My PDP has primarily focused on creating workspaces and clear expectations that allow many different opportunities for students to choose from at the end of class. These spaces encourage creativity, problem solving, and reinforce concepts covered during instruction as well as teaching students to work with different arrangements of people towards a positive unified goal. This adaptation has allowed for many more collaborative/group artworks of larger scale that are visible throughout the building, especially in the hallways surrounding the art room. One of the workshops I attended was titled "Feeding the Heart Through Art". It focused primarily on the negatives of the world and how we can focus on the positives and put more positive visual elements into our environment to build strong character among our students as well as reinforce our daily lessons simultaneously. "I feel there is a great need for teaching kindness, love, and acceptance. And as their art teacher I feel I have a duty to help them learn to become compassionate caring individuals," was a quote from the speaker, and has been a concept covered on a regular if not daily basis. As far as making this visible there are totem poles built by the second grade in their hallway as an individual artwork that is organized with other students' work to create a collaborative piece, there are also hot air balloons in the same hallway that was an ongoing piece for several weeks that reinforced the concept of impressionism and pointillism as well as team building and character building while working together towards a common goal. Students are much more involved with the concepts as they see them daily and I love to hear them teaching other students about how they completed the project and what the important aspects of that design involved, so they actually become the teacher and share what they've learned without prompt. Third grades' mobile is above the stairway that is a reference for multiple grade levels and also introduces the concept of upcycling materials for a different/greater purpose. These artworks have also affected the flow of traffic between classrooms from a race to get to point B to a more casual, controlled, and observant one which is beneficial in more than one way. Fifth grade has a collaborative tiger head at the end of our hallway that shows the neutral color family and involved all four of the fifth grade classes in an ongoing effort. First grade studied the primary colors in addition to types of weather and was displayed in the hallway heading to their classrooms for them to refer to and share on a daily basis. When critiquing artwork we try to focus on the positives as well, and speak to people the ways we would want to be spoken to, while at the same time giving concrete elements of observations about others and their own artworks.
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