Element A: Teachers provide instruction that is aligned with the Colorado Academic Standards, their District’s organized plan of instruction, and the individual needs of their students.

- The artifact that best fits with this element is the "Objectives/Outcomes/Learning Targets" from my second lesson titled "Texture: Implied vs. Invented." This lesson was taught to a Level 1 art class, so there were students from ever grade, but the majority of the class were freshman. This lesson was about finding artifacts in nature to draw their texture from observation. Each student gravitated towards different objects that they made connections with. 






(accomplished, proficient, developing, or emergent)

Element B: Teachers develop and implement lessons that connect to a variety of content areas/disciplines and emphasize literacy and mathematical practices.
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 - For the social justice lesson, a lot of my examples of social justice artists use text in their art to convey a very clear message. Although this was not a requirement, the group of students decided to add several elements of text to their Performative Activism banner. While discussing the designing process, we talked about how to scale design elements appropriately, from the size in their sketchbooks to the size on the banner. Since this lesson was student driven, I left the topic open for them to decide what they wanted to make. It just so happened to be related to current events that are being discussed in history classes. (Israel and Palestine) This screenshot is from the Literacy portion of the social justice lesson plan. 







(accomplished, proficient, developing, or emergent)

Element C: Teachers demonstrate knowledge of the content, central concepts, inquiry, appropriate evidence-based instructional practices, and specialized characteristics of the disciplines being taught.

- Before I began to explain the Social Justice art piece to the AP and IB class, I asked them inquiry questions about what they already knew. As it turned out, they did not know much about social justice. This is what I expected, so I created a presentation to explain what social justice is, how it relates to art, and I included some examples of artists and artists groups whose main focus is social justice topics. I included the essential questions at the beginning so it would help give the students somewhat of an understanding before they started brainstorming, as well as a few post lesson reflection questions to see how their perspectives of social justice in art may have changed throughout the course of the lesson. 

 Social Justice Presentation

(accomplished, proficient, developing, or emergent)




Art has a special way of connecting all elements of education. An analogy this reminds me of this is when parents blend vegetables in their kids pasta sauce so they won't know they are eating vegetables. Art has a way of adding literacy elements that can be seen in reflections and critiques; math in grid based projects and perspective units; and also history and science when discussing broader topics to use as inspiration in art and to experiment with new mediums. Often times art disguises these other elements and makes students more willing to step outside of their comfort zone to try something new. As for my teaching, being in new classrooms with new students, I have broadened my horizons with my own artmaking and stepping outside of my personal comfort zone. Helping students with their work has helped with the evolution of my personal art both inside and outside of the classroom. This has helped me further develop my craft in teaching art.