Buoyancy: Puzzle Project!

The puzzle collaborative project we had was with the concept of staying afloat (open experiences with learning). The concept came pretty quickly and we decided to create an installation. Alot of the people were kinda upset when they found out that they had to use their puzzle and dismantle it for this project. Other than that I thought it went fairly well.

First off I would like to say that I've never done paper mache in my life and I thought it was pretty cool that we got to do that. Working with everyone on the paper mache was fairly fun and messy. During this time, everything was pretty casual.

Painting the balloons was pretty fun too. The balloon was a metaphor for children as learners and we had to paint the balloon in a way that represented our ideas about that. For my balloon I decided to paint the sky. The sky is never the same everyday. The sky is an ever evolving entity filled with a variety of things. Sometimes it's dark and filled with stars, sometimes is azure filled with clouds, sometimes it's during sunrises or sunset. I felt that the sky was an appropriate metaphor because every child is different. They have different developmental stages, different ways they view things, different conditions for them to learn, and deffinitely different interests. This was a good metaphor in terms of holistic learning.

During the Installation set up, we had a fairly good system where some people painted while a few others worked on setting up the "country of childhood." Also the people in the other room putting up the balloons did an amazing job. This was definitely a really cool installation!

Experience in Art 307

Discuss your experiences in Art 307. What have they contributed to your understanding of Art? of the Role of Art in Leaning? of what the relationship between education and learning is? of the role of the teacher in this process?

In 307 we learned alot about different types children learners. These include multicultural backgrounds, special needs, and age groups. Children have many different developmental stages and they require the fundamentals to refine when they grow older. I've learned that art is not limited to those who have talent and skill, although this is beneficial as an attribute to have. Art displays the children's understanding about their concepts and the world around them.

The role of the teacher is to further develop their learners' understanding. Teachers need to incorporate holistic learning to account for their student individuality and learning abilities. There are different types of learners, from special needs, to other ethnic groups. The teacher has to find a way to implement the curriculum in such a way that everyone in their class is accounted for. At the same time, they also have to treat all their students equally and with the same care and attention.

Learning art is important for children because it provides them a chance to express themselves creatively. Children have the capacity to understand concepts and are able to create art. These concepts are may be simple and can be further developed. Other subjects contains elements of art, while other subjects can be incorporated with art. Because art is more of a tactile, kinesthetic activity, it engages childrent alot more than other subjects. Also it can accomodate for the various type of learners.

Learning is something that never stops for anyone. Learning can occur outside the education institution. Learning can take place in the community and through interaction. Education and learning are definitely connected in that learning is always taking place and education is the thing that initiates the learning.

Collaborative Experience

What has this experience of working collaboratively added to your understanding of what one learns through art?

When working collaboratively, I've learned that everyone has different sensibilities. In my painting class with Peter Deacon, we were given a piece of a postcard to paint. Everyone had a slightly different way that they saw colour and painting style. It was very interesting to see that in a combined piece. I also learned that negotiating is sometimes not the easist thing. Sometimes there's someone in your group who wants to do things their way and take charge. You can either argue or just go along with them and sometimes the effort is not worth it. In this sense, you have to learn to be more patient. Also you learn that although this is a collaborative piece, a part of yourself is still put into the art. The parts you do is your interpretation which still justifies the work as yours while it is also everyones.

Collaborations vs. Solitary

Where do our notions of visual art as a solitary activity come from? What are the benefits and limitations of engaging in collaborative works of art?

Visual art as a solitary activity is fairly common for art. This is probably because people learn to draw by themselves. Also when you make, you put a part of yourself in that it is your expression, ideas, values, and interest. Art is very personal and that makes it easier to be a solitary activity

When it comes to collaborative work in art, it becomes a social activity.
Pros:
-created with the help of others]
-interactive
-working with different perspectives

cons:
-compromise some ideas
-more work
-can't account for others

Compromising your ideas about how the work show be carried out is sometimes difficult because there is alot of negotiating. This makes collaborative art alot more work

Puzzel Time!

The group we were working with to help them wiith their puzzel finally finished!! One of their members stayed for a few hours just to finish it only to realize the next class that finishing the puzzle was not a requirement. I feel kinda bad that they put all that effort to finishing, but at the same time good on them for finishing. I guess I can kind of understand why they would think this because my group and the other group in the class finished their puzzles. Not only that, but the other group also finished two puzzles. Geez, that is crazy!! One was enough for me. lol

Child Workshop Experience

Reflect on your time with the child you worked with. What succeeded and why - refer to Dewey and other readings? What did not succeed and why not - again, try to find a reason based on the readings you have done for this class. If you could work with this child again, what would you like to do next time to develop what you today's experience?

