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I am looking forward to leading my exploratory class through a canvas painting using acrylic paints.  It will be  a single point perspective of a blossoming almond orchard. This will be my first time being able to do a directed painting project with my students thanks to the grant!
Outside of school, I look forward to sightseeing and relaxing at the beach with my family when school gets out.  We will visit Santa Cruz & Monterey!

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In the installation project, the teacher showed a powerpoint of installation examples and had students discuss elements in common, as well as what they thought the piece was communicating.  The class decided on elements in common to provide "unity" and "movement", which were discussed and written on the board.  As the students worked, the teacher could observe if they had used each of those expected elements (blue and rectangle).  Finally, students were asked to critique classmates work and offer suggestions, as well as having to orally explain their work. The students received 4 parts of their grade to look at different elements of their project, but also had a self reflection.
The teacher could have also made a checklist of the required elements and have students self-critique during the creation process, as well as fill it in for other groups. To plan for bringing the pieces together, there could be moveable pictures of each group's project, where students could justify why a certain arrangement might be more pleasing than the others, according to the principles of installation that they had learned.

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I can utilize the UDL practice by showing visual examples of technique as a manageable pacing (step-by-step). Also, UDL can mean using a choice of materials for projects so that students can choose what feels most comfortable to them or providing a template for more difficult parts of a project. Finally, UDL can mean allowing students to respond to questions in a variety of ways, such as oral response, written response, demonstration, etc.

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I am looking forward to building a new art program at my alma mater. Working with students from 6th grade to 12th grade, and watching the students grow as artists, and individuals, and being able to contribute and give back  to the community that I was raised in, and fostering relationships with them and the school and students. Outside of school, I am excited to spend time with my family. 

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I am looking forward to building a new art program at my alma mater. Working with students from 6th grade to 12th grade, and watching the students grow as artists, and individuals, and being able to contribute and give back  to the community that I was raised in, and fostering relationships with them and the school and students. Outside of school, I am excited to spend time with my family. 

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Kristin Chambers

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In the Installation video, the teacher  really used communication and discussion as a way to assess students understanding and engagement in the project.
At the beginning, after students created their own individual ideas for hte installation piece, the class had a group discussion reviewing the elements and principals and decided on which to emphasize in the installation as a whole, to bring all their ideas together. AS students built their projects, she would rotate around the room and ask students and groups about their vision, and how and where they are applying the elements of art in their piece. She really emphasized communication, and had the expectation that at the end of the year, they could really use their vocabulary beyond just writing, and in conversation.
Although she mentioned a lot of written reflection pieces for after the project, I think she could have added in progress "critique' maybe of one group doing the 2 stars and a wish with another group. I also like Sara's suggestion of a manipulative visual of the final result. This could be revisited as a class, or students could add written "critiques" or ideas and pinned near the board with their ideas and thoughts about its overll design.

Kristin Chambers

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I think one of the most important ways to use UDL in the classroom is by providing as much variety in visuals and various methods of learning and support as possible. A visual rubric to show the expectations, or graphic organizers for notes and concepts, vocabulary foldables, or step by step worksheet and demo videos to watch, flipping the classroom, etc. Preparing for students with disabilities, ELL, etc, will not only help those students learn, but help all students learn better as well.

Kristin Chambers

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I am looking forward to creating a ceramics program in the fall for the school.  I studied ceramics for many years in college and worked at a production pottery in Folsom.  It has been several years since I worked in clay and I am excited to return to this.  I am confident that the kids will love it too!

At home, I am looking forward to spending time in the garden this summer, and visiting all the beautiful swimming spots in the lakes and creeks in my area with my dog. Sorry, that is two things!

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As a teacher, I am looking forward to my high school art class next year.  This year, at semester, I was moved from my high school position as the teacher in the opportunity classroom and took over the eighth grade class.  I am offering my 8th graders art as their elective and we are having a good time but I can't wait to get back with my high school students.
At home, I am looking forward to my garden this summer and canning everything we grow.  My husband and I have also taken on the responsibility of raising our 2 grandsons, ages 9 and 13.  I am looking forward to sharing with them a life that can be stable and loving.

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In the Animals Legends video, the teacher uses rubrics during the rough draft process and checklists that assess understanding of the main parts of the lesson.  The teacher recommends having conferences with the student with the rubric, before completing the final draft.  She also uses questioning throughout the unit to check for understanding.
Her art lesson focuses on some main criteria, such as aboriginal art symbols which she has displayed on an anchor chart.  These shapes are to be used in the student's legend.  The students also learn what makes a story a legend,and she checks for understanding of this.  The drawings can be drawn any way, but students must use the certain shapes and the same main colors.
In this language arts portion of the lesson, the teacher could also
use the Mastery Marking approach or the Marking for Improvement from Dylan Williams Center's Feedback Techniques. Marking for Improvement would involve putting a grade in the grade book but only marking on the paper ways that the student's work could be improved. The Master Marking approach is where the work is accepted after it has reached a certain standard, but the student is given guidance on how to make improvements and hand it back in.

