Deb+Rosenbaum

**CTE/Arts Teacher Post-Teaching Report Lesson #1 ** Complete this **within one week** following the final day of teaching the academic-enhanced CTE/Arts lesson.

Date(s) lesson taught: September 14, 2009 Title of lesson taught: Measuring with a Ruler Total class time, in minutes, spent on this lesson: 110 minutes Total number of classes in which the lesson was taught: 1

1. What CTE/Arts concepts were covered in this lesson? Accuracy in measuring, use of measuring devices

2. If your program area has CTE/Arts Standards, which ones were covered in this lesson? Visual Arts Standard 3. Students know and apply visual arts materials, tools, techniques, technologies and processes Visual Arts Standard 6. Students make connections between visual arts and other disciplines

3. What instructional aids did you use to illustrate concepts and vocabulary in the lesson? Do you believe they were effective? Why or Why not? I used a projector and laptop to show a **PowerPoint** featuring various types of art that require precise measuring such as quilts, geometric welded sculpture and grids. I used a **handout** for a measuring pre-test. Students made a **paper ruler with markers** and paper to learn about the lines on the ruler. All were very effective, especially the paper ruler as the students were able to visually see each increment was half of the previous one by folding the paper.

4. What did you use to pre-assess your students? Describe the pre-assessment results. A pre-test was given with lines to measure and some specific things students were asked to measure around the classroom. 29% of the class (8 students) scored below 75% on the pre-test. My goal is to achieve all students at proficiency (75%).

5. How well were the academic concepts integrated into the occupational content of this lesson? Describe. Fractions (including improper fractions and reductions) were very well suited to this lesson.

6. How well did the students learn the academic concepts in this lesson? Provide assessment data. Students have improved tremendously on knowing how to read the fractions and reduce them in measuring situations. The post test showed

7. How well did the students learn the CTE/Arts concepts in this lesson? Provide assessment data. final assessment for the lesson was the creation of a pattern based on specified measurements. Students also demonstrated ability to measure and draw out evenly spaced, straight lines and right angles.

8. How would you rate your “comfort” with teaching the academic concepts embedded in this lesson? Very comfortable now that I have a hands-on way to teach the ruler (paper folding).

9. Were you able to complete the lesson as planned? If no, what prevented you from completing it? Yes I was able to complete the lesson as planned but since several lessons are based on measuring and ruler skills I have continued to give practice sheets since we completed the project.

10. Do you have any suggestions for improving the CTE/Arts content or the academic concepts in this lesson? No, it worked very well.

**CTE/Arts Teacher Post-Teaching Report Lesson #2 ** Complete this **within one week** following the final day of teaching the academic-enhanced CTE/Arts lesson.

Date(s) lesson taught: September 17, 2009 Title of lesson taught: Reductions and Enlargements Total class time, in minutes, spent on this lesson: 1 class period and on going Total number of classes in which the lesson was taught:  on going, this is a continuously used skill

1. What CTE/Arts concepts were covered in this lesson? Measuring artwork carefully and then figuring enlargement and reduction percentages of artwork for the copy machine

2. If your program area has CTE/Arts Standards, which ones were covered in this lesson? Visual Arts Standard 3. Students know and apply visual arts materials, tools, techniques, technologies and processes Visual Arts Standard 6. Students make connections between visual arts and other disciplines

3. What instructional aids did you use to illustrate concepts and vocabulary in the lesson? Do you believe they were effective? Why or Why not? I demonstrated calculation process on the board with several student examples. The rule for division was copied by all students into their sketchbooks. Students had their own patterns of varying sizes that they needed to fit onto a whole inch cube. Rulers, calculators and the copy machine were used.

4. What did you use to pre-assess your students? Describe the pre-assessment results. I gave them several hypothetical situations (informal assessment) and asked them to figure out how big or small to make their designs. Approximately 10% of the class knew how to do the math calculation. Even those 10% reversed the operation (incorrectly) on occasion. the could not remember which number to divide INTO which (i.e. old measurements vs. new size)

5. How well were the academic concepts integrated into the occupational content of this lesson? Describe. Very well as students had to measure correctly, convert fractions to a decimal, do simple division and then convert a decimal to a percentage for this task.

6. How well did the students learn the academic concepts in this lesson? Provide assessment data. Students understand the process now but some still have difficulty remembering which number to use as the divider during the division step. Some also still forget place holders when converting decimals to percentages.