Child Workshop Plan

Character- portrait of Character (drawing)à exploring line, shade, and different mark making (art)
Character-deconstruct and reconfigure of form(computer paint program)à ways to change character (math)
Supporting Characters- Metaphor/Analogy characters(clay sculpture)à (language arts)
Background/ Environment-(watercolour and ink map)à Where does the character live/ located in relation to othersà (social studies)
Background/ Environment-(landscape acrylic painting).à research the type of environment: what type of organisms live there. (science-biology)

For my workshop, I performed activity 1 and 2 with Malike. I thought that the first activity was successful in that he was engaged with the drawing. In terms of Dewey's open experience, Malike really liked spongebob and wanted to draw him. This provided Malike with an open experience because it was his area of interest and he was able to do something he wanted. Through this lesson, he cacn further develop his drawing skills. The success of this activity also shows through the documentation. The method I used for documenting is Photography. I was able to capture his body language as well as his drawing. In the beggining his first drawing was small and did not use most of the page. After encouraging him, his drawing used the whole page and there was strong attention to detail which shows he was engaged with the work.

For my second activity, I do not think this went as successful as I thought it would go. This activity was broken down to three parts. Creating Spongebob on paint was really well done. The deconstruction and reconsrtuction, however, wasn't. Through the documentation using his artifacts, there were definite signs of regress with his drawing. Not only that, but he stuck to the pencil tool and avoided the other tools for paint. I'm not too sure why he did this but some speculations might have been because he did not want to do the deconstruction or reconstruction, the concept was too difficult to grasp, or that the tools were too challenging for him. Malike is a special needs learner who is mentally delayed by a couple years. Next time, I'm thinking of doing an activity with each tool so that he becomes used to it. I know thhat he had problems with the pen tool because drawing with a mouse is not easy. Media compentency helps the learner have a good experience because they don't have to deal with the technical issues when creating their work.

Multiculturalism in Art

How does learning in, through or about art change when we begin to look at moving beyond a standard, Western European based, middle class curriculum? What to these “special” cases reveal to us about the central issues for our practice as art educators?

I know people say that art in the western culture is mimetic and representational which I guess to me is no problem. Drawing from observation is not a bad thing at all. It is definitely a skill that can benefit people in art and other subjects. Actually if you think about it, the Eastern culture like China, Japan, Persia are just as influential in the western culture. Art nouveau uses organic shapes. This is similar to the abstract patterns found in persian rugs. Manet's Olympia painting was influenced form woodcut block printing in Japan which was probably influenced from China. The abstraction from cubism was influenced from African masks. I guess when it comes to teaching art, it would be helpful for people to acknowledge these kind of facts into their learning so students get a better understanding about the development of art.

I guess I take the position that chagning the curriculum to include other cultures, the educator must be adequate in teaching it. I don't think that researching and learning a culture is the same as being a part of it. By teaching others about a particular culture from an outside perspective, they are moulding the rest of the people who belong to that culture with a stereotype that they are different and their art will fit a certain type of category. I know that there is always ethnocentrism to a degree, but I think that this will promote it even more. Individuals should be accounted for as themselves and their capabilites as opposed to catergorizing them in a culture.

A way that educators can incorporate multiculturalism in their art lesson is either by trying to allow the students to research a particular culture's art that they like and use it in their work or create an art that is a respond to the researched piece, or by having the students create art from their different cultures and standards, and share it with the class.

Drama Games!

I just wanted to note here that Allison is like the coolest person ever! She taught us some drama games which were surprisingly fun. I honestly admit that I was skeptical at first. Not because I dont like drama. That is definitely not the case because I took drama in junior high and loved it, but because it's first thing in the morning and I'm not as inclined to do things during this time period. Anyways this was definitely a highlight of my day! Thanks so much!

CBAE

What does learning in a community-based setting afford children? What are they able to learn in a community-based setting that they would not be able to learn in a school setting? What does teaching in a community-based setting afford the educator? What can one do in a community-based setting that one could not do in a school?

CBAE and learning through the community provides childrent to see art and other subjects in action! This type of learning allows the children to see the practical parts of what they've learned in school. Art which is used within their society. They can see the type of art that has been made in the past or in contemporary times. CBAE can also provide childrent with interactive learning depending on the program implemented.

