Secondary Student Teaching (SAIC)

High school Painting and Drawing students worked on capturing light and color using acrylic paint and a handmade viewfinder to measure proportion of a still life from their perspective.

Acrylic on bristol paper

9" x 12"

2017

High school Painting and Drawing students worked on capturing light and color using acrylic paint and a handmade viewfinder to measure proportion of a still life from their perspective.

Acrylic on bristol paper

9" x 12"

2017

High school Painting and Drawing students worked on capturing light and color using acrylic paint and a handmade viewfinder to measure proportion of a still life from their perspective.

Acrylic on bristol paper

9" x 12"

2017

High school Painting and Drawing students worked on capturing light and color using acrylic paint and a handmade viewfinder to measure proportion of a still life from their perspective.

Acrylic on bristol paper

9" x 12"

2017

High school Painting and Drawing students worked on capturing light and color using acrylic paint and a handmade viewfinder to measure proportion of a still life from their perspective.

Acrylic on bristol paper

9" x 12"

2017

High school Painting and Drawing students worked on capturing light and color using acrylic paint and a handmade viewfinder to measure proportion of a still life from their perspective.

Acrylic on bristol paper

9" x 12"

2017

High school Painting and Drawing students worked on capturing light and color using acrylic paint and a handmade viewfinder to measure proportion of a still life from their perspective.

Acrylic on bristol paper

9" x 12"

2017

High school Painting and Drawing students worked on capturing light and color using acrylic paint and a handmade viewfinder to measure proportion of a still life from their perspective.

Acrylic on bristol paper

9" x 12"

2017

High school Painting and Drawing students worked on capturing light and color using acrylic paint and a handmade viewfinder to measure proportion of a still life from their perspective.

Acrylic on bristol paper

9" x 12"

2017

High school Painting and Drawing students worked on capturing light and color using acrylic paint and a handmade viewfinder to measure proportion of a still life from their perspective.

Acrylic on bristol paper

9" x 12"

2017

High school Painting and Drawing students worked on capturing light and color using acrylic paint and a handmade viewfinder to measure proportion of a still life from their perspective.

Acrylic on bristol paper

9" x 12"

2017

Initial worksheet I designed and implemented as a mini lesson into color theory as it applies to acrylic paint to test student prior knowledge with the medium, as well as reinforce what they are familiar with. I demonstrated and quizzed students with this sheet - printed on cardstock to withstand the paint - on a projector.

Advanced art students were presented with images and a list of various contemporary artists who work in multiple media. The task was then set for students to choose an artist as inspiration to develop and produce a work in that artist's style and media working from a still life. The challenge was not only in rendering the still life, but in replicating the process of another artist.

Mixed media on bristol

12" x 16"

Advanced art students were presented with images and a list of various contemporary artists who work in multiple media. The task was then set for students to choose an artist as inspiration to develop and produce a work in that artist's style and media working from a still life. The challenge was not only in rendering the still life, but in replicating the process of another artist.

Mixed media on charcoal paper

12" x 16"

Advanced art students were presented with images and a list of various contemporary artists who work in multiple media. The task was then set for students to choose an artist as inspiration to develop and produce a work in that artist's style and media working from a still life. The challenge was not only in rendering the still life, but in replicating the process of another artist.

Mixed media on bristol

12" x 14"

Advanced art students were presented with images and a list of various contemporary artists who work in multiple media. The task was then set for students to choose an artist as inspiration to develop and produce a work in that artist's style and media working from a still life. The challenge was not only in rendering the still life, but in replicating the process of another artist.

Mixed media on cardboard

12" x 14"

Advanced art students were presented with images and a list of various contemporary artists who work in multiple media. The task was then set for students to choose an artist as inspiration to develop and produce a work in that artist's style and media working from a still life. The challenge was not only in rendering the still life, but in replicating the process of another artist.

Mixed media on bristol

12" x 16"

Advanced art students were presented with images and a list of various contemporary artists who work in multiple media. The task was then set for students to choose an artist as inspiration to develop and produce a work in that artist's style and media working from a still life. The challenge was not only in rendering the still life, but in replicating the process of another artist.

Mixed media on bristol

12" x 16"

Advanced art students were presented with images and a list of various contemporary artists who work in multiple media. The task was then set for students to choose an artist as inspiration to develop and produce a work in that artist's style and media working from a still life. The challenge was not only in rendering the still life, but in replicating the process of another artist.

Mixed media on charcoal paper

12" x 16"

AP and Advanced art students took a day to investigate constraints and concepts inspired by the work of On Kawara. Their task, illustrated in this spread, challenged students to limit what materials they used as well as working within set parameters of time and size.

AP and Advanced art students took a day to investigate constraints and concepts inspired by the work of On Kawara. Their task, illustrated in this spread, challenged students to limit what materials they used as well as working within set parameters of time and size.