7. How well did the students learn the CTE/Arts concepts in this lesson? Provide assessment data. See #6. In this lesson, the student can not do the arts operation without the math. We continue to practice the concept with worksheets designed by my partner and additional applications.

8. How would you rate your “comfort” with teaching the academic concepts embedded in this lesson? This was something I was have been trying to teach students with minimal success. As I worked it through with my math partner, I realized it is a more complex math operation than I thought as it encompasses many steps. I had to break down further which we were able to do with worksheets. By concentrating on the math a bit more, I was able to simplify the process into a series of steps, so I feel more comfortable now. Its still difficult for me to concretely organize the math operations as I don't think about them when I do calculations while making art.

9. Were you able to complete the lesson as planned? If no, what prevented you from completing it? Yes. I am still helping many of the students with the process of calculation, especially when the format (ratio) they are going from is not the same as the one they are going to.

10. Do you have any suggestions for improving the CTE/Arts content or the academic concepts in this lesson? If I took more time in art class to practice the math operations, results would get better (but then I would be a math class and not an art class).

**CTE/Arts Teacher Post-Teaching Report Lesson #3 ** Complete this **within one week** following the final day of teaching the academic-enhanced CTE/Arts lesson.

Date(s) lesson taught: September 23, 2009 Title of lesson taught: Creating a 3D Cube Total class time, in minutes, spent on this lesson: 2 hours Total number of classes in which the lesson was taught: 2

1. What CTE/Arts concepts were covered in this lesson? Creation of a precise cube with butted seams, made from 1/8" thick Fomcor.

2. If your program area has CTE/Arts Standards, which ones were covered in this lesson? Visual Arts Standard 3. Students know and apply visual arts materials, tools, techniques, technologies and processes Visual Arts Standard 6. Students make connections between visual arts and other disciplines

3. What instructional aids did you use to illustrate concepts and vocabulary in the lesson? Do you believe they were effective? Why or Why not? Demonstration of process with a **ruler, mat knife, pencil, cutting mat and glue**. **Blackboard** with terminology and diagrams. Yes, this was effective. References were also made to the precise steel sculptures we had looked at in the **PowerPoint** at the beginning of the unit.

4. What did you use to pre-assess your students? Describe the pre-assessment results. Informal, verbal pre-assessment. Students revealed that they had never made a precisely constructed structure like this before.

5. How well were the academic concepts integrated into the occupational content of this lesson? Describe. Very well. Students had to subtract fractions from whole numbers and measure carefully to get a perfect cube with neat seams.

6. How well did the students learn the academic concepts in this lesson? Provide assessment data. About 60% were able to measure carefully to create a perfectly butted cube. Approximately 25% of the class did not CUT straight so the boxes were uneven due to technique rather than math calculation. 15% were not able to calculate which side needed 1/4 cut off and which needed 1/8" cut off.

7. How well did the students learn the CTE/Arts concepts in this lesson? Provide assessment data. See #6. Cutting carefully with an X-acto knife is a skill the students will continue to work on. Final assessment was the creation of the cube.

8. How would you rate your “comfort” with teaching the academic concepts embedded in this lesson? Good.

9. Were you able to complete the lesson as planned? If no, what prevented you from completing it? Yes I was able to complete the lesson but the task was achieved easier by holding the sides of the box next to the constructed cube for comparison than by actually measuring. This gave the student immediate information about how much to take off without doing the math calculations.

10. Do you have any suggestions for improving the CTE/Arts content or the academic concepts in this lesson? Use a different project to teach or practice fraction calculation.

**CTE/Arts Teacher Post-Teaching Report Lesson #4 **

Complete this **within one week** following the final day of teaching the academic-enhanced CTE/Arts lesson.

Date(s) lesson taught: November 23 and 24, 2009 Title of lesson taught: Mat /cutting Total class time, in minutes, spent on this lesson: 3 hours (180 minutes) Total number of classes in which the lesson was taught: 2 plus on going practice

1. What CTE/Arts concepts were covered in this lesson? Professional presentation and preservation of works of art on paper, specifically mat cutting. Types of mats and procedures for cutting them.

2. If your program area has CTE/Arts Standards, which ones were covered in this lesson? Visual Arts Standard 3. Students know and apply visual arts materials, tools, techniques, technologies and processes Visual Arts Standard 6. Students make connections between visual arts and other disciplines (math).

