their work; what do you notice?

• During the group presentation: How was it to work on a project with other people?

• During the group presentation: Which part of the mural has the strongest interpretation of the song lyrics?

Structured Practice: First the students will respond to each others artwork through written comments made in a gallery walk. Afterwards the students will give group presentations on their work and read the comments left behind by their peers.

Differentiation and Planned Support:• Written citique and group presentations for

students with public speaking anxiety.

Assessesment: Observations of students during gallery walk and group presentations, final mural, and self-assessment worksheet.

Visural Arts Standards: • NYS Standard 3- Responding to and analyzing

works of art• NYS Standard 4- Understanding the cultural

dimensions and contributions of the arts

E L E M E N TA RYS C H O O L

LESSON PLANSG R A D E S K - 4

Learning Sequence: Developing Literacy through Papier-Mache Letters (Kindergarten)

Learning Objective: Through sculpting the first letter of his or her name, then wrapping it with strips of papier-mache, and finally painting students will learn that their knowledge of the alphabet can be applied to their art.

Materials: Newsprint, strips of paper, glue and water, tape, and tempera paint

Motivational Dialogue Questions:• Who knows how spell their first name, which

letter does it start with?• How can I shape this piece of newsprint into a

letter? • Who can show me how they will form the

letter of his or her first name?

Structured Practice: The students will shape their artwork with bunches of newsprint, wrap their letters with papier-mache, then paint their letters with color and patterns, and finally overlay their letter with mod-podge.

Differentiation and Planned Support:• Partnering challenged or less motivated students

wiith more advanced students who can help.

Assessesment: Observations of students while working and final papier-mache letter

Visural Arts Standards: • NYS Standard 1- Creating, performing, and

participating in the arts. • NYS Standard 2- Knowing and using arts

materials and resources

Learning Sequence: Printmaking with Stamps Exploration (Kindergarten)

Learning Objective:Through creating a print using stamps made of found objects, tempera paint, construction paper, and brayers students will learn that they can make a repeatable image by printmaking.

Materials: Cut sponges, found objects of various shape, construction paper, tempera paint, brayers

Motivational Dialogue Questions:• Does anyone what it means to repat

something?• What are some examples of things that repeat

or can copy?• Stamps repeat images, can someone show me

how we use stamps?

Structured Practice: The students will create prints using stamps made from found objects from bottle capps to old shoes using various colors of paint as ink.

Differentiation and Planned Support:• Demonstration of use of stamps in front of the

class• Gloves for students how may have a tactile

aversion to touching the paint.

Assessesment: Observations of students while working and final prints.

Visural Arts Standards: • NYS Standard 1- Creating, performing, and

participating in the arts. • NYS Standard 2- Knowing and using arts

materials and resources

Learning Sequence: Paper Sculpture- Transformation of 3-D Shapes (Kindergarten)

Learning Objective:Through bending, folding, curling, and twisting strips of paper, then connecting them using glue, and attaching it to a base students will learn that they can transform 2D strips of paper into 3D forms with mass and weight.

Materials: Strips of construction paper, cardboard sqauares, and glue

Motivational Dialogue Questions:• What are some things are flat or 2D? What are

some things that pop out or are 3D?• Can someone tell me what the word

transformation means?• How can you change or transform a flat strip

of paper into a new kind of shape or object?

Structured Practice: The students will take at least five strips of paper to transform by bending, folding, rolling their materials and then glue together.

Differentiation and Planned Support:• Students may reference a paper sculpture chart

if they have difficulty thinking of transformations for the paper strips.

• Partnering challenged or less motivated students wiith more advanced students who can help.

Assessesment: Observations of students while working and final paper sculptures on a base.

Visural Arts Standards: • NYS Standard 1- Creating, performing, and

participating in the arts. • NYS Standard 2- Knowing and using arts

materials and resources

Learning Sequence: Food Collage (First Grade)

Learning Objective: Through creating a collage based on their favorite food using a variety of materials students will learn that artists create realistic artwork by emphasizing details.

Materials: Newsprint, strips of paper, glue and water, tape, and tempera paint

Motivational Dialogue Questions:• Who can share what their favorite meal is with

our class?• Can anyone tell me about a side dish that may

go allong with your meal?• Who can tell me about some utensils they may

use when eating their favorite meal?• What materials might you need for creating

details for your collage?

Structured Practice: The students will plan their building by making a sketch on a design worksheet. Following their design students will create their food collages with a variety of materials.

Differentiation and Planned Support:• Students will be shown examples of food

collages to deepend their understanding of representing details with layers of paper.

• Students will be shown examples of art inspired by food from Wayne Thiebaud.

Assessesment: Observations of students while working, design worksheet with sketched plan, and a written artist response.

Visural Arts Standards: • NYS Standard 1- Creating, performing, and

participating in the arts. • NYS Standard 2- Knowing and using arts

materials and resources

Learning Sequence: Found Object Building (First Grade)

Learning Objective: Through constructing a building of their choice using cardboard, paper towel rolls, egg cartons, boxes, tape and glue students will learn that engineering involves creative design and problem solving skills.

