About me:
Hello, my name is Sarah Denenberg. I am currently a junior at Illinois State University. I am getting a BS in Art Education. I am in Epsilon Sigma Alpha service sorority.
Outside of school I work at an art store in my hometown, enjoy photography and painting.
Sarah Denenberg- Art Education student
Contact me!
email: sden242@icloud.com
Instagram: sberg242
facebook: Sarah Denenberg
Teaching philosophy
As an educator, I want to inspire imagination, I want to encourage growth, strengthen skills, help students reach their full potential, And I hope to bring an open mind and inclusive work environment to foster creativity. I hope for art to be students safe space to express themselves and feel valued.
Teaching Portfolio
Art 201
Lesson 1: Using literature to inspire kids to create art by incorporating nature
Objective: Our objective is to teach the students how to create a physical character composed of a variety of differently shaped pre-cut cardstock leaves like the one in the book we will read to them (Leaf man). By doing this the students are practicing fine motor skills by gluing and pasting the leaves into their desired composition. They will also have to think critically about where the arms, legs, head, and feet of a person go.
Lesson 2:Imaginative play and character building
Objective: Use tracings of your hand to create a bird puppet. We want to show how you can use your hand to make cool animal images.
Art/student Example:
Lesson 3:Introduction to cubism
Objective: We explored some well known cubist artist. Our objective was to apply the techniques of cubism to construct 6 solid ideas of a geometric shape that will be used to make a final product. They will demonstrate their newly learned technique through their preliminary sketches.
Art and student Example:
Teaching reflections from my clinicals
One student names my art example “Ms. Art teacher bird”
We asked questions about the types of arts and materials and what shapes they saw. They loved participating. We had them continue the project even if they made a mistake.
I learned they love naming their creations and giving them personality. They love telling a story and making things up. They also love making something they connect to. They are very determined and curious about everything.
Art 211
211 Studio Assignment
IPTS (2013) STANDARD 2 - Content Area and Pedagogical Knowledge - The competent teacher has in-depth understanding of content area knowledge that includes central concepts, methods of inquiry, structures of the disciplines, and content area literacy. The teacher creates meaningful learning experiences for each student based upon interactions among content area and pedagogical knowledge, and evidence-based practice.
Description: These are my teacher examples for my unit on pattern. I have a paper sculpture, a stamping project and a wire quilt square. Me and a co- teacher created these lessons for a Unified art class, a class of students with disabilities and their peers who served as mentors. These art works were made of simple materials and utilized the ideas of pattern.
Rationale: My art work examples and my artist statement show that I know how to create a lesson for High schoolers that is both appropriate for their skill and intellectual level. These pieces make a statement about using very simple materials to create very unique art works.
Evidence: My examples are pictured below
211 Unit Plan
IPTS (2013) - STANDARD 1 - Teaching Diverse Students - The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop and learn within the context of their social, economic, cultural, linguistic, and academic experiences. The teacher uses these experiences to create instructional opportunities that maximize student learning.
Description:
Our unit was intended to teach on pattern and line work for these students. It was a design skill we wanted to teach them for use in other projects. We created a range of project types to provide different methods of making pattern. We used very simple and common materials to create three art pieces, one of which was collaborative.
Rationale:
After teaching this class our lessons, the students knew how to consruct a relief sculpture, explain their emotions or relation to their piece, make pattern in a 2-d and 3-d manner, as well as apply previous concepts into their final pieces.
Evidence: unit plan
211 Studio Assignment Assessment
IPTS (2013) -STANDARD 7 - Assessment - The competent teacher understands and uses appropriate formative and summative assessment for determining student needs, monitoring student progress, measuring student growth, and evaluating student outcomes. The teacher makes decisions driven by data about curricular and instructional effectiveness and adjusts practices to meet the needs of each student.
Description:
We are assessing students use of pattern and line, if they are using the minimum materials needed and if they have a clear product at the end. We used a summative assessment with our assessment sheets linked below for both the peer and students. Our formative assessment was a simple progress check and a share circle at the end to share what they chose to make on their piece and why.
Rationale:
The use of summative and formative assessment helped us see where we can improve on in our instruction and better the outcomes of our lessons. It allowed students and peers to assess how they thought they did following directions and connecting their art to the unit.
Evidence:
Formative assessment and rubric example
Artist Handout and PowerPoint
IPTS (2013) STANDARD 6 -Reading, Writing, and Oral Communication - The competent teacher has foundational knowledge of reading, writing, and oral communication within the content area and recognizes and addresses student reading, writing, and oral communication needs to facilitate the acquisition of content knowledge.
Description:
My artist handout for the lessons includes three artists named Charles McGee, Nettie Young, and Stephen Fowler. These artists served as examples of the projects we came up with for our unit. The handout gives information on their backgrounds, Life and backstory, art making practices and more to help connect students to their art making process. I have also linked my partners artist slideshows that we presented together. Her artist statement had the same artists as mine did.
Rationale: We created a handout to give more information on our artists to our students, we had our questions on the presentation to be answered, we also had questions on our artist sheets we gave to the students.
Evidence:
my Artist handout example and slides
PROFESSIONALISM, ADVOCACY & LEADERSHIP: PAL 1 (2 submissions)
IPTS (2013) STANDARD 9 - Professionalism, Leadership, and Advocacy - The competent teacher is an ethical and reflective practitioner who exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession.
Description: My First Pal 1 is I attended a MFA art show called No such thing as nappy. I attended it and viewed all the art work. I
Rationale: This was a way for me to go and view my friends art works and see what others are creating in my field. I really enjoyed the uniqueness and diversity I witnessed in the art.
Evidence: flyer below
Description: I was asked along with 2 other students to Jury an art show for Bloomington High school where I also completed my clinical this year.
Rationale: I gained Jurying and judging experience through this. I was also able to practice thinking critically about art and differing approached students made.
Evidence: flyer below
PROFESSIONALISM, ADVOCACY & LEADERSHIP: PAL 2 (2 submissions)
IPTS (2013) STANDARD 9 - Professionalism, Leadership, and Advocacy - The competent teacher is an ethical and reflective practitioner who exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession.
Description: I have a running instagram page where I continuously post my art work from high school all the way to college and on.
Rationale: I keep updated on art I make so I can see my own progress and share it with fellow followers. It also keeps me up to date on art made now around me that I don’t get to see anywhere else.
Evidence: My instagram handle-->
Description: I work at an art store at home during my breaks from school. I have pictured below an art party at High Five sports I helped run and assisted in sealing and packing up the ceramics. I also teach kids how to paint, techniques and help with anything else.
Rationale: This job will help me when I become an art teacher because it prepares me for the real world. I gain valuable people skills, management, responsibility, leadership, money skills, organization and art skills.
Evidence: Pictured below is a offsite party I helped run.