Mixed media

4" x 4"

AP and Advanced art students took a day to investigate constraints and concepts inspired by the work of On Kawara. Their task, illustrated in this spread, challenged students to limit what materials they used as well as working within set parameters of time and size.

Mixed media

4" x 4"

AP and Advanced art students took a day to investigate constraints and concepts inspired by the work of On Kawara. Their task, illustrated in this spread, challenged students to limit what materials they used as well as working within set parameters of time and size.

Mixed media

4" x 4"

AP and Advanced art students took a day to investigate constraints and concepts inspired by the work of On Kawara. Their task, illustrated in this spread, challenged students to limit what materials they used as well as working within set parameters of time and size.

Mixed media

4" x 4"

AP and Advanced art students took a day to investigate constraints and concepts inspired by the work of On Kawara. Their task, illustrated in this spread, challenged students to limit what materials they used as well as working within set parameters of time and size.

Mixed media

4" x 4"

AP and Advanced art students took a day to investigate constraints and concepts inspired by the work of On Kawara. Their task, illustrated in this spread, challenged students to limit what materials they used as well as working within set parameters of time and size.

Mixed media

4" x 4"

AP and Advanced art students took a day to investigate constraints and concepts inspired by the work of On Kawara. Their task, illustrated in this spread, challenged students to limit what materials they used as well as working within set parameters of time and size.

Mixed media

4" x 4"

AP and Advanced art students took a day to investigate constraints and concepts inspired by the work of On Kawara. Their task, illustrated in this spread, challenged students to limit what materials they used as well as working within set parameters of time and size.

Mixed media

4" x 4"

AP and Advanced art students took a day to investigate constraints and concepts inspired by the work of Sol LeWitt. Their task, illustrated in this spread, challenged students to interpret limiting yet open directions resulting in a variety of finished pieces.

Mixed media

10" x 10"

AP and Advanced art students took a day to investigate constraints and concepts inspired by the work of Sol LeWitt. Their task, illustrated in this spread, challenged students to interpret limiting yet open directions resulting in a variety of finished pieces.

Mixed media

10" x 10"

AP and Advanced art students took a day to investigate constraints and concepts inspired by the work of Sol LeWitt. Their task, illustrated in this spread, challenged students to interpret limiting yet open directions resulting in a variety of finished pieces.

Mixed media

10" x 10"

AP and Advanced art students took a day to investigate constraints and concepts inspired by the work of Sol LeWitt. Their task, illustrated in this spread, challenged students to interpret limiting yet open directions resulting in a variety of finished pieces.

Mixed media

10" x 10"

Step-by-step visual directions for students to reference as they work to complete their own drawings from life. These were also demonstrated step-by-step on a projector.

High school student work from Painting and Drawing class where students used charcoal to complete a drawing of a seashell, blowing up the scale to fill the paper. Students were required to have their shells run off at least 3 edges of the paper.

Charcoal and conté on charcoal paper

20" x 24"

High school student work from Painting and Drawing class where students used charcoal to complete a drawing of a seashell, blowing up the scale to fill the paper. Students were required to have their shells run off at least 3 edges of the paper.

Charcoal and conté on charcoal paper

20" x 24"

Self reflection worksheet to complete once student drawing is finished.

My example for an introductory Ceramic 2 project that explores unique shapes in a simple slab form utilizing inlay and underglazing techniques to create narrative.

Earthenware, underglaze, clear glaze cone 6 oxidation

roughly 12" x 7"

Display of introductory Ceramic 2 project that explores unique shapes in a simple slab form utilizing inlay and underglazing techniques to create narrative.

Display of introductory Ceramic 2 project that explores unique shapes in a simple slab form utilizing inlay and underglazing techniques.

Ceramic 2 student work that explores unique shapes in a simple slab form utilizing inlay and underglazing techniques to create narrative.

Earthenware, underglaze, clear glaze cone 6 oxidation

roughly 5" x 7"

Ceramic 2 student work that explores unique shapes in a simple slab form utilizing inlay and underglazing techniques to create narrative.

Earthenware, underglaze, clear glaze cone 6 oxidation

roughly 12" x 7"

Ceramic 2 student work that explores unique shapes in a simple slab form utilizing inlay and underglazing techniques to create narrative.

Earthenware, underglaze, clear glaze cone 6 oxidation

roughly 8" x 7"

Ceramic 2 student work that explores unique shapes in a simple slab form utilizing inlay and underglazing techniques to create narrative.

Earthenware, underglaze, clear glaze cone 6 oxidation

roughly 5" x 7"

Ceramic 2 student work that explores unique shapes in a simple slab form utilizing inlay and underglazing techniques to create narrative.

Earthenware, underglaze, clear glaze cone 6 oxidation

roughly 7" x 9"

Ceramic 2 student work that explores unique shapes in a simple slab form utilizing inlay and underglazing techniques to create narrative.

