Bulb Archived: Southside Occupational 2018-2019 : McCarthy and Mannebach (2018-2019 A/R Partners)

A/R P BULB

1. How did you and your teaching partner decide to do this project? (Please describe the context of your project, this can include influence from previous projects, context of your school, community, etc.):

We wanted to use drawing/painting, photography and social media to explore issues of identity and perception. We wanted these students to connect the things they learn about the animals they care for in class while they explore modes of representation and self-identity.

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Jose— portrait, selfie and drawn self-portrait

2. Big Idea: Watching Things Grow

3. Inquiry:  Does the method of how we choose to observe change and growth affect how we perceive it?

4. Grade Level: 12th grade

5. Academic Subject(s): agriculture

6. Artistic Discipline(s): photography, painting, drawing, social media applications

7. How many years have you worked together as partners?: 2

8. Please describe what you did and what you made for this project:

We created self portraits throughout the unit – using photography, drawing and painting. Students reflected on the differences between the various formats in which they are represented. How is a drawing different from a photograph? And how is a self portrait (with camera or drawing) different from a portrait someone else makes of you? Students also chose favorite places in the school as backdrops for their portraits. Additional inquiries include: What can we see outside and what is not visible over the winter? Are the bees still working even though we can’t see them? What are some things that people might not see about you? The format for this exhibition evolved from a discussion about the 4 school mottos. Students chose one of the school mottos to pair with one of their images to be printed on a sign. Our process also includes social media identity experimentation #weunderstandweareimportant.

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Darius has his portrait taken in two of his favorite places in the school.

9. How did you share your student’s learning process with your school faculty or community?

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Darius’ sign
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Deante’s sign
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Their signs at Convergence

Teaching Artist Assessment:

How did you assess student arts learning?: (ex. Was it formative or summative? Was it a written, verbal or performative based assessment? Were students provided with teacher or peer feedback? Did you use a rubric or portfolio system? Etc.)

What were the results of the assessment? What did students learn in your class/project?

What did you learn from analyzing the student assessments that informs your Arts teaching practice?

Illinois Arts Learning Standards Addressed:

Teacher Assessment:

How did you assess student academic content learning?: (ex. Was it formative or summative? Was it a written, verbal or performative based assessment? Were students provided with teacher or peer feedback? Did you use a rubric or portfolio system? Etc.)

What were the results of the assessment? What did students learn in your class/project?

Standards Addressed: (Common Core, Next Generation Science, SEL, Etc.):