01 Eportfolio JWing

Educational Portfolio
Jay Wing
ID: 006594717 Requirement for Masters of Education in Cross-Cultural Teaching with a Single-Subject Credential
Note:Initial photo reference is from a drawing by Geinen, on deviantart.com
Index
Domain A: Making Subject Matter Comprehensible for Students
TPE 1: Specific Pedagogical Skills for Subject Matter
Domain B: Assessing Student Learning
TPE 2: Monitoring Student Learning During Instruction TPE 3: Interpretation and Use of Assessments
Domain C: Engaging and Supporting Students in Learning

TPE 4: Making Content Accessible TPE 5: Student Engagement TPE 6: Developmentally Appropriate Teaching Practices TPE 7: Teaching English Learners
Domain D: Planning Instruction and Designing Learning Experiences for Students

TPE 8: Learning About Students TPE 9: Instructional Planning TPE 10: Instructional Time TPE 11: Social Environment
Domain E: Creating and Maintaining Effective Environments for Student Learning
Domain F: Developing as a Professional Educator

TPE 12: Professional, Legal and Ethical Obligations TPE 13: Professional Growth
Domain A:
Making Subject Matter Comprehensible for Students


In a lesson plan I called, The Anamorphic Grid Painting, students used an 8x10 grid (Fig. A) to stretch a portrait of themselves in one of two ways: either in an organic fashion (Fig. B) or in a trapezoid (Fig. C).
A B C D E F G A B C D E F G A B C D E F G
As an evidence of students problem-solving skills, according the California Standards for High School Art, (2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design.), students used math skills to stretch a grid into a trapezoid-shape.
10
10
10
Figure A
Figure B
Figure C
The following page shows images of the two students who helped me do the mathematical drawing, enlarging it, and transfering it to a larger sheet of paper for the rest of the class to use as a traceback for those who chose the trapezoidal grid. Naomi and Marcus were huge helps, enabling me to focus on getting everyone else up to speed on choosing a grid and transfering them to larger sheets of paper.

The process involved taking a portrait of these intermediate artists with dramatic lighting. The image was transferred to an 18x24 piece of painting paper, gridded with the trapezoid anamorphic. The limitation on color requirement was a palette of monochromatic color (one hue with the full gamut of values and tones), and a symbol added to represent something significant to the student.
The ultimate affirmation of the success of this assignment is that my Master Teacher, Keith Opstad, said he would definitely add this project to his own repertoire of unique assignments.

Here are a few of the students written self-critiques on the project:
Here is an exerpt from My Master-Teachers observation:
And another from my National University Supervisor:
Index





Domain B:
Assessing Student Learning

TPE 2: Monitoring Student Learning During Instruction

In addition to walking around the room and coaching individual students on assignments while theyre being worked on, I frequently add notes to the whiteboard in front of the class and address the whole class, especially when I see the same challenges being repeated by more than two or three students. Also, I created a website where links to digital photos are available to students who either missed class or the impromptu lectures. The class website is located at www.wolverineart.com.
Example of anamorphic grid, printed, enlarged and posted on the whiteboard.

TPE 3: Interpretation and Use of Assessments
Assessments for the visual arts are standards-based and involve both a written self-critique as well as a visual rubric, so the students are able to see what successful projects look like and what the criteria for grading projects will be. In this example, the rubric was created after the project was completed, because the assignment was completely original. A full-size original of this rubric is located on my ftp site at:
ANAMORPHIC GRID PAINTING

VISUAL RUBRIC & ASSESSMENT
EXCELLENT QUALITY
STRENGTHS Resembles the subject Entire composition is balanced Demonstrates superb craftsmanship and quality attention to detail in the final product Mastery of line quality Thorough understanding of value and shading Creative use of symbol in the dark areas of the rendering Preliminary work completed WEAKNESSES None
www.HISworx.com/TED629/AnamorphicVisRubric.pdf (no hyphen).
GOOD QUALITY
STRENGTHS Resembles the subject Composition is balanced Demonstrates good craftsmanship and attention to detail in the final product Excellent line quality Correct border Preliminary work completed WEAKNESSES Marginal understanding of value and shading Overall composition appears unfinished Added symbolic icon unrelated to image
POOR QUALITY
STRENGTHS Doesnt resemble the subject Correct border Some preliminary work has been completed WEAKNESSES Minimal understanding of value and shading Overall composition appears hastily completed Demonstrates minimal understanding of craftsmanship Most details have been over simplified or ignored Added symbolic icon unrelated to image
OW!Experience 2009
Index





