Santos Morales

Art 135
Amber Ward
Reflection #2
The Parade

Working on The Parade project, in my opinion, created a bigger social role among the

students in comparison with The Journey. Both did have the social/communication aspect, but

seeing peers walk in the parade wearing a costume piece gave me a good insight on how silly

and funny people can be. Students dont really get the chance to show their comical side in the

average classroom, but if they do its usually the class clown that often gets in trouble for it. It

was amusing to me to be able to learn this way; using the imagination to find a perfect costume

and showcase the costume with peers/friends. For those that dont really want to go over the

top with layers of costume clothing, the option of just wearing one simple piece is perfect

because they will still feel included in the group activity. For the educator, he or she can see

how humorous their class is by seeing the range of clothing being used by individual students.

Having the parade walk is a great guide for students to remember or know what a parade feels

and looks like. Providing background information on parades through text, discussion, and a

physical activity puts the student in a comfortable position to create art around that specific

theme. As oppose to someone that hasnt been in a parade in a while and isnt given much

information, they might struggle in generating ideas.

In my perspective, I felt the activity was about helping students think about drawing

language and anatomy. Pencil drawing is a great medium for students wanting to quickly put

down what theyre seeing or thinking; meanwhile make corrections too. Its difficult to get the
same results when using markers, paints, or clay. Having to quickly draw shapes and forms

seen in someones anatomy helps build a more accurate eye-hand coordination. One has to

limit their thinking and just let the eyes and hand do the work. When someone is thinking

while drawing it is usually because theyre correcting proportions or finding values/details

which makes it a challenge for the student to see the big picture.. The shorter the drawing

sessions are the better the students usually do over time; it takes away knack of focusing on

perfection and adds the concentration of getting the generalization of the subject down first.

Overall, I found the variety of drawings fun and entertaining to do. Connecting drawings

to art vocabulary terms (e.g. contour) makes it easier to comprehend and retain.

High School Proficiency

VISUAL ARTS - Creating
VA:Cr1.2.Ia
Shape an artistic investigation of an aspect of present- day life using a contemporary practice of art or design.
VA:Cr2.1.Ia
Engage in making a work of art or design without having a preconceived plan.
VA:Cr3.1.Ia
Apply relevant criteria from traditional and contemporary cultural contexts to examine, reflect on, and plan
revisions for works of art and design in progress.
VA:Pr4.1.Ia
Analyze, select, and
curate artifacts and/or artworks for presentation and preservation.
VA:Pr6.1.Ia
Analyze and describe the impact that an exhibition or collection has on personal awareness of social, cultural, or
political beliefs and understandings.
VA:Re.7.1.Ia
Hypothesize ways in which art influences perception and understanding of human experiences.
VA:Re8.1.Ia
Interpret an artwork or collection of works, supported by relevant and sufficient evidence found in the work and
its various contexts.
VA:Cn10.1.Ia
Document the process of developing ideas from early stages to fully elaborated ideas.

TPE 1: Engaging and Supporting All Students in Learning

1. Apply knowledge of students, including their prior experiences, interests, and
social-emotional learning needs, as well as their funds of knowledge and cultural,
language, and socioeconomic backgrounds, to engage them in learning.
TPE 2: Creating and Maintaining Effective Environments for Student Learning
1. Create learning environments (i.e., traditional, blended, and online) that promote
productive student learning, encourage positive interactions among students, reflect
diversity and multiple perspectives, and are culturally responsive.
TPE 3: Understanding and Organizing Subject Matter for Student Learning
1. Plan, design, implement, and monitor instruction consistent with current
subject-specific pedagogy in the content area(s) of instruction, and design and
implement disciplinary and cross-disciplinary learning sequences, including integrating
the visual and performing arts as applicable to the discipline.
TPE 4: Planning Instruction and Designing Learning Experiences for All
Students
1. Plan instruction that promotes a range of communication strategies and activity modes
between teacher and student and among students that encourage student participation
in learning.