TEACHING PORTFOLIO
2018
TEACHING PHILOSOPHY
As an arts educator, I want my students to learn and appreciate the arts and its history. Exploring the contribution of diverse artists to the world community opens our student's beliefs and encourages pride in being expressive achievements. The arts should be studied and made for both its expressive power and its possible social meaning. The arts is a language of thought which must be accessible to all students.
Through a community of inquiry, students learn to investigate, question, and experiment. In my teaching, I want to invite risk-taking in creating, thinking and exploration. Ideally, the art should be connected to other academic disciplines. With interdisciplinary studies and collaboration between teachers, students can explore the concept of a cohesive community
interweaving the arts with literature, history, the environment, and much more.
Through a community of inquiry, students learn to investigate, question, and experiment. In my teaching, I want to invite risk-taking in creating, thinking and exploration. Ideally, the art should be connected to other academic disciplines. With interdisciplinary studies and collaboration between teachers, students can explore the concept of a cohesive community
interweaving the arts with literature, history, the environment, and much more.
EDUCATION
Masters of Education- University of British Columbia
Bachelor of Education- University of British Columbia
Bachelor of Fine Arts- Simon Fraser University
Fine Art Diploma- University of the Fraser Valley
Bachelor of Education- University of British Columbia
Bachelor of Fine Arts- Simon Fraser University
Fine Art Diploma- University of the Fraser Valley
TEACHING EXPERIENCE
North Surrey Secondary (2001-2002)- Visual Art courses 9-12, French Second Language 8
Frank Hurt Secondary (2002-Present)- Visual Art courses 8-12, AP Studio Art, Independent Study (Visual Arts), Media Arts, TV and Film Studies, Photography, Drama (junior), Stage Craft, Info Tech (Junior), CAPP, LST and Gifted/Enrichment 8-12.
Surrey Arts Centre (2014-Present)- General Studio Courses (all ages)
Frank Hurt Secondary (2002-Present)- Visual Art courses 8-12, AP Studio Art, Independent Study (Visual Arts), Media Arts, TV and Film Studies, Photography, Drama (junior), Stage Craft, Info Tech (Junior), CAPP, LST and Gifted/Enrichment 8-12.
Surrey Arts Centre (2014-Present)- General Studio Courses (all ages)
PROFESSIONAL DEVELOPMENT
The following are a selected few opportunities that have contributed to my development as a teacher:
- District Fine Arts Assessment Team (2017-present)
- Frank Hurt CSL Team (2017-present)
- Mentor 36 (Mentor since 2016)
- Fine Arts Department Head (2008-present)
- Frank Hurt Students Gifted Advocate- Created the current Gifted Student IEP for the District (2006-2010, 2011-present)
- UBC and SFU education students as a School Advisor- 10 student teachers (2006-present)
- Presented at multiple BCATA, BCDTA and STA Conferences (2005-present)
- Staff Committee (2004-Present)
- Member (past executive) of the BC and Surrey Art Teacher's Association (2001-present)
- Student Council Sponsor (2000- Present)
- Participated in a variety of district lead dinner series, such as Continuing the Conversation (2012), Digital Learners (2012) and Sparking the Learner (2018).
- Non-Violent Crisis Prevention Training (2013)
- British Columbia Superintendent's Association Winter Conference- 21st Century Learning (2012)
- Collaboration Team (2007-2009)
- Aboriginal Perspective in Teaching and Learning Provincial Conference (2007)
- Surrey Leadership Academy (2004-2006)
- Strategies for Utilizing Cooperative and Collaborative Education for Students Success (2003-2005)
THE ART OF REFLECTION, DIGITAL PORTFOLIOS AND ASSESSMENT
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Growth Mindset Practice
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Portfolios allow students to regularly reflect on their learning process—deepening their connection to content.
Portfolios using FreshGrade
For the past few years I have continued my journey in understanding pedagogical documentation and how I can best document student learning, so it is truly authentic, meaningful, and reflective of the learning that goes on in our classrooms. This school year documenting student learning has become a regular and intentional process in my classroom. The students and I have worked together to choose, capture, and communicate evidence of their learning, but also, and perhaps most importantly, to improve their achievement. Students were asked to put together a portfolio of their art work in order to demonstrate their achievement in each of the learning standards for this course. They were also asked to reflect on why they chose these particular works.