Nickel Arts Program

Using the framework on P. 125, develop a programme for a grade 6 class visit to an exhibition at the Nickle Arts Museum.

Museum and Gallery Experiences

Describe your most meaningful learning experience in a museum or art gallery. What elements made it so. Relate this experience to Dewey’s notion of a “good” experience.

To be honest, I do not find galleries or musuems particularly interesting. I guess there's something about looking at abstract or historical art, that doesn't really spark my interest. Most of the art in museums and galleries fall into these type of art. Also theres something about museums and galleries, where they do not let you physically interact with the work that makes it so unengaging.

Actually after writing this I realized that there are two experiences that I thought were pretty engaging. The first one was at the little gallery. The work was a dark and creepy bedroom with a sink construct. There was a drain in the mattress with a screen and some creepy noises. I find installations more engaging because it uses multi-media and is experienced through many senses. I find that this was an open experience in that it wasn't too literall which sparked your interest and curiosity, but it wasn't abstract and completely dettached from being understood. It was engaging in that it was a whole environment.

The other experience would be the wine museum in Kelowna. It was more of the souvenir area really. The person let you taste the wine and had really cool information about the different wines and the processes. I guess in this sense, it was a very interactive experience

Puzzel Time!

The gr0up we were working with had a very difficult puzzle to work with. I'm glad there's progress been made with the puzzle. I guess part of the thing that's made working with the puzzle very hard is that they leave the piecees all together and save some in a bag so it doesn't get all scattered. This method does have some benefits in that the rest of the puzzle doesn't overwhelm you. The part where this method is unsuccessful is that you dont know if you have any pieces that works together. Another method they've used is that they grouped similarities together. This is what my group did with our original puzzle which I thought was very effective.

Open Experiencce

Reflect on the studio work you have done this semester. Which experiences did you find the most successful, in terms of Dewey's criteria of a "good" experience, and why? Which experiences did you find least successful, again according to Dewey's criteria, and why? What have you learned about art and learning? What would you still like to learn?

In terms of studio courses this semester, I didn't really have one... Instead I'll just talk about the peer teaching studio work that we had to do as a class. The one I would say I liked the best was Brenda's monster sculptures. I thought that that particular lesson plan can be have other learning episodes involved with it. I liked working with the concept of it, working with different materials, and how it had room for discussion while everyone was working.

In terms of least successful, I'm not too sure. There was nothing particularly closed about the other experiences with the other projects we had to do. At the same time however, there wasn't anything that particularly drew me to make me more excited about the projects either. Maybe this is the case because it didn't really appeal to me materials, or concept wise. Also because the other projects did not include my area of interest.

As an artist, I would like to learn with technology and sculpture to do installation work. I have respect for the artists who use public space and the interesting environments they create. In a way I find this creation like bringing the surreal to the real. This idea really fascinates me.

Drawing Concept and History

What is your drawing history? Where have your notions of the role of drawing in art come from? How do you manage your “drawing anxiety?” After reading Kalin’s chapter, describe how you might mentor an anxious draw-er into the joy of mark-making.
Write out the questions you will ask your parent about his/her child's learning characteristics (based on readings you have done); the programme they are working on; areas the parent might like you to explore with his/her child.

For me, I would say drawing came pretty naturally. I remember when I started drawing. I have definitely progressed since then. I remember trying to draw people and family at an early age. The earliest I remember was when I was five. My drawings of people were your typical children drawing with oval stick figures. I suppose part of what inspired me to draw was anatomical books that my mom had. I used to flip through those and I thought that the images were very fascinating. I also remembered that I would show my mom my drawings and she used to criticize them for not being realistic. Eventually I learned to draw from looking at the object and images as opposed straight imagination. I realized that this was fairly easy for me and that I had a natural talent for it. I guess it runs in my mom's side of the family because two of my aunts are very good at drawing as well.

Art for me when I was a child was about the ability to draw something accurately and precisely. It was also about producing an aesthetically pleasing piece. I guess going into it further, art for me was being able to produce these pieces for the pure joy of creating visuals. Art required talent/ skill. Now I would say that art has definitely evolved because of its open definition. I would say that as for my personal bias, I would still believe my definition of art as child to hold true, but now to be more inclusive of following a concept which does not necessarily need a all technique and aesthetics. I would definitely include the part where I thought it was for the pure joy of creating.

If I was working with a child who was afraid to draw, I would tell them this. All they have to do is try to create for the pure joy of it. There are times when they need to be proud of themselves without having to think about other people's judgements. Art is a process where one develops their skill and that every piece they work on, works towards that.