Domain C:
Engaging and Supporting Students in Learning


TPE 4: Making Content Accessible TPE 5: Student Engagement
In addition to the whiteboards mentioned previously (in TPE 3), I uploaded a sample lesson plan for the Anamorphic Grid Painting, also located online at HISworx.com/TED629/Lesson_Anamorphic_Painting.doc Here are sample screens with a link to the original website I created for the class, wolverineart.com and a new blog, created last week (April 4th) called, wolverineTime.com
Wolverine Art is a catch-all site with links to the whiteboard notes, research images for assignments and links to interesting and relevant articles used for anticipatory reports to give students background knowledge on art movements and art history.
WolverineTime.com has information and step-by-step examples on how to produce art demonstrated in class, as well as samples shown during PowerPoint slide shows.

TPE 6: Developmentally Appropriate Teaching Practices TPE 7: Teaching English Learners
Art classes use a variety of assessment tools to address a variety of cultures, learning modalities and sensitivity to mainstreamed students. In addition to posting my whiteboard notes online, I frequently add video memos to the front of the home page at www.wolverineart.com This allows students to view current project information, as well as inform students who are absent from lectures. There is a also a link on the home page to archived videos (posted on YouTube). The following is a partial list of websites and links on the links page of the website to assist all students:
http://docs.google.com/Doc?id=dfxwx3m_10g4g4wgg4 Photo references for impressionist painting assignment http://delicious.com/westviewart Site with links to articles, research sites to learn about various Art history movements, etc. http://www.youtube.com/wolverineArt Videos Ive taken while student teaching, including sporting events, in-class video random videos of after-school activities, such as the kids who practice break-dancing in the quad area. Videos on this link are hosted on YouTube. Due to the privacy issues, the only place these videos can be viewed is on the wolverineArt.com and wolverineTime. com sites Ive created. http://vimeo.com/wolverineart Vimeo is similar to YouTube, but without the exposure to masses of people. Its a subscriber-based service used for home how-to projects. http://docs.google.com/Doc?id=dfxwx3m_19hs5325g4 The image of the tennis shoe is a link to the grading rubric I created, combining a variety of critiquing information from my master-teacher, as well as the breakdown of the pointssystem, so students know what a 29/40 points is (in this case, a C). The image of the bird, laying on its back is a link to a pdf I created as a visual rubric for students to see samples of superior, acceptable, and unacceptable expectations of quality of work. http://www.hisworx.com/01_Westview/Torn-Paper_samples.pdf The colored pencil image is a link to the grid drawing our level 1-2 students need to replicate on a 9x12 construction paper, including labeling the areas to be rendered. http://docs.google.com/Doc?id=dvgq2pn_152cc3d3683

TPE 6: Developmentally Appropriate Teaching Practices TPE 7: Teaching English Learners
This is what the links page on the website looks like (links are active in this PDF):
Index



Domain D:
Planning Instruction and Designing Learning Experiences for Students

TPE 8: Learning About Students TPE 9: Instructional Planning

Using an online service called, Vimeo, I uploaded these QuickTime movies at various events Ive attended while performing my student teaching. There are links to this and various other videos on the main website I created for my student teaching at www.WolverineArt.com. Another site I created while student teaching is a blog I created with step-by-step tutorials and current assignments the students are looking at, so students can keep abreast of assignments they may have missed while out sick. The URL is www.WolverineTime.com. I must say I was amazed that both of these URLs were available, since the school has been open for seven years. Since I purchase a lot of domain names, naturally I snatched both of these up. A significant reason for purchasing these domains ought to be obvious: I intend to market myself to the school as more than just a potential teacher, but as a teacher they would be silly not to hire. Wolverine Time is a twice-a-week period (Tuesdays and Thursdays) where students can get help with projects theyre working on. Its tutorial or counseling time that many art students take full advantage of particularly toward the end of a grading cycle when they need the extra time to complete an assignment. In addition and my master-teacher thinks Im crazy for offering it I stay at school on Tuesday and Thursday afternoons for up to an hour, calling it extra lab time, or additional Wolverine Time. Ive been pleased that quite a few students show up for this time too. The following pages of images are screen captures of five of the several dozen videos Ive taken while student teaching at Westview High School. The links in the description boxes are active, linking to the vimeo site created to house and view them.