- Digital portfolios expand on the repertoire of techniques available to students and educators to demonstrate learning. Pictures, videos and audio recordings are added to the typical paper and pencil tasks students complete. Digital portfolios allow students to track and demonstrate their growth over longer periods of time. While paper portfolios get stored or discarded at the end of a term or school year, digital portfolios can remain available and easily accessible to students, parents, and educators.
- Struggling students (i.e. ELL, IEPs) are given alternative modes of expression and means to demonstrate learning. This can lead to increases in self-confidence and achievement.
- Increased accessibility! Parents no longer need to wait for a report card to see a collection of their children’s work, and educators no longer need to chase and remind students of assignments as they are posted regularly.
Portfolios using FreshGrade
For the past few years I have continued my journey in understanding pedagogical documentation and how I can best document student learning, so it is truly authentic, meaningful, and reflective of the learning that goes on in our classrooms. This school year documenting student learning has become a regular and intentional process in my classroom. The students and I have worked together to choose, capture, and communicate evidence of their learning, but also, and perhaps most importantly, to improve their achievement. Students were asked to put together a portfolio of their art work in order to demonstrate their achievement in each of the learning standards for this course. They were also asked to reflect on why they chose these particular works.
CREATING AN INCLUSIVE SPACE AND DIFFERENTIATION IS WHAT THE ARTS IS ALL ABOUT!
- Art is about expression! The first step of differentiation in the arts classroom is remembering that everyone has same skills and abilities. I teach (and assess) based on the creative potential of the individual student. Create lessons that allow for experimentation and exploration. Assessment is based on process, not on final product.
- Provide multiple entry points into projects. For example, I introduced a lesson about Vincent Van Gogh and the Impressionist, I let students document their learning on an area that plays to their strengths. Some students did research and writing about Van Gogh. Others wanted to make self-portraits that mimic his style and approach. Some students analyze several of Van Gogh's works and create a slide show that shares conclusions about common themes or symbols found in his work. Someone else created a timeline of Van Gogh's life, while other students use postcards or prints of Van Gogh pieces to create a collage. A future extension to this project: Math or computer enthusiasts could use programs to play with saturation levels in Van Gogh's art or modify some of her work using a program like Photoshop.
- For some students, the arts is an outlet. Sometimes arts classes are the place where students feel they can let loose and express themselves. Whether it's the school stressors, behavioral issues, problems at home, or disabilities, students need a place to let go and to let their creativity out. The arts is a place where differentiation is pretty much built-in- self-expression!
- Make connections between the arts and their passion. For example, you ask students to make a list of their favourite hobbies and activities, and then challenge them to find connections to arts classes in each of them. A ballerina may study Degas; mathematicians could investigate the drawings of M.C. Escher; a science student could start getting creative with designs of cells; a student who lists reading as a favorite pastime could look into artists who have created art from actual books.
TEACHING FOR THE 21ST CENTURY: CREATIVITY
“Art is a line around your thoughts.” Gustav Klimt (Austrian Symbolist painter)
The Arts are a valuable tool for students to learn how to express themselves, work through a process, work cooperatively, and gain respect and understanding for others. Having the arts integrated cross-curricular, students can learn how to work together to achieve great things. As students work together, they learn to understand the subject from a different perspective. They learn how teamwork contributes to great performance. The arts also create a space for Inquiry... student ownership is a very powerful tool! It can validate the passions and interests of our students.
Creating a culture of interdiciplinary learning and inquiry takes constant work and something I continue to explore. For the past few years I've had the opportunity to collaborate with some amazing teachers and teams in developing and teaching lessons that are cross-curricular/interdisciplinary. Here are a few examples of those lessons:
“Art is a line around your thoughts.” Gustav Klimt (Austrian Symbolist painter)
The Arts are a valuable tool for students to learn how to express themselves, work through a process, work cooperatively, and gain respect and understanding for others. Having the arts integrated cross-curricular, students can learn how to work together to achieve great things. As students work together, they learn to understand the subject from a different perspective. They learn how teamwork contributes to great performance. The arts also create a space for Inquiry... student ownership is a very powerful tool! It can validate the passions and interests of our students.
