Extra Credit

Swarthmore College has a beautiful campus. There were photographs of the rose gardens, flower gardens, and other natural things that are around the campus on display in one of the old buildings. There wasn’t much information about the photography but I enjoyed that because it left the mind open to imagination and interpretation. The majority of the photos were black and white or the normal coloring of the scenery that was taken.

It was neat to see a black and white photo of something that I knew was full of vibrant colors. I enjoyed this a lot because even though it was in colors that are typically boring to the eye, the photograph was still able to capture the beauty and incredible scenery that was all around the flowers. If the picture would have been in bright colors I don’t think I would have appreciated the old green house in the background, the old fence that surrounded the house, or the smaller flowers in the background because the colors of the flowers in focus may have taken away from the background and scenery.

There were some really neat pictures of the library, fields, tennis courts, and outside auditorium. Some were done in a thermal setting; others looked like that were edited in photo shop to have a sketched effect. There were a few that were done in the style of Andy Warhol, a series of the same picture in different colors. There were two photos that stood out to me because I thought they were old photos by the style and form they were presented in. After reading the title and information I saw that it was a picture taken last spring and the student some how aged the picture and placed it on older photography paper to have an aged effect. It was really neat and obvious that whoever took and worked on the photograph had spent a lot of time to create the final result.

Developing Criteria Rubrics in the Art Classroom

During one of our block two classes we received a number of references and a class presentation on how to make and use successful rubrics. I had used a few rubrics before that workshop and couldn’t stand them because of how frustrated I became with the wording and rewording, the scoring, and the idea of sameness. During the end of block two and my student teaching placement I was able to make and use more rubrics that helped expand my knowledge on the variety of uses for rubrics and how successful they can be.

The article mentions how “the rubric can be elastic and responsive and can be created with students and edited collaboratively with students” (McCollister, 47) which I think is a wonderful idea. The process of deciding what is the most important or what the most desirable characteristics of a final result are can take a while and often be stressful while also trying to meet all students’ needs. Working together with the students and asking questions and posing ideas during normal classroom discussion can incorporate student ideas and may keep the grading process less stressful or fearful for some students. Later, the article mentions how to incorporate ideas for or time for developing a rubric in a busy classroom setting. I feel that many of the questions about “what qualities and characteristics should be present in the finished work” would come up during normal class discussion anyway (McCollister, 48).

Developing rubrics takes practice; I still struggle with meeting the variety of levels, strengths, needs, abilities, and styles on the rubric scale. I think with practice and trying the new idea of not just incorporating student’s ideas but working together with students on the creating and modifying the rubric could be extremely useful in art and many other learning areas.

For Me...It was really...Always The Pictures

I often compare my learning styles and techniques to classmates because I’ve always struggled to comprehend certain class materials and for a while never understood why. “If you look at a picture, it puts more ideas in your head” (170). In most of elementary and middle school I rarely read, not because I couldn’t but because my teachers wouldn’t allow me to use any books with pictures. I needed the pictures to better understand the books and to have a longer lasting impression of what I read. I shared this information with my roommate and she told me about her frustration growing up because she wasn’t given the time she needed to translate words into pictures.

I’m currently placed in a sixth grade inclusive ELA classroom. Unfortunately it is not the “inclusive” classroom we learn about and strive to have in today’s schools. I understand that it is difficult for many teachers but it is not an excuse. There are a number of ways to teach literacy instruction to students with disabilities and the majority of the time, like the many examples in It Was Always The Pictures, all students’ benefit from visual learning techniques not just students with disabilities. These students are missing out because teachers are not taking the time to give students meaningful instruction that they can understand and as a result they are unable to participate in many class activities because they do not understand or they are unable to grasp a concept because they aren’t given information in a useful way.

Students like me, my roommate, the sixth graders and many other kids would benefit from simple classroom modifications or additions like graphic organizers, picture books, graphic notes, etc. The graphic organizers are one of my favorites to use for almost anything. In order for them to be successful in the classroom teachers must support and teach students how, where, and when to use them. Encouraging students to pair words and pictures is also useful for graphic organizers or any type of writing or note taking. The article mentioned mind mapping which I love to use and get excited when I see students making. Sometimes their information looks unorganized or may not makes sense to others but to the student, the pictures, words or whatever is written on their mind map paints a clear picture for the content that student is learning.

My mother told me a story about one of her students with autism who had an obsession with whales. He was loosing key learning opportunities (like mentioned in the article) in almost all subject areas. My mom found ways to incorporate his obsession into the different learning areas and helped him create picture books and write stories on different scientific and historical aspects of whales that enabled the student to learn and use his literacy skills on something he was passionate about.

Romare Bearden – Let’s Walk the Block

After looking through the first few pages and hearing the beginning of guided tour on the website I couldn’t help but think of Philadelphia. There is a picture attached of South Street, Philadelphia, called South Street Sizzle. I’ve always loved this painting and the colors and style reminded me a lot of Romare Bearden’s paintings. In “The Block” Bearden described Harlem as a young boy with energy. This continued to help me making connections. After thinking about South Street I started to think about boathouse row in Philadelphia, which would make such an incredible painting through Bearden’s eyes, I also thought about a colorful fisherman’s row that is in Italy. Bearden drew The Block from a memory and every single place has its own memory. Every person who keeps that memory sees it through a photograph, visual, song, image, etc. Memories like Harlem or South Street are seen through personal perspectives, experiences and most importantly imaginations. I believe that with a good imagination you can relive any memory or experience through the pictured painted in your mind. And like Beardens painting, each part and segment has its own representation that when put together makes the big picture clear.