Substituting for my master-teacher, I took this video of his Advanced Placement students, to show him that even though he was gone, they were on-task. I also wanted to show what the environment of this art lab was http://vimeo.com/3887643
Westview Artists are well represented at the San Diego Art Museum in San Diego. This is a link to a video of one of the students explaining her piece to me, during the opening night ceremony several weeks ago, on a Friday night. This is the unedited version. As there were children walking in front of us repeatedly during our interview, I mentioned that I would edit this interview down before posting it on the class website. http://vimeo.com/4322261 This dance group, called, Lady Heat, performed during halftime at one of the basketball games I attended. Note the contrast (no pun intended), between this video and the next, which is a performance of the cheerleaders. http://vimeo.com/3876375
This is another of the videos I recorded and posted in class (one of my students is the head cheerleader, and another is an AP Art student). http://vimeo.com/3876290
I was very excited to find out that Westview has a diving team. Two of my students are on the springboard diving team. Here is a video of the top-ranked diver from Westview High School, http://vimeo.com/3873817 who is in my master-teachers home room. Even though many of the competitions are late in the afternoon, I assured him that I would attend the season finale, if my schedule permits. I posted these videos on one of the homeroom computers, so Cody could see his dives from the audiences perspective.
Index



Domain E:
Creating and Maintaining Effective Environments for Student Learning

TPE 10: Instructional Time TPE 11: Social Environment

TPE 10: Instructional Time
It ought to be obvious by this point that I am very plugged-in, to technology; in the twenty-five years prior to re-entering the educational field, Ive been a Graphic Artist, Designer, Art Director and Cartoonist, and oftentimes take for granted the computer skills Ive developed and honed over the years. For this TPE, Ive included links to documents I use every day in the classroom. At the conclusion of every project, students fill out the top portion of one of these Critique Checklist forms. Then I add check marks to the boxes where additional work needs to be considered, including the four most fundamental aspects of every drawing and painting assignment: Tones, Tints, Values and Shades.
Sample Sheet & photograph of forms with various comments

If I could suggest two things to future student teaching candidates, it would be to buy an inexpensive digital camera and a digital voice-recorder; both of these have been invaluable to me in recording lectures, samples of student art work and even conversations with my master-teacher. Here are a few samples of work our students created while Ive been blessed to perform my student teaching at Westview High School. (Note: these are all Beginning and Intermediate-level students - the Studio Art and Advanced Placement Students are several notches above most of these samples).
One of the first large assignments for beginning students (Drawing and Painting, Level 1-2) is a graphite pencil, self-portrait.
I think youll agree with my assessment, written on her critique sheet, Are you sure youre in the right class? This is awesome!
Drawing and Painting, Level 3-4 students explore a variety of media, including this example, where the background is treated with tempra paint over the entire surface, and then an image is drawn over the top in either charcoal or graphite.
Though its a bit repetitious, I couldnt resist adding this image of Charlie Chaplin, from the same assignment.

As I am the penultimate packrat, I have documented virtually everything Ive done in this class. Here are a few more projects to whet your appetite for joining us at the San Diego County Fair this year (though none of these were submitted, so youre actually seeing what most of the rest of the County is missing).
Level 1-2: Prisma Colored Pencils
Level 3-4: Tempra Paint and Oil Pastel
Level 1-2: Tempra Paint: Impressionism Composition
Level 1-2: Tempra Paint: Impressionism Composition
Index



