These twelve years are nothing compared to the years I will spend in school in the future. Not for the fact that it will be harder, but because I will be teaching (hopefully) until I retire. That will probably mean about 47 more years of being in school. So, those twelve years are like just the tip of the iceburg.

Something I really hate (this may not tie into what I’ve been talking about as well as it did in my head) that people say is “This is just the beginning; your life starts here”. Yes, I do not believe that these past twelve years of school are particularly significant considering that it is done by many people everyday. However, I also do not believe that it is insignificant to the degree that I should dismiss it entirely. My life began when I took my first breath, not now that I have finished high school. All of the schooling up unto this point was not preparation for life, it was life itself. I look at it as the first part of my life. It may not be that big, but it was important.

I am going to go completely off of the topic of this being the first step in becoming a teacher for a moment. The reason that the first 18 years of a person’s life is so important is because it is the foundation of their entire being. Yes, we all go through changes and become different people as we get older, but our core values still play a part. Those core values come from the influneces and the experiences we have in those first 18 years. At least, that’s what I think.

But back to what is important. I am very excited about the upcoming years that I will have to learn more about the teaching profession and have enjoyed this past year of being in Teacher Cadet.

I do, however, want to talk a little bit about what we have been discussing in Teacher Cadet these past couple of weeks. One of the things our class has been focusing on is the different characteristics that a great teacher must possess. For one activity we were given random characteristics and had to tell the class what they meant to us. I was given optimism. Personally, I think optimism is many different things.

-It is keeping a positive attitude

-It is leaving personal problems outside of the classroom

-It is giving others the strength to look for the silver lining

-It is turning potentially negative situations around into positive learning experiences

-It is putting aside your own problems to brighten someone else’s day

Optimism, I think, is the hardest characteristic for, not only a teacher, but for anyone to possess. It can mean being selfless and forgetting your own feelings for a little while. That is hard for most of us because, let’s face it, we are all preoccupied with ourselves most of the time. Subconciously we do things in benefit for ourselves, even if we seem to be helping others. Being optimistic can mean so much more than keeping a smile on your face, which is why it is harder to acheive than most people think.

Another characteristic that we have discussed, and that I think is the most important of all, is passion. If you do not have a passion for this work, or the work you wish to do, you should not do it. If you start with passion, I believe that all of the other necessary characteristics will follow. If you are passionate about what you are doing you will be optimistic, you will want to be responsible, you will want to respect the people around you who are involved in your career, and you will want to learn from your students and the people around you. Passion is key to any successful career, and it is especially important for a teacher.

Advice for Future Teacher Cadets

As I look back on my time as a Teacher Cadet this year I can say that there were some things I am glad I did. However, there are also other things I wish I had done. Being a Teacher Cadet is a big responsibility. If a person is not ready to work when entering the class, I do not think it is a program for them. To be successful in the Teacher Cadet program you have to be willing to work hard, be organized, and be up for anything.

When I signed up for Teacher Cadet I knew there was going to be a lot of work involved. It is not an ordinary class where you are constantly being lectured on any certain subject. There is a lot