Earthenware, underglaze, clear glaze cone 6 oxidation

roughly 10" x 10"

Ceramic 2 student work that explores unique shapes in a simple slab form utilizing inlay and underglazing techniques to create narrative.

Earthenware, underglaze, clear glaze cone 6 oxidation

roughly 14" x 9"

Ceramic 2 student work that explores unique shapes in a simple slab form utilizing inlay and underglazing techniques to create narrative.

Earthenware, underglaze, clear glaze cone 6 oxidation

roughly 11" x 7"

Ceramic 2 student work that explores unique shapes in a simple slab form utilizing inlay and underglazing techniques to create narrative.

Earthenware, underglaze, clear glaze cone 6 oxidation

roughly 5" x 8"

Ceramic 2 student work that explores unique shapes in a simple slab form utilizing inlay and underglazing techniques to create narrative.

Earthenware, underglaze, clear glaze cone 6 oxidation

roughly 14" x 8"

Ceramic 2 student work that explores unique shapes in a simple slab form utilizing inlay and underglazing techniques to create narrative.

Earthenware, underglaze, clear glaze cone 6 oxidation

roughly 11" x 10"

Ceramic 2 student work that explores unique shapes in a simple slab form utilizing inlay and underglazing techniques to create narrative.

Earthenware, underglaze, clear glaze cone 6 oxidation

roughly 10" x 7"

Ceramic 2 student work that explores unique shapes in a simple slab form utilizing inlay and underglazing techniques to create narrative.

Earthenware, underglaze, clear glaze cone 6 oxidation

roughly 15" x 7"

Ceramic 2 student work that explores unique shapes in a simple slab form utilizing inlay and underglazing techniques to create narrative.

Earthenware, underglaze, clear glaze cone 6 oxidation

roughly 8" x 7"

Spread of Ceramic 2 artist inspiration and student processes of developing their own narrative ceramic vases that explored social issues through their own visual narrative commentaries.

While student teaching I developed this information board that featured everything to do with the project at hand - from objectives, to vocabulary, artist examples, and rubrics. This was displayed at the front of the room each day during my teaching.

I developed this vase blueprint support to help students develop and refine their ideas before they moved on to decorating their final vase forms.

My examples of the greenware piece similar to what students make, as well as a completed vase blueprint support to help develop and refine ideas before decorating the final vase forms.

Completed vase blueprint worksheet with written teacher feedback with suggestions on how to move forward.

Students participated in a peer sticky note critique once they completed work on their vase blueprints. This acted as a way for students to see each other's work, as well as discuss audience and what the intended meaning students wished their work to be perceived as.

Student reading their feedback while completing a self reflection of their vase blueprint.

Students explored social issues ranging from Islamophobia (left), LGBTQ rights (center) and being a student-athlete (right)

These forms provided a canvas to discuss their various commentaries on social issues. These social commentaries were then supported and broadcasted on social media through the application Instagram. This aspect of the lesson is explored deeper under my Graduate Thesis section of this website.

Students explored social issues ranging from Islamophobia (left), LGBTQ rights (center) and being a student-athlete (right)

These forms provided a canvas to discuss their various commentaries on social issues. These social commentaries were then supported and broadcasted on social media through the application Instagram. This aspect of the lesson is explored deeper under my Graduate Thesis section of this website.

Ceramics I students worked independently to create several organic shaped slab slumped bowls which were then glazed in bright colors reminiscent of Dale Chihuly's magnificent blown glass sculptures. Working collaboratively the bowls were then assembled into one large sculpture.

The school was so impressed with the students' work that the senior class decided to purchase the piece and permanently install it in the office! 

Bowls laid out before installation onto support backing.

Bowls laid out before installation onto support backing.

High school students were introduced to the work of outsider artist Howard Finster and his portraiture. They created and composed their own personal vision self portraits in this style. Their work began with text, where students wrote a short narrative of where they see themselves in the near future. By composing imagery aligned with their text, they visualized their personal message to others using acrylic paint on paper.

This is my exemplar.

Students created and composed their own personal vision self portraits in the style of Howard Finster. Their work began with text, where students wrote a short narrative of where they see themselves in the near future. By composing imagery aligned with their text, they visualized their personal message to others using acrylic paint on paper.

Students created and composed their own personal vision self portraits in the style of Howard Finster. Their work began with text, where students wrote a short narrative of where they see themselves in the near future. By composing imagery aligned with their text, they visualized their personal message to others using acrylic paint on paper.

Student working on their portrait in the style of Howard Finster. I presented a slide show of several examples of work, asking students to describe each piece. We talked through his personal artistic history before embarking their our own projects. 

Student working on their Personal Vision portrait

Student working on their Personal Vision portrait

Student example of their Personal Vision portrait