Domain F:
Developing as a Professional Educator


Ive already mentioned the main sites I store information on for the students to access if they miss a class or to see videos of events. I have replicated the information here to reiterate one thing: I am constantly adding information for the class Ive been student teaching in, including links like this, of various WhiteBoard notes from class. Everything Ive added to the variety of links is in an effort to create an environment of success. Like any gift, or a handshake, Ive put it out there; its up to my students to open and utilize the gifts, or grab and return the handshake. Its theirs to grasp. Using an online service called, Vimeo, I uploaded these QuickTime movies at various events Ive attended while performing my student teaching. There are links to this and various other videos on the main website I created for my student teaching at www.WolverineArt.com. Another site I created while student teaching is a blog I created with step-by-step tutorials and current assignments the students are looking at, so students can keep abreast of assignments they may have missed while out sick. The URL is www.WolverineTime.com. Though these links are on both of the above site, Im including them here as well: Another tool every teacher should be using, in my opinion, is Delicious.com, which allows a user to save and access links from any web-enabled computer. www.Delicious.com/WestviewArt is the one I began my student teaching class with. I also created a Delicious site for my peers at National University, located at www.Delicious.com/TED629

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Educational Portfolio

Note:Initial photo reference is from a drawing by Geinen, on deviantart.com

Domain B: Assessing Student Learning

Domain C: Engaging and Supporting Students in Learning

Domain D: Planning Instruction and Designing Learning Experiences for Students

Domain E: Creating and Maintaining Effective Environments for Student Learning

Domain F: Developing as a Professional Educator

Making Subject Matter Comprehensible for Students

Domain A: Making Subject Matter Comprehensible for Students

Domain A: Making Subject Matter Comprehensible for Students

Domain A: Making Subject Matter Comprehensible for Students

Here are a few of the students written self-critiques on the project:

Here is an exerpt from My Master-Teachers observation:

And another from my National University Supervisor:

Domain B: Assessing Student Learning

Domain C: Engaging and Supporting Students in Learning

Domain D: Planning Instruction and Designing Learning Experiences for Students

Domain E: Creating and Maintaining Effective Environments for Student Learning

Domain F: Developing as a Professional Educator

Assessing Student Learning

TPE 2: Monitoring Student Learning During Instruction

Domain B: Assessing Student Learning

Example of anamorphic grid, printed, enlarged and posted on the whiteboard.

Domain B: Assessing Student Learning

ANAMORPHIC GRID PAINTING

www.HISworx.com/TED629/AnamorphicVisRubric.pdf (no hyphen).

Domain B: Assessing Student Learning

Domain C: Engaging and Supporting Students in Learning

Domain D: Planning Instruction and Designing Learning Experiences for Students

Domain E: Creating and Maintaining Effective Environments for Student Learning

Domain F: Developing as a Professional Educator

Engaging and Supporting Students in Learning

Domain C: Engaging and Supporting Students in Learning

Domain C: Engaging and Supporting Students in Learning

Domain C: Engaging and Supporting Students in Learning

Domain B: Assessing Student Learning

Domain C: Engaging and Supporting Students in Learning

Domain D: Planning Instruction and Designing Learning Experiences for Students

Domain E: Creating and Maintaining Effective Environments for Student Learning

Domain F: Developing as a Professional Educator

Planning Instruction and Designing Learning Experiences for Students

Domain D: Planning Instruction and Designing Learning Experiences for Students

Domain D: Planning Instruction and Designing Learning Experiences for Students

Domain B: Assessing Student Learning

Domain C: Engaging and Supporting Students in Learning

Domain D: Planning Instruction and Designing Learning Experiences for Students

Domain E: Creating and Maintaining Effective Environments for Student Learning

Domain F: Developing as a Professional Educator

Creating and Maintaining Effective Environments for Student Learning

Domain E: Creating and Maintaining Effective Environments for Student Learning

Sample Sheet & photograph of forms with various comments

Domain E: Creating and Maintaining Effective Environments for Student Learning

Domain E: Creating and Maintaining Effective Environments for Student Learning

Level 1-2: Prisma Colored Pencils

Level 3-4: Tempra Paint and Oil Pastel

Level 1-2: Tempra Paint: Impressionism Composition

Level 1-2: Tempra Paint: Impressionism Composition

Domain B: Assessing Student Learning

Domain C: Engaging and Supporting Students in Learning

Domain D: Planning Instruction and Designing Learning Experiences for Students

Domain E: Creating and Maintaining Effective Environments for Student Learning

Domain F: Developing as a Professional Educator

Developing as a Professional Educator