T TPA

1. TTPA TPA GOALS (Domainsand Standards Summary) Annie Jacobs

2. Academic Year 2012-2013Murray High School • X Student Academic Progress Goal – Domain 7 Goal: • Raise the level of literacy through the visual arts. Students will apply visual ideas to support the written word, feelings, and perspective to be successfully integrated and communicated in 2D and 3D project-based work. Supporting patterns, trends, past practices, current research, or data (rationale): • This focus will further develop the art of communication, the intent of the artist, and the critical thinking and assessment components necessary to realize a successful message and piece of artwork. This practice( innovation) can be transferred to other subjects and real-life applications.

3. Goals Continued • SMART Goal: • For the 2012-2013 academic school year, I would like to continue with two goals established last year. The first goal is to seek and establish new student-centered intervention strategies to sustain learning and build relationships. The second goal is to continue developing new and creative strategies for effective communication that will result in student achievement and extend into the global community. I am particularly concerned and focused on the at-risk population in the inclusive setting. (see below) Maintain, model, and further develop precise language to clearly communicate, support ideas, knowledge, and processes. . Demonstrate fair and ethical behavior and respect for diversity demonstrated by daily actions and decision-making that fosters community, safety, and standards. . Facilitate applicable habits of mind and metacognitive strategies to help students be mindful as a tool to promote academic and social work.

4. The following represents leadership results in acceptable, measurable student academic progress based on established standards.

5. Student Work Gray Scale applications Monochromatic applications

6. Tints and Shades Exploring hue, value, tints, and shades Exploring Hue, Value

7. Expressive strategies In creative drawing Vision and composition Forms and figures Communication Cultures

8. Perceptions and Interpretations

9. Honoring those who have given us great works of art…….. Symbolism, metacognitive vision of Surrealism

10. Productive thinking Media Process of Visualization Photography

11. Summary • Making art involves skills, processes, and ideas. • Artwork is personal and distinctive to each individual and, in doing so, we become more accepting of ourselves. • The creativity and critical thinking skills open our view to the possibilities of more than one solution to a task. • Art fosters respect for differences.

12. General Outcomes • I conducted myself in a professional manner with transparency in words and actions with all members of the community. • I supported and initiated collaboration whenever possible and appropriate to facilitate efficient management of the classroom schedule and equality for all. • I routinely checked in with students to make certain needs were met for the day. • Through class discussions, ideas and strategies where discussed and determined to support student success. • In setting up, facilitating meeting/conversations with parents, I kept standards, community expectations, safety, and melding of individual needs a priority. • I successfully treated everyone as unique individuals and supported strategies in collaboration with parents and school expectations to help students develop academically and socially. • Respectfully submitted, Annie Jacobs

13. Knowledge of Students • a. Provides learning opportunities that support students learning style and intellectual, social, and personal development. Example: Art readily enables individuals to display the unique brands of creativity and personalities. With the introduction of all art units, I provide a hands-on experience with the new materials/mediums. 1-Students become familiar with the medium through exploration. 2-Students bring their own ideas, individuality, and creativity to the medium. 3-Students are more willing to take on a new approach/technique/strategy once they have had opportunity to ‘play’ with the medium. 4-Exploration fosters the metacognitive process for developing questions for discussion. 5-The initial process helps me understand the level of knowledge each student possesses and how to approach every aspect of the unit lessons thereof.

14. Knowledge of Students cont. • Clay Unit: Prior to introducing slab sculpture, students were each given clay and were directed to create something personally meaningful in 30 minutes. There were no other instructions. For a lesson to be innovative, the concept of choice must exist to engage a relevant and authentic response. Initial responses: Joy, confusion, questioning, laughter, engagement, and non-participation. Students were given the opportunity to share each work and the reasons behind their choices. Later, these brief works were the basis for a more formal project.

15. Knowledge of Students • Personal Response: The owl was a favorite choice for many students as this was a symbol for a beloved student and friend lost earlier in the year. The student loved owls and represented these creatures in her drawings. Students chose to sculpt a variety of owls. Here is an example.

16. Knowledge of Content • Effectively articulates the central concepts and understandings of the discipline(s). • Communicates content knowledge and processes used by adults working in the discipline(s). • Example: American Pie • (art +history; art + social studies) • Long known for the phrase “baseball, apple pie and Chevrolet*,” American traditions are based upon the many things our large and varied country provides. A generous slice of clay “pie” contains symbols of each child’s favorite things — family, hometowns, friends and a country of heroes. They reflect the past, present and future. • Class discussion needs to include possibilities like gold arches, rock music, sports, cheerleaders, ice cream cones and American pride. Each slice contains as many items as possible. The clay sculpture is hand-built with air-dried clay (or ceramic-fired clay and glazes) and painted with Matte Acrylic Paint. • *Chevrolet is a trademark of the General Motors Corporation • This lesson offered extended choice to students other that ‘pie’ but the process was basis for student creations.