Documentation

Documentation is important when trying to keep track about the progress of an activity. This enable the person documenting, the chance to observe and learn through experiments. Documenting for both the child and the observer allows them to have a direction for their work and also learn from past encounters.

The Challenge to documenting a classroom is that it is hard to keep track of the progress of the whole class and the individual. There are certain methods that do better for individuals and groups. The best way to solve this issue is to have more than one form of documentation

The benefits of peer teaching events is that you learn from a different perspective. The peers critique your work so that if there are sections which are unclear, you are able to clarify these concepts before implementing the work. Also you gain new ideas from the type of ideas the your peers have generated.

Integrated Art

The problem with arts being integrated into the elementary system is that the learner does not receive the proper arts concept. Also the learner does not get a chance to do work that is an area of their interest through their developed ideas. The benefis to this system allows art to have a practical purpose. Also that means that there is more time spent on the other subjects that may be more complex

Popular Media and Art

Popular Culture and art both use visuals. Popular culture uses visuals as forms of advertising. It mostly focuses on the aesthetics to make the image more attractive. It does however, follow a theme and concept which make some things in the popular culture, art. These visuals can be movies, t.v. shows, magazines, posters, etc… Popular culture follows the trend of society throughout history. It is important to have children with the range of media because it gives them options and various ways to create. Also popular culture is purposeful. Children learn that this type of art is practical in the sense that is has an objective.

School and the Art Environment

In Kalin’s chapter, we are given some suggestions for creating a safe (physically, emotionally, and socially) environment in which children can learn in, through and about art. Look at the guidelines on p. 154-55. Describe how you might address each of these guidelines with the child you will be working with.

Classroom management
Fairly organized
Materials together

Art Activities
Developing ideas
Skills and techniquie
Integrated with other subjects

Student teacher relationship
Facilitative role
Authoritative when needed

Curriculum
More progressive than traditional
Centre within the progressive and traditional spectrum

Set-Up of Materials
Separate area but accessible

Students Attention
Play a certain type of music
Make it a game

Noise level
Discussion among peers allowed
Indoor voices

Movement
Movement allowed as long as student is still on task

Space
Try to keep space tidy
Be mindful of others

Early Finishers
Draw in sketchbook/journal
Do other homework
Bonus assignments

Clean Up
Help with cleaning is mandatory

Puzzel Time!

We finally finished our puzzle!
But apparently we lost a couple pieces...
Ah oh well I guess.. I have never gone this for to completing a puzzle so I will take this as an accomplishement!! We were asked to help the other group with their puzzle. I guess this might be interesting. So far, their puzzle looks harder than ours because there are too many images that are similar all over the place. I decided to work with the upper left hand corner. It was mostly black and that was the area that used these colour schemes which made things easier. I guess the way I do puzzles is that I isolate the ones that I know I can do and deal with the other more complicated pieces later. I find that this system is less stressful

Assessment in Art (jan 27)

Why do we assess learning in art? How can learning to self-assess in art transfer to other subject areas? Life endeavors?

The general way teachers asses students in art is through the art’s aesthetics. I suppose this is an easier way of assessment because media competency is a key to creating. Also people tend to favour art when the work is aesthetically pleasing. Sometimes it is difficult to move away from value judgements like this. Another way people asses art is how well they communicate their concept. Art is a visual language which makes sense to asses a student on the how effective their work is when communicating their idea.

Because art penetrates throughout all of the other subjects, learning to asses other subjects from an art perspective should be fairly similar. For example, when building a model or a diagram for a class, elements of design must be incorporated in their work if they want it to be aesthetically pleasing. This diagram also communicates an idea. In this case, it must be able to convey this concept.

People are social beings. We create relationships with other and we learn from experience. Because we are social being this means that we must be able to convey ourselves effectively when communicating with others. In relation to aesthetics, our society works through roles that we play and how we show ourselves to others. Aesthetics in our life is how we present our self, which also follow the concept of who we are. This presentation does not have to be limited to material good and clothes, but also body language.

Art as a subject (Jan 25)

Answer questions embedded in the text of the reading.
Discuss the importance of teaching art as a core subject. Why is it important to ensure that there is time set aside in the curriculum, resources (teachers with art background, supplies, community resources) and space provided for art as a separate subject? Relate this reading to Dewey's notions of "objective conditions" of an educational experience. How can the discipline of art be taught such that it provides for an experience that is responsive to the learner's need for experiential continuity?