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This was in integrated lesson that combined visual and preforming arts as well as writing.
the teacher used modeling and then discussion,  She used examples, a chart, and a class created checklist.  The video showed parts of the lesson and an explanation of the entire lesson.  I would have liked to see more of the actual art lesson with an explanation of the symbols in the students work.  I would have liked to see the children explain how they included the symbols and what they meant to their work

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I can utilize UDl by providing options for students to demonstrate their learning.
I need to present material in as many formats as possible to try to ensure I am reaching all students.

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I am looking forward to introducing my students to a new, fun project that they will be able to enjoy, while also meeting standards. Introducing students to project based learning, sowing them they don't have to always been in a textbook to be learning.
Outside of school I am looking forward to having an impromptu family reunion next month, and getting to visit back home with family.

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In the Woodland Style Art video, the teacher, mentors and elders check in with the students while they are creating their art pieces, checking knowledge by asking the meaning behind their choices. Why did they choose the colors that they did? What do the colors represent? Because this project is deeply based on the history and legends of the aboriginal culture, there are many layers to the art projects, simply beyond what it looks like. Students are able to answer and understand the history behind their choices, and the symbolism behind it. Teacher using verbal check ins allow students to verbalize their answers, instead of struggling to get them out on paper.

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One way that utilizing UDL helps my students is that it gives them the freedom to choose how they are showing understanding. By giving them options of how they work towards the overall goal that all the students have.

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I am looking forward to the presentations that my 5th graders have put together for their last performance before moving on to the middle school!  They have put so much of themselves into their art class this year! They constantly amaze me with their growth and creativity, and I know that these presentations will be such fun!
Outside of school I am looking forward to some summer travel and spending some time in my garden.

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In the integrated elementary dance/language lesson: “Exploring Dance: Movement, Space, and Poetry” students are engaging in movement activities while exploring different types of space, and connecting movement to a poem. The teacher introduced some dance terms and a poem that the students would use to inspire a small group choreography.  Students were then asked to co-create a checklist of criteria for their dance.  Students could refer to the checklist as they created their choreography.  Students also used a dance journal to record their experiences and give information to the teacher.  The teacher also took notes on what he observed as he circulated and worked with groups. The notes, journals, and checklist were great examples of ongoing formative assessment!

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I am looking forward to seeing my students grow as individuals within their creative capacity in order to develop as individual artists. I love how the instructor focuses on her students desire to go into sciences even anatomy. The student  uses art as a tool to learn anatomy and uses anatomy as a reference to her art making. It displays some of the student's long term goals in her future careers. I would love to explore this in my AP and PRE AP classes. 

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I am looking forward to seeing my students grow as individuals within their creative capacity in order to develop as individual artists. I love how the instructor focuses on her students desire to go into sciences even anatomy. The student  uses art as a tool to learn anatomy and uses anatomy as a reference to her art making. It displays some of the student's long term goals in her future careers. I would love to explore this in my AP and PRE AP classes. 

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Lura WIlhelm

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I love seeing how this group really focusing on how to use formative assessment as tool to work with the student throughout a project and for the student throughout their time in class. I love the rubric example as well as the ongoing checks of notes, journals and project. 

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I love seeing how this group really focusing on how to use formative assessment as tool to work with the student throughout a project and for the student throughout their time in class. I love the rubric example as well as the ongoing checks of notes, journals and project. 

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Lura Wilhelm

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I love giving students the option to apply many ideas to one project. It helps provide ownership and engagement to a project. I love the idea of using various formats of learning to engage all learning styles. 

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I love giving students the option to apply many ideas to one project. It helps provide ownership and engagement to a project. I love the idea of using various formats of learning to engage all learning styles. 

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Lura Wilhelm

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I could use visual examples, as well as a verbal explanation, and give opportunities for students to engage in the demonstration with discussion, questioning and eliciting feedback.  By using the different modalities of learning I can reach more students.  

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I could use visual examples, as well as a verbal explanation, and give opportunities for students to engage in the demonstration with discussion, questioning and eliciting feedback.  By using the different modalities of learning I can reach more students.  

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I can utilize UDL by allowing for, and planning around, the diverse student population that I have. I think that it is not only important to diversify my instruction and materials to match my student's abilities and needs, but also to diversify my expectations. There are many ways to meet the requirements of any given objective, and if I allow them to, even give them permission to, most students will find the choice that works for them, and in so doing, will be able to find success.

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I look forward to working with my colleagues at my school that have also taken this course to introduce drama and music at our school.

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I look forward to working with my colleagues at my school that have also taken this course to introduce drama and music at our school.

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In my personal life I look forward to having some down time this summer to get back into making jewelry.

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I am looking forward to working collaboratively with my colleagues from school who also took this class. We want to go deeper into the arts at my school by adding drama and music to our program.
I am looking forward to having some extra time this summer to work on my jewelry and learning to get better at wire wrapping.
Jacquelyn Kozlowski

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I can utilize UDL in the classroom by engaging students with lessons that help to explain they why of learning, the what of learning, and the how of learning through engagement, representation, and action and expression. The more a student is engaged and understand why they are learning something the less distracted they will be. Also by giving students a voice and a choice in their demonstration of learning will help reduce obstacles to learning because they will own their education.
Jacquelyn Kozlowski

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In the video digital graffiti and cyber identities uses formative assessment first by drawing a tag in their sketch book, design strategies must be made known by the student showing evidence of these strategies and then finally the digital copy online using software. The students were definitely engaged.
Jacquelyn Kozlowski