17. Content Continued • Process • 1. Students draw a sketch of the objects • they are putting in the slice of pie. Each • object needs to be simple, without a lot • of detail, so several can fit on the pie • slice. Painting will add the final details to • help identify each item. • 2. Divide the clay in half, put one half in the • bag to keep damp. Moisten hands and roll • the clay into a ball. Flatten the ball with • the palm of a hand, then use the roller to • make a slab of even thickness. This will • be the “pie crust,” and should be about • 3/8" thick. Cut a wedge about 4" x 6" • from the slab and remove the scraps, • immediately placing them back into the • zip-close bag. Keep the back edge • uneven, as a pie crust would be. Lift the • back edge up about 1-1/2" to 2" to form • the pie shell. Add some extra clay to • strengthen the base of the shell. Use slip • technique in #4.

18. Content Continued • 3. Start forming the symbols from clay. • Where the symbols will attach to each • other and to the pie crust, roughen the • clay with a tool (called “scoring”) and mix • a little water and clay to make “slip” (also • called clay glue). Dab the slip onto the • scored areas before joining the pieces to • help them adhere. Place the objects into • the pie shell, secure with the slip and use • clay tools to attach. • NOTE: Self-hardening clay should dry in • 24-48 hours, depending on thickness. • 4. Paint the dry clay with acrylic • — a thick, opaque paint with excellent • covering abilities. Use only a small • amount of paint at a time. Keep the red • color of the clay visible to mimic real pie • crust. Select brushes small enough to fit • into the tiny background areas of the • symbols. Paint the background first and • work the paint details to the outside. • Acrylic may be thinned with water in • order to get fine detail. Paint will dry with • a permanent matte finish.

19. Content Continued-National Standards • Content Standard #1 — Understanding and applying media, techniques, and processes • Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use.

20. Content Standards Cont. • Content Standard #2 — Using knowledge of structures and functions • Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art.

21. Content Standards Cont. • Content Standard #3— Choosing and evaluating a range of subject matter, symbols, and ideas. • Students evaluate and defend the validity of • sources for content and the manner in which • subject matter, symbols, and images are used in the • students' works and in significant works by others.

22. Content Standards Cont. • Content Standard #4 — Reflecting upon and assessing the characteristics and merits of their work and the work of others. • Students reflect analytically on various interpretations as a means for understanding and evaluating works of visual art.

23. Planning, Delivery, and Assessment of Instruction • #1 – Instructional • a) I collaborated with my co-workers to create a shared vision of teaching and learning through differentiation strategies that supports students’ academic progress and school improvement as revealed by assessment, fostering metacognition leading to critical thinking skills relevant to student success. Much discussion and collaboration was devoted to establishing and implementing a common language and expectations throughout the school building. For example, a contract was created by students and staff for the school year. • b) I facilitated collaboration to effectively implement and reinforce science and social studies, and English curricula through integration of an art-infused and interactive process and under sheltered instruction lens. The outcome was a broader view of differentiation to support and extend teacher strategies to support students learning. • c) Student academic progress was realized and assessed as the framework for language development was linked to previous knowledge students gained from past lessons. The outcome was an increase understanding as exhibited in passing test scores, project-based learning, and implementation of techniques in art. • d) Fostering and facilitating collaboration brought out many positive growth changes. For example, I used interactive, non-threatening activities and interactions for cooperative learning and sharing supporting the vision for a safe and welcoming learning environment. • e) The collaborative process was used to support vocabulary, visual cues and other strategies and positive assessment scores increased. • f) Further, with an increase of vocabulary to support understanding, this maximized interpersonal communications and teamwork. • g) In terms of self-awareness and seeing through diverse viewpoints, intrapersonal relations were developed in these lessons.

24. Safe, Effective, Learning Environment • a) In setting up facilitating meetings/conversations with parents, I kept standards, community expectations, safety, and melding of individual needs a priority. Much time was devoted to communicating with parents to give and gain information to support students. I mediated with students to support academic and social needs. • b) I fostered improvement in scores, behaviors, and quality work reflective in student achievement through collaboration with teachers by informal learning communities and met weekly for updates. • c) I modeled fair and ethical behavior and respect for diversity in daily actions and decision-making that gave value to each individual fostering community, safety, and standards. • d) I worked collaboratively with teachers and intervention specialist to accommodate the immediate needs of both teachers and special needs students to create a less stressful and positive learning environment.

25. Professionalism • a) As a professional, I remain transparent in behavior and attitude. • b) I facilitate applicable habits of mind and metacognitive strategies to help students and achieve mindfulness. This is a tool to promote academic and social work. • c) I successfully treat everyone as unique individuals and support strategies to be mindful of other unique perspectives to help support academic and social growth.

26. Student Academic Growth • a) Supported and implemented work in strategies development for reading in the content areas by working with staff to introducing Mastery Learning model and infused arts strategies and alternative assessment. • b) Published project-based research addressing learning strategies and autism. Introduced new learning methods through infusion with the arts, scaffolding for differentiation to ensure total comprehension for all students. Outcomes were acceptable measurable progress using alternative strategies to address individual needs. • c) I worked with community outreach to establish venues work studies and apprenticeships for students extended learning in chosen fields of study.