3. What instructional aids did you use to illustrate concepts and vocabulary in the lesson? Do you believe they were effective? Why or Why not? Samples of different kinds of mats on various pieces of art. Diagrams, meauring computation, and vocabulary written on board with students copying it into their class sketchbook. Mat cutting demonstration with hands on practice with the mat cutting tools. Yes they were effective as they gave students concrete visual examples to study and they witnessed the entire operation before practicing it themselves.

4. What did you use to pre-assess your students? Describe the pre-assessment results. Math pre-test had several examples of figuring perimeters and ratios. Informal oral assessment revealed that none of the students understood that the mat width needed to be **doubled** and then added to the art work dimensions to allow for the mat width on **both** sides of the art.

5. How well were the academic concepts integrated into the occupational content of this lesson? Describe. Very well integrated because math is used to measure the art, double the mat width, add the mat width and then set the ruler setting on the mat cutter. When the ration of the art work (width to height) is not the same as the ratio of the frame, complex calculations must be made and the mat may not be the same thickness on all for sides.

6. How well did the students learn the academic concepts in this lesson? Provide assessment data. Students Students mastered the simple mat with equal sides. They had to practice and then present evidence of mastery in the form of a perfectly cut mat.

7. How well did the students learn the CTE/Arts concepts in this lesson? Provide assessment data. All data is performance and portfolio based. I will attach samples of the mats the kids cut. When all the equipment was working properly they had an 85% success rate with creating a perfect mat. Several still did not get the idea of adding the back border on to the mat. As we began to cut I quickly realized which concepts had not been made clear to them. I still need more help in communicating the math concepts clearly to them.

8. How would you rate your “comfort” with teaching the academic concepts embedded in this lesson? This was a tough one for me because it is something I do automatically and I had to break down the concepts into little baby steps for the kids to master it. I lowered my original expectation of the kids being able to compute mate sizes for various sized framing situations where the rations of art to frame were different. I settled on all kids cutting the same thickness of mats because once they become familiar with this, it will be easier to teach them the more complicated aspects of framing art. I'm not sure I have adequate math understanding myself to teach this. I'm not sure how to mathematically explain what I do automatically as an artist.

9. Were you able to complete the lesson as planned? If no, what prevented you from completing it? Yes and no. I adapted the lesson a bit (see #8) to get the kids knowledgable on simple cutting before progressing to strange ratio differences.

10. Do you have any suggestions for improving the CTE/Arts content or the academic concepts in this lesson? Yes, it would help a LOT if the math teacher was present to assist with the math side of this.

**CTE/Arts Teacher Post-Teaching Report Lesson #5 ** Complete this **within one week** following the final day of teaching the academic-enhanced CTE/Arts lesson.

Date(s) lesson taught: February 8 - 9 Title of lesson taught: Drawing a Self Portrait Total class time, in minutes, spent on this lesson: 90 minutes Total number of classes in which the lesson was taught: 2

1. What CTE/Arts concepts were covered in this lesson? Proportions of the human face, ability to see size relationships and differences between fractional parts

2. If your program area has CTE/Arts Standards, which ones were covered in this lesson? Visual Arts Standard 2: Students know and apply elements of art, principles of design, and sensory and expressive features of visual arts. Visual Arts Standard 3: Students know and apply visual arts materials, tools, techniques, and processes.

3. What instructional aids did you use to illustrate concepts and vocabulary in the lesson? Do you believe they were effective? Why or Why not? I used a Powerpoint of famous self portraits from art history to introduce vocabulary followed by a handout that had students divide up bars into halves, thirds and fifths and to color in segments. The handout also leads students through steps in creating a skull shape that has the ratio of 2/3 : 1. These handouts were developed with my math partner and they were VERY effective as they concretely illustrated the concept for students. It was a visual aid rather than verbal instructions.

4. What did you use to pre-assess your students? Describe the pre-assessment results. Students draw a face as part of their pre-instruction set of drawings done at the beginning of them semester. 75% of the class put the eyes too high up on the head and most draw all the face parts the wrong size. Students also draw a skull shape as part of their pre-assessment before learning the correct way to achieve the 2/3 to one ratio.

