Bulb Archived: Waters SCALE 2016-2017: Ramos & Rodrigue

Due January 27th:

Teacher: Leticia Ramos

Artist: Jessica Rodrigue

School: Waters

Big Idea: Characteristics 

Inquiry Question: How do you photograph characteristics? 

Fall/Winter

Art Content: Portrait Photography 

Non-Art Content: Characteristics 

Describe how the project unfolded. (What were the class learning goals, what were your teaching or artistic explorations, what were your students’ explorations, student reactions, any changes in plans, what worked well and what didn’t work well, unexpected outcomes, how your future project planning was impacted, etc.)

Please type your response here. You can also include video and/ or images.

Learning goals: Understanding basic camera function, learning what a photograph is, characteristics of portraits, collaboration, and basic composition. Students began exploring the idea of what characteristics in photographs are, how they can photograph them, and how to look for them. Student reactions to this exploration into characteristics in photography continues to be one that they are interested in pursuing and has begun to give them a great awareness of not only what they put in a photograph but what they see in others photographs. After last year, we decided to break up the year so that the first half focused on portraiture/photographing the figure in some capacity. The second half of the year will focus more on places/spaces, still life, lighting, etc. This strategy worked fine except for the fact that students needed to learn specific things such as the color wheel, which at times took us out of the focus of portraiture and moved us somewhat into still-life work. 

Do you think that students made progress toward the learning goals that were set for this semester? Please estimate the percentage of students who made progress toward the learning goals. Please explain the basis of your assessment. 

Please type your response here. You can also include video and/ or images.

 I believe that students made progress towards these learning goals, some learning goals more than others. About 85% of the students made progress towards most of the learning goals. The one learning goal that students struggled with the most was composition. The basis of my assessment is from observing their progress during class time, reviewing their photographs that they created for the specific assignments we worked on, having them reflect and brainstorm in their journals on the assignment that we were working on, and through peer review. When a student seemed to make the most progress towards a learning goal they embraced the assignment and worked without disruption throughout the class time. Their photographs showed a level of technique in regards to basic camera functions, such as focusing the camera. When students wanted to spend time writing and drawing in their journals about what we had worked on that day, as opposed to being uninterested in writing/drawing in their journals they seemed to make the most progress towards their learning goals. When students were excited about sharing their photographs with their peers and answering their questions about how they made their photographs, why they made them the way they did, etc. they made the most progress towards their learning goals. When a student did not want to share their work with their peers or speak about their work they made the least amount of progress towards their learning goals. 

Please upload photos and/or videos of student work or classroom artifacts that demonstrate student learning and/or provide evidence that learning goals were or were not achieved. Describe how the artifacts, images or videos illustrate students achieving, partially achieving, or not achieving the learning goals.

In this assignment students photographed an array of different emotions. In this image the student was photographing sadness. 

In this assignment students photographed an array of different emotions. In this image the student was photographing excitement. 

Student explored their own characteristics by creating self portrait collages. Students used self portraits that they created along with images and text from magazines. Taking self portraits that they created of themselves and collaging them with outside imagery aloud for students to tell their own story and define how they see themselves and how they would like themselves to be seen. 

Students explored their own characteristics or their family, by bringing in one photograph from home that shows someone/something they care about. Students shared their images with their classmates. Students used these photographs to come up with story lines around these images. 

Students were given the chance to explore the color wheel using colorful food items, creating still-lifes that they then photographed. 

How did your teacher/artist collaboration work this semester?

Please type your response here. You can also include video and/ or images.

I believe the teacher/ artist collaboration is working out great this semester. The students are great and respect both educators in the classroom. We support each others ideas and have a great system in place. The collaboration works where the artistic ideas being shared by the artist are then supported by the classroom teacher with instructional support and relaying information in a way that is digestible to the students. 

Describe how you and your partner planned together. How did you compromise when there were conflicts or differences of approaches or ideas? Can you cite a specific example?

My partner and I plan through a variety of means, we stay after class, we share phone conversations, and through e-mail. Fortunately we have not had any conflicts and enjoy our time spent together. A big part of how we approach planning is sharing our ideas for the next class after our class. From there we discuss where the students are currently at on their assignment, if they need more time to continue, or if they seem to have grasped the concept that we are trying to cover and we can move on to the next thing. We discuss the logistics of our next class, what we will need, and how we will execute the assignment. 

Describe how you teach together in the classroom. Who does what? How do you understand each other’s roles? Can you cite a specific example?