Creating a culture of interdiciplinary learning and inquiry takes constant work and something I continue to explore. For the past few years I've had the opportunity to collaborate with some amazing teachers and teams in developing and teaching lessons that are cross-curricular/interdisciplinary. Here are a few examples of those lessons:
Ground Signals
This is my latest completed lesson. It looks at the history of Canadian artists representing landscape from its beginnings of picturesque compositions to politically charged contemporary work. Students were asked to explore their culture, history, beginnings, immigration and create a landscape reflecting their identity. This lesson was shared with district art teachers on February 16th at a Surrey Arts Teachers Workshop and will be shared again at the upcoming STA Convention.
This lesson can be adapted for Social Studies, Geography, Humanities, Dance, Drama and Language Arts.
This is my latest completed lesson. It looks at the history of Canadian artists representing landscape from its beginnings of picturesque compositions to politically charged contemporary work. Students were asked to explore their culture, history, beginnings, immigration and create a landscape reflecting their identity. This lesson was shared with district art teachers on February 16th at a Surrey Arts Teachers Workshop and will be shared again at the upcoming STA Convention.
This lesson can be adapted for Social Studies, Geography, Humanities, Dance, Drama and Language Arts.
Sometime I Feel Like a...
About a year ago my son got a book called "Sometimes I Feel like a Fox" for his birthday. He was so engaged by the beautiful illustration and poetry. I was inspired to reach out to our district Aboriginal (specifically Anishinaabe) cultural worker. Along with their guidance I created this lesson that now has been shared with numerous teachers in our district and will be presented at the upcoming STA Convention.
This lesson can be adapted for Social Studies, Humanities, Dance, Drama and Language Arts.
About a year ago my son got a book called "Sometimes I Feel like a Fox" for his birthday. He was so engaged by the beautiful illustration and poetry. I was inspired to reach out to our district Aboriginal (specifically Anishinaabe) cultural worker. Along with their guidance I created this lesson that now has been shared with numerous teachers in our district and will be presented at the upcoming STA Convention.
This lesson can be adapted for Social Studies, Humanities, Dance, Drama and Language Arts.
Altered Books and Found Poetry
Both these lessons allow the students to manipulate/change/alter published books. The Found Poetry assignments focuses on using words already found in printed media to create their art work.
This lesson can be adapted for Social Studies, Media Arts, Humanities and Language Arts.
Both these lessons allow the students to manipulate/change/alter published books. The Found Poetry assignments focuses on using words already found in printed media to create their art work.
This lesson can be adapted for Social Studies, Media Arts, Humanities and Language Arts.
Zoom Book
Magnification, close observation and story telling was the focus for this lesson. This lesson was inspired by the book Zoom was illustrated by Istvan Banyai. It has since been adapted in science and language arts.
This lesson can be adapted for Science, Social Studies and Language Arts.
Magnification, close observation and story telling was the focus for this lesson. This lesson was inspired by the book Zoom was illustrated by Istvan Banyai. It has since been adapted in science and language arts.
This lesson can be adapted for Science, Social Studies and Language Arts.
Traditional Pinatas and the Days of the Dead Sculpture
This lesson was created to work in collaboration with the Spanish 9-12 students. They were invited into the art classroom and worked along the art students on this project.
This lesson can be adapted for Social Studies, Spanish, Dance, Drama and Language Arts.
This lesson was created to work in collaboration with the Spanish 9-12 students. They were invited into the art classroom and worked along the art students on this project.
This lesson can be adapted for Social Studies, Spanish, Dance, Drama and Language Arts.
Mail Me Art and Surrealist Postcards
These lesson focused on travel, communication, transformation, letter writing, story telling, imagination, dreams, collaboration, collection and identity. Both these lessons were presented and British Columbia Art Teachers Conference.
This lesson can be adapted for Social Studies, Humanities and Language Arts.
These lesson focused on travel, communication, transformation, letter writing, story telling, imagination, dreams, collaboration, collection and identity. Both these lessons were presented and British Columbia Art Teachers Conference.