Materials: Cardboard found objects, tape, glue, and tempera paint

Motivational Dialogue Questions:• What kinds of building do you know; who can

name a landmark?• What kinds of things might these building be

used for?• Who you think designed and created these

buildings?• How should I arrange my materials so my

building is strong from the bottom up?

Structured Practice: The students will plan their building by making a sketch on a design worksheet. Following their design students will build their structures using cardboard found materials. After creating a stable building the students will be able paint their work.

Differentiation and Planned Support:• Partnering challenged or less motivated students

wiith more advanced students who can help.

Assessesment: Observations of students while working, design worksheet with sketched plan, and a written artist response.

Visural Arts Standards: • NYS Standard 1- Creating, performing, and

participating in the arts. • NYS Standard 2- Knowing and using arts

materials and resources

Learning Sequence: Identity Weaving (Second Grade)

Learning Objective: Through making a practice swatch, weaving strips of paper on a design worksheet, students will learn that their identity can inspire the design and color of their yarn weaving.

Materials: Design worksheet, strips of paper, loom, and yarn

Motivational Dialogue Questions:• Does anyone know what the design on a

weaving could represent?• Can someone explain what I mean when I use

the word identity?• How can we show our identity through the

colors we may include in our weaving?

Structured Practice: After the students have explained their idea for design and finished their paper weaving on the worksheet. They will receive a demonstration to thread their loom and then weave it.

Differentiation and Planned Support:• Students will be shown examples of Nigerian

textiles to deepen their understanding of cultural identity and diversity

• Visual examples of weaving techniques

Assessesment: Observations of students while working, design worksheet with paper weaving, final weaving with yarn on a loom, and a written artist response.

Visural Arts Standards: • NYS Standard 3- Responding to and Analyzing

works of art.. • NYS Standard 4- Understanding the cultural

dimensions and contributions of the arts.

Learning Sequence: Music Collage (Third Grade)

Learning Objective: Through creating a collage that represents music using constuction paper, tissue paper, yarn, cardboard, and sheet music students will learn that their knowledge about music can be expressed through visual arts.

Materials: construction paper, tissue paper, yarn, cardboard, and design worksheet

Motivational Dialogue Questions:• How do you feel when you listen to music?• What are ways or places that we may listen to

music: headphones, concerts, etc? • What kinds of music are there?• How can we layer details in the collage?• Hiw might you show how the music being

played?

Structured Practice: The students will look at Romare Bearden’s collage “Out Chorus” based on jazz musicians, which they will analyze for inspiration for their own work. The students will plan their collage using a design work sheet before starting their final piece.

Differentiation and Planned Support:• Students will be shown examples of music

collages to deepen their understanding of visually representing an auditory experience.

Assessesment: Observations of students while working, design worksheet with sketched plan, and a written artist response.

Visural Arts Standards: • NYS Standard 1- Creating, performing, and

participating in the arts. • NYS Standard 3- Responding to and Analyzing

works of art.. • NYS Standard 4- Understanding the cultural

dimensions and contributions of the arts.

Learning Sequence: Self-Portraits (Fourth Grade)

Learning Objective: Through creating a self-portrait with a stylized border using crayons, oil pastels, watercolors, and mirrors students will learn that they can use their skills of observation to represent themselves with a grid.

Materials: Crayons, oil pastels, pencils, and mirrors

Motivational Dialogue Questions:• Who can tell me a selfie is?• If I don’t have a phone with me; what’s another

way I can create a selfie?• Why might we want to use a grid to draw our

faces?• How can you choose which crayon you will use

for your skin tone?

Structured Practice: Students will draw their faces in pencil using a grid, and then color in skin with people-color crayons. Afterwards, they will create a border and background using oil pastels and watercolor paints.

Differentiation and Planned Support:• Students will be shown an example of how they

can create a grid for their unique facial features• Students will have access to materials to

properly represent their cultural identity

Assessesment: Observations of students while working, and a written artist response in which students talk about the process of making their self portrait.

Visural Arts Standards: • NYS Standard 1- Creating, performing, and

participating in the arts. • NYS Standard 4- Understanding the cultural

dimensions and contributions of the arts.

A R T W O R K

P E R S O N A L

STILL LIFECHARCOAL PENCIL ON PAPER, 2012, 18 x 36”

D R A W I N G S

PHI BETA KAPPA HALLWAY OIL ON CANVAS, 2012, 18 x 24”

O I L P A I N T I N G S

STILL LIFE #1

A C R Y L I C P A I N T I N G S

WHERE I’M FROM INK AND MARKER ON PAPER COLLAGE, 2014, 22 x 25”

I L L U S T R A T I O N S

THE WITCH DOCTORS ETCHING WITH AQUATINT, 2014, 5 x 5”

P R I N T M A K I N G

PORTRAIT INTERACTIVE FOUND COLLAGE, ETCHING WITH AQUATINT, AND DRAWINGS, 2014, 5 x 5”

P R I Z E A W A R D E D W O R K

TEACHER, ARTIST, ART EDUCATOR

A A R O N B A R K S D A L E