Please type your response here. You can also include video and/ or images.

In the classroom the artist will share the assignment that we are going to work on and the teacher reinforces that assignment with stronger instructional support. For example if we are talking about how students will discuss a photograph, explaining the facts they see verses their opinions, the teacher will step in to give them examples of facts, so they could understand what we were looking for from them when reviewing a piece of art. The artist will bring in artwork for the students to see that pertains to the assignment we are currently working on. The teacher will step in with explanations when students seem to struggle to grasp the artwork’s meaning or link to the assignment. 

Due May 31st:

Winter/Spring

Art Content: Landscape Photography and Stop Motion Animation

Non-Art Content: Environment, English, Math, social studies 

Describe how the project unfolded. (What were the class learning goals, what were your teaching or artistic explorations, what were your students’ explorations, student reactions, any changes in plans, what worked well and what didn’t work well, unexpected outcomes, how your future project planning was impacted, etc.)

Please type your response here. You can also include video and/ or images.

Students created small worlds that depicted a landscape that they would want to live in as future citizens. We discussed what the word citizen means and what type of citizen they wanted to be in the future. Students also watched the short films Marcell the Shell with Shoes on as an example of a miniature citizen in the world to create empathy towards a different citizen. An unexpected learning outcome was that students started to also create stop motion animation with the photographs from their miniature worlds. We spent more time at the end of the year creating more stop motion animation since students were so interested in creating them. From here we went into the real world to create photographs of the Chicago river and bank that is taken care of by the community in Lincoln Square near the school. 

image-
A student created a citizen that liked surfing and being nature that they help keep clean. 
image-
A student’s miniature world
image-
Student image from the Chicago Riverwalk field trip
image-
Animated gif made from one of the student’s miniature worlds with their tiny citizen
image-
A stop motion animation created from single frame images by student at the end of the year

Learning goals were constructing a diorama, photographing something miniature, and learning what the word citizen can mean. Learning goals for the photographs that were created specifically from the Chicago River landscape were to learn how to photograph the landscape from numerous angles, notice the environment, and decide what was important to them to photograph. 

Do you think that students made progress toward the learning goals that were set for this semester? Please estimate the percentage of students who made progress toward the learning goals. Please explain the basis of your assessment.

Please type your response here. You can also include video and/ or images.

Yes, I believe students made progress towards their learning goals. I would say 90 percent made progress towards their learning goals. All students created miniature worlds, with a citizen that was reflective of themselves. Students quickly began to created stories and stop motion animation with their miniature worlds. They also spent time writing about this in their journals and creating storyboards in advance of creating their dioramas. Students also spent time presenting their work to their peers explaining in detail what their miniature worlds were about and who their citizens were amongst their world. 

image-
Student’s writing on photography at the end of the year
image-
Student’s presenting their photographs to their peers

Please upload photos and/or videos of student work or classroom artifacts that demonstrate student learning and/or provide evidence that learning goals were or were not achieved. Describe how the artifacts, images or videos illustrate students achieving, partially achieving, or not achieving the learning goals.

Please type your response here. You can also include video and/ or images.

image-
All students, even my most shy students shared their photographs with their peers and overcame a bit of fear in regards to speaking out in front of the class. 
image-
Students were eager at the Riverwalk to photograph the nature and landscape around them and share that with their peers. 
image-
A student’s writing from their journal on photography for the year
image-
At the end of the year, students created a massive web of all the different types of photography that they explored throughout the year

How did your teacher/artist collaboration work this semester?

Please type your response here. You can also include video and/ or images.

The teacher/artist collaboration worked with the artist leading on the instruction of photography areas, with the teacher leading on writing, classroom management, and with both of us working on getting students to share with their peers. 

Describe how you and your partner planned together. How did you compromise when there were conflicts or differences of approaches or ideas? Can you cite a specific example?

Please type your response here. You can also include video and/ or images.

We planned together by review where students were at at the end of each class and assessing if they needed more time on something if there were things that they were not getting yet, and what was working well. There were no conflicts or differences of approach. 

Describe how you teach together in the classroom. Who does what? How do you understand each other’s roles? Can you cite a specific example?

Please type your response here. You can also include video and/ or images.

The artist explains all aspects of the art making, while the teacher explains how students can move something forward, encourages students to write and brainstorm if they are struggling. The artist will push students to explain why they like a photograph of one of their peers, and the teacher will encourage everyone to share. Both will go around the room while students are working and ask them to explain where they are at and what they still need to do.