Art as a core subject enable the student to create work that is relevant to the learner. This subject also allows the learner to have some freedom. This makes it so that the learner takes their own initiative. By allowing the learner to have personalization within their work, this encourages their creative development. Promoting creative development allows the learner to be more perceptive and imaginative.

Teachers with an art background is important because they know how the materials work and also they have a better concept as to what art is. Teachers without art backgrounds mostly rely on crafts for students. This is good in terms of developing skills. When it comes to understanding different art forms and justification for the subject, teacher’s without the art background would not be able to make this experience relevant to the learner. If this is the case, and the learner cannot relate with the work, the experience becomes a negative one.

Art is also an essential part of culture. Art is the response of artists within society and the issues regarding the specific time. Without it, we would not understand many concepts. Elements of art is used within all subjects, and all subjects can be incorporated with art, therefore it is inescapable. Creating an open experience with art is beneficial in this sense because it provides divergent modes of thinking where the learner is provided with the opportunity of freedom within their work. Also through creative means, the learner can use art for a practical purpose that serves their needs

Hollistic Development for Art (Feb 1)

Hollistic developmeent, when it comes to art is very important! As a teacher, it is easier to generalize the class as whole because this makes the teaching less complicated. The problem with this type of teachinng is that it is absolutely impersonal. This treats the students are a body of people as opposed to individuals. I know everyone had their differences but you need to acknowledge that as a teacher. I know this saying is used more as a military kind of quote but "Your are as strong as your weakest member." This means that the educatoer must account for everyone in their class. The student who is not engaged or understanding the work, will distance themselves from the learning which may lead them to disrupt others.

Also everyone has a different learning style. One type of teaching method is not gonna cut it. From experience, I know that students really appreciate a teacher who is engaged with what they are teaching. If that is not happening, then the student doesn't feel that the learning episode is relavent to them.

Integrated Arts Lesson (Feb 15)

Unfortunately I was not able to class because of some issues that have come up…
Anyways I do not feel adequate it taking about Kenzie’s lesson seeing as I was not there.
To make up for my absence I did do a tessellation activity which was what Kenzie was working with.

First, I would like to mention the relevance of Tessellation in terms of integrating art with math. Tessellation works with pattern and geometric shapes, and translation which is why it could be learned through Math. Also M.C. Escher who did study to be an architect and was a well known graphic artist is famous for his tessellation prints which was inspired by his visit to Spain. With that said, a side of social studies for history and culture could also be included while teaching tessellation.

I also remember when I was in grade one, we actually worked with a program to make tessellations. At the time, I did not understand its relevancy or reasons as to why we were working with this program. I recall correctly, the teachers I had then did not have any justification as to why they were teaching it to us. When I later learned about it in high school, it made a lot more sense and my teacher made it relevant by showing is M.C. Escher’s work and the temples in Spain that had the tessellation patterns.

For the tessellation lesson project, I chose Snake heads to make into a tessellation pattern because I find tessellations to be hypnotic just like snakes. I also decided to do a basic translation for my tessellation because that is the one I am most familiar with. I have actually made a lesson plan for Tessellations in my 393 class so I am pretty familiar with it. Also I found the site http://www.tessellations.org/ very helpful for trying to learn tessellations.

Puzzle Time!

We have definitely made some major progress. It is mostly Brenda and I who work on the puzzle. I don't mind because I've found a system on how to do our puzzles. Because our puzzle is more of a mosiac is small pictures that compose the big picture, I just need to focuz on the small pieces. This is quite challenging but I think I'm getting the hang ot it. Plus the main picture of the guy in our puzzle is almost complete!

Lesson Plan for Digital Arts (Feb 8)

This lesson plan was taught by Maki. The activity that she had planned was for us to take pictures and make a comic. This sounded like a pretty interesting idea because this allows the students to work with cameras which is useful knowledge to learn about. I am undecided whether it is necessary for Maki to have a class included in her lesson plan to have children get a tutorial on how to use a point and shoot digital camera because children nowadays are actually technologically knowledgeable and competent than they were during my elementary studies because of the internet, cellular phones, I pods, and etc…

As for the activities that took place, I feel that there was a lack of preparation for this activity. Part of the reason for this was because Maki lost her camera and she had to borrow one from the Integrated Arts Lab. Second, the card reader that she also borrowed would not read the SD cards of the cameras. I do not believe she had any control for the situation, but I believe this greatly compromised her lesson plan. Also the developmental issues she was working with was not addressed. She did however mention a resource on camera activities, but again did not reference it during her lesson. I feel that both Brenda and Maki’s lesson plans are made to be fun and exciting but they are not made purposely to address the learners’ needs.

To make the pictures into a comic, Maki downloaded a trial program for Mac computers. I am also undecided whether this is a good or bad idea seeing as the program is not easily accessible because it is a 30 day trial, it has to be downloaded, and it is specifically for mac computers.. Most computers in elementary schools are Windows so I do not believe this program would be compatible. This program did make things easier to make the photos in to a comic which would have definitely taken some time to create if used by another program.

Sculpture Lesson Plan (Feb 1)

The lesson plan we had today was for sculpture lesson plan which was lead by Brenda. The activity she had for us was to make monsters from different materials. In general, I think this was a very fun assignment. I also believe that this is appropriate for the age group that we are working with because its fun, allows the learners to use their imagination and learn the limitations of different materials. Also, because this is a sculpture project which works with three dimensional structures, there are opportunities to learn different structures and requirements needed in order for a structure to support itself..

Also, although this lesson plan does have craft elements, the project works with the concept of creating a monster which allows it to be still be art. What I found interesting with this project was how Brenda decided to provoke the imagination of the learner using a mystery item. The learner had to feel the mystery item and incorporate something from that item into the monster they create. I think this part of her lesson plan is a vital part of her project because it is the base for the concept of the creating the monster.

I think an interesting part that she could have with the students would be to let them watch the movie Monsters Inc. because they can look at the different types of monsters and the types of textures they could create. The learners can also gain an understanding about, how things are not what they always seem. I think incorporating this into her lesson plan would be very enjoyable for the children. I would’ve like to know the resources that Brenda used to make this lesson plan.. I think they would’ve been an interesting read. She vaguely mentioned the developmental issues she was dealing with and did not reference her sources during her lesson, nor mention when asked.

The first monster I created, I tried to include the smoothness of the object and stiff net structure of the object. I used the play dough as the base of the body, used some wire for the spines, shells to add to the net like texture, and modelling clay for the feet. I learned that the play dough was way too soft to be used for the base, and in general for the objects I attached to it. This made this particular monster heavy and unstable.

The next monster I made was mostly made with pipe cleaners, popsicle sticks and play dough. I tried to work with a different structure from my first monster and this time incorporate more of the net like structure. To try to accomplish this, I used the pipe cleaners to wrap around two popsicle sticks in a kind of weave for stability. I believe that out of the two monsters, this one was definitely more successful in terms of incorporating structure and texture of the mystery item, which was a birdie used for badminton.

Drawing/ Painting Lesson (Jan 25)

The lesson plan I decided to teach was a diptych containing a drawing and painting. I decided in the lesson plan to have the children bring pictures of their favourite animal and draw it for the first piece, and for the second piece have the children paint the chosen animal doing a different activity without the picture reference. By doing this, the students learn to draw from observation and from their imagination, From what I’ve read from the textbook and other supporting resources, children from the ages 8 to 10 are focused on accuracy. Their drawings tend to regress because their focus for accuracy for details makes the children not focus as much on the background for their images.. I think with this lesson plan is a compromise between the children’s desire for accuracy and drawing from their imagination to be creative. Students would be marked on technique, composition, effort, and how well they have used the material. I do not believe it is fair to mark the students on things such as animal or concepts chosen seeing that the work is their and not mine to make that judgement.

While teaching this lesson plan, I learned that this lesson plan should be carried over a few classes. The problem with making a single lesson plan project is that it strips the project with any sort of background lessons that should take place before executing the project. Also when it comes to teaching peers about a single lesson plan, you tend to take these background teaching plans for granted. These background lesson plans would include classes on drawing, drawing techniques, and small sketching assignments to allow the students to work with different drawing techniques. There would also be classes on watercolour, and minor projects with watercolour so students can learn the limitations of the medium. This diptych project would not be a project introduced as the initial assignment, but would be a project that would take place later, after students have worked with these mediums.

While sharing this lesson plan with my group, I difficulties I encountered were to get my peers to follow the lesson plan for its objectives. I feel like with peers, they have a tendency to believe that they are above and beyond these lesson plans so they tend to not put the same effort when trying out lesson as they would for a project that they would get marked on. Also when it came for peer evaluations, the sections where I did not score as high were presumptions made by peers. I think that if they asked questions and took the project a little more seriously, sharing this lesson plan would be more successful.