5. How well were the academic concepts integrated into the occupational content of this lesson? Describe. My math partner helped me devise some exercises to teach the size relationships and ratio concept that were very helpful. I've been teaching these skills for years and students always struggled with the proportion concept. The exercises we designed had a direct tie in to fractions which is what my 6th graders are studying in math class right now. We were also able to come up with a math worksheet that dealt with comparisons of fractions since size comparisons are crucial in drawing.

6. How well did the students learn the academic concepts in this lesson? Provide assessment data. The skills were assessed as a portfolio piece in which students had to demonstrate understanding of the concepts in the correct placement and size of the face features on their finished portrait. 90% of students improved over their pre-instruction portrait as they had all sizes and measurements correct.

7. How well did the students learn the CTE/Arts concepts in this lesson? Provide assessment data. Students showed 90% improvement in their ability to draw a head and face with correct proportions.

8. How would you rate your “comfort” with teaching the academic concepts embedded in this lesson? I have never been comfortable explaining the process of creating an oval with these exact proportions. I understood it holistically but was unable to explain it in a way that students could easily understand. There was always a lot of confusion over the various fractions required in the face map. My math partner helped me iron out the lesson and break the steps down into visual and math concepts that all of the students could grasp easily. I'm much more comfortable explaining the ratio concepts now.

9. Were you able to complete the lesson as planned? If no, what prevented you from completing it? Yes, presenting the lesson to the teachers in the PDU group helped me think through the lesson. I even went back and reviewed the new worksheets with older students who already did the portrait assignment to reinforce their understanding.

10. Do you have any suggestions for improving the CTE/Arts content or the academic concepts in this lesson? No, this lesson worked perfectly. While the math section may not have been as strong as some of my other lessons, the dialogue I had with my math partner and the brainstorming we did over this lesson was the best we've had.

**CTE/Arts Teacher Post-Teaching Report Lesson #6 ** Complete this **within one week** following the final day of teaching the academic-enhanced CTE/Arts lesson.

Date(s) lesson taught: April 6, 2010 Title of lesson taught: Tangrams Total class time, in minutes, spent on this lesson: 110 minutes Total number of classes in which the lesson was taught: one double period

1. What CTE/Arts concepts were covered in this lesson? Creating unique images from a set of puzzle pieces. Its primarily a creativity exercise with exposure to an ancient Chinese art form. Measuring, using rulers and pencils was also an art skill employed.

2. If your program area has CTE/Arts Standards, which ones were covered in this lesson? Visual Arts Standard 2: Students know and apply elements of art, principles of design, and sensory and expressive features of visual arts. Visual Arts Standard 3: Students know and apply visual arts materials, tools, techniques, and processes. Visual Arts Standard 4: Students relate the visual arts to various historical* and cultural* traditions.

3. What instructional aids did you use to illustrate concepts and vocabulary in the lesson? Do you believe they were effective? Why or Why not? I used a Powerpoint presentation of tangram designs with information on this traditional Chinese art form. Yes, visual presentations help my students udnerstand the art form and get them stimulated to try it themselves.

4. What did you use to pre-assess your students? Describe the pre-assessment results. Informal, oral assessment to see if anyone was familiar with the art form. Not one student knew the term tangram yet some had seen similar wood puzzles.

5. How well were the academic concepts integrated into the occupational content of this lesson? Describe. Academics were totally integrated as students needed to measure and follow mathematical directions to draw the pattern. My math partner helped write out the diagram and instructions.

6. How well did the students learn the academic concepts in this lesson? Provide assessment data. The ability to see half way points and right angles was introduced in my earlier math lessons, so this lesson reinforced previously studied material, however, the instructions and operations were much more complex in this lesson. All students were able to complete the pattern although 50% required more teacher assistance than others to do it correctly.

7. How well did the students learn the CTE/Arts concepts in this lesson? Provide assessment data. Very well. All students now have an awareness of this art form and were able to complete 3 designs with the tangram puzzle pieces.

8. How would you rate your “comfort” with teaching the academic concepts embedded in this lesson? The diagram and written instructions were extremely thorough and we spent a lot of time rewriting them, so I was very comfortable with teaching it. Some students had trouble with the complexity of the pattern, but by breaking it down into individual steps, they were able to complete it.

9. Were you able to complete the lesson as planned? If no, what prevented you from completing it? Yes, I was able to complete the lesson as planned.

10. Do you have any suggestions for improving the CTE/Arts content or the academic concepts in this lesson? Having the math teacher in the room to assist with the lesson would be helpful. Some students needed one on one help.