This lesson can be adapted for Social Studies, Humanities and Language Arts.
Political Art
This project was created for my students to learn about how political movements in the world have influenced artist and their creation of work. As well, giving the students the opportunity to look at current social movements/issues that they are passionate about and create art work that reflected their research/feelings/opinions/passions.
This lesson can be adapted for Social Studies, Geography, Humanities, History and Language Arts.
This project was created for my students to learn about how political movements in the world have influenced artist and their creation of work. As well, giving the students the opportunity to look at current social movements/issues that they are passionate about and create art work that reflected their research/feelings/opinions/passions.
This lesson can be adapted for Social Studies, Geography, Humanities, History and Language Arts.
Story Cubes
I was inspired to create this project walking by an art gallery in Gastown. I noticed these beautiful identity cubes by the window. Once inside, I learned that each cube was specially created for the buyer by the artist. You had to love behind a story of of your life and she would illustrate the cube. I wanted my students to work through this same process. They would write a story including 6 scenes and then create their illustrated story cube. This lesson was presented at the STA Convention and shared with not only art teachers but language art teachers.
This lesson can be adapted for Social Studies, Humanities and Language Arts.
I was inspired to create this project walking by an art gallery in Gastown. I noticed these beautiful identity cubes by the window. Once inside, I learned that each cube was specially created for the buyer by the artist. You had to love behind a story of of your life and she would illustrate the cube. I wanted my students to work through this same process. They would write a story including 6 scenes and then create their illustrated story cube. This lesson was presented at the STA Convention and shared with not only art teachers but language art teachers.
This lesson can be adapted for Social Studies, Humanities and Language Arts.
"I AM" Self-Portraiture, Observation and Autobiographical Writing
I created this project to give my students the ability to explore who they are through image development and writing. We specifically focused on "I AM" poems.
This lesson can be adapted for Humanities, Dance, Drama and Language Arts.
I created this project to give my students the ability to explore who they are through image development and writing. We specifically focused on "I AM" poems.
This lesson can be adapted for Humanities, Dance, Drama and Language Arts.
Mitosis Flash Animation
As a collaboration project, Science and Art students created Flash Animation Video of Mitosis. I was able to work with the teacher and students to create their projects.
This lesson can be adapted for any subject.
As a collaboration project, Science and Art students created Flash Animation Video of Mitosis. I was able to work with the teacher and students to create their projects.
This lesson can be adapted for any subject.
Digital Integrated Studies Program
Digital Integrated studies, brings together diverse disciplines in a comprehensive manner, enabling students to develop a meaningful understanding of the complex associations and influences within a topic. Possibly for students the most surprising connection to math is art. The assignments are proof of that connection through fractals, architecture, tessellations, tilings, and 3-D geometric figures.
Digital Integrated studies, brings together diverse disciplines in a comprehensive manner, enabling students to develop a meaningful understanding of the complex associations and influences within a topic. Possibly for students the most surprising connection to math is art. The assignments are proof of that connection through fractals, architecture, tessellations, tilings, and 3-D geometric figures.
Lessons currently developing:
Social Studies/Art- Inuit Print Making and Stencil Stories
Chemistry/Art- Periodic Table Superheros
Humanities/Art- Renaissance "Most Wanted Posters"
Biology/Art- Animal Anatomy Soft Sculpture
Social Studies/Art- Constructing a Community
Language Arts/Art/Drama- Revealing Character
Language Arts/Social Studies/Art/Drama/Music/Dance- Finding your Voice
Dance/Art- The Body in Motion (Adapted from lesson created by Aaron Zess)
Social Studies/Art- Inuit Print Making and Stencil Stories
Chemistry/Art- Periodic Table Superheros
Humanities/Art- Renaissance "Most Wanted Posters"
Biology/Art- Animal Anatomy Soft Sculpture
Social Studies/Art- Constructing a Community
Language Arts/Art/Drama- Revealing Character
Language Arts/Social Studies/Art/Drama/Music/Dance- Finding your Voice
Dance/Art- The Body in Motion (Adapted from lesson created by Aaron Zess)