Teacher Quality Standard III: Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.  

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Element A: Teachers demonstrate knowledge about the ways in which learning takes place, including the levels of intellectual, physical, social, and emotional development of their students.

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Evidence

 

To start the week off, on Monday and Tuesday, I gave the students more time to work on

their vignette drafts and just have a day to brainstorm. The following class, Wednesday and

Thursday, I had them participate in a quick gestural drawing, focusing on general shapes of the

body in different positions. Students were super engaged in the content having a good time as

they modeled for the rest of the class. Doing this made it fun and light-hearted allowing me to

make deeper connections with students providing encouragement. On Friday, they had the

chance to start creating a character of themselves or one of their own made-up characters and put them in one to three situations of their own choosing.

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When I gave the example, I showed them some of my own personal art: my rough drafts

and my own vignette to show them what the end goal of the project is. Then I let the students

work on creating a character of their own, either a full body in some position or doing a picture

of themselves from the torso up. One of my students, Zeke inquired about my work asking if I

really drew that and drew those people in my vignette and I said, “Yeah, I did that” and he said,

“Wow, I could never do that.” I responded, “On the contrary, I believe you could because with

time and effort anyone could make an amazing vignette! And one day you could far surpass

my skill. So, I encourage you to just take your time and have fun creating and let your

imagination run wild.” He said, “Awesome! Thanks Mister. I’ll try and work on it.”

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There were so many diverse ideas, but I noticed a common theme surrounding multiple

ideas, even for people who were sitting way across the room from each other. Students were

creating different types of vortexes, tornadoes, and spirals in their work, all with different

conceptual ideas. This alone proves that even when students don’t interact with each other very

much, they are still around the same environment/high school, thus being inspired by each other

and possibly even feeding off each other’s energy. Overall, I think the best thing that

has happened is that the students are starting to warm up and are getting comfortable

with me even to the point where some of the students and I are developing a bond through

mutual trust.

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In this lesson plan, I had students participate in creating a fun environment while focusing on learning the human form and what it would look like in different positions. Various students took turns modeling which was a time to be vulnerable but simultaneously show their true personality. They physically participated while socially engaging with their classmates which directly ties into the TQS III Element A virtues.

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