Professional Documents
Culture Documents
PROFESSIONALISM/ Lacks evidence of consistent Reliable, punctual, and collaborative. Consistently reliable, punctual, willing and
COMMUNICATION reliability, collegiality, and Willing to learn from criticism. Adheres to able to collaborate. Actively seeks critical
communication. Does not always standards of professional practice. feedback. Exceptionally adheres to standards
adhere to professionalism standards. Communicates professionally. of professional practice and communication.
SPECIFIC CONTENT Instructional Planning and Implementation (with individual students, small groups, or entire class) demonstrates an ability
KNOWLEDGE to guide students’ processes of artmaking and art interpretation at an age appropriate level defined by the Colorado
Academic Standards, National Core Arts Standards, and the CDE Rules for Art Licensure. Highlight D (Developing), P
(Proficient), or T(Target) content knowledge and level of ability to assess student learning and guide instruction.
Instructional Planning and Implementation demonstrates a working knowledge of a student’s ability to observe and use background
knowledge to make art and interpret art. This includes knowledge of compositional principles, functions of the visual arts in a society
OBSERVE AND or culture, identification of subject matter, expressive content and meanings of works of art. Highlight appropriate box.
LEARN TO Introduction of terms and facts without Instruction adequately engages students in Instruction synthesizes students
COMPREHEND contextual applications. application of lesson concepts as defined understanding visual arts compositions,
above. meanings, & functions with reflection,
creation & transfer.
Instruction guides students in to generating artistic ideas and work. Students demonstrate ability to define criteria and make
ENVISION AND reasoned judgments about the significance of their art and the art of others works. Students are guided into making connections
CRITIQUE TO between visual arts and other disciplines (math, literacy, social sciences, and history etc.)
REFLECT Instruction minimally offers students Students are able to define criteria Instruction guides students’
to conceptualize or evaluate artistic and connect among other disciplines. reflection-based observation, creation
ideas. & transfer among disciplines.
Demonstrates knowledge of art teaching methods, age appropriate delivery of art instruction. Uses knowledge of media, tools,
techniques and processes design to help students solve specific visual arts problems. Assists students as they organize, develop,
INVENT AND complete artistic ideas including consideration of meaning and function. Final works are refined for presentation.
DISCOVER TO
Instructor’s ability to convey knowledge of Students are adequately guided in Students show independence with art
CREATE
art teaching methods, art media or artmaking processes but may have minimal making along with demonstrated
processes at an age appropriate level is opportunity for age appropriate self- knowledge of content and skill. Commented [D3]: Your CT described how they will
inadequate. discovery or personal creation. Opportunity for student agency is apparent. eventually get to a lot more self-discovery and agency with
Instruction demonstrates a knowledge and respect for art forms that reflect diversity including various functions and meanings this project and the other projects in the room evidence this
of art works within diverse groups. Students are able to synthesize and relate knowledge and personal experiences to make art
RELATE AND greatly
and to apply societal, cultural and historical context to deepen understanding. Instructor and students demonstrate awareness
CONNECT TO
of the need for continuing study, reflection, and professional growth in the field of art education.
TRANSFER
Connections are not made to other Connections are made to diverse Connections are respectfully made
ideas and diverse experiences or are culture groups and contexts. that reflect diverse culture groups and Commented [D4]: Studio time work allows students to
stereotypical and rudimentary. Opportunities for reflection and the contexts. Students connect artmaking
incorporate their and various cultures into their portfolio
There is little evidence of desire for extension of learning are present. to personal experience. There is
future growth. evidence of continuing growth. cover.
Lesson Observation Form K-12 PTEP, UNC
Focus on student Lesson Objective:
achievement: The artist will begin to build an artist vocabulary by reviewing the Elements
What learning objective(s) did of art.
you target? Did your students
master the objective(s)? How
The artist will create examples of the elements of art in their notes to be able
do you know? to identify the elements of art and use key vocabulary to explain them.
Student progress toward objective: Students drew examples of and wrote definitions
Focus on the artistic of three elements of art. Students looked at previous examples with a prompt to identify
process: the elements – aligning to objective 1.
How did students evidence
behaviors described by more How standards are aligned and evidenced: Standard 2. Envision and Critique to
than one of the CAS in the
process of art making?
Reflect, GLE 3, eo D: Recognize how different criteria create contexts that influence
the evaluation and assessment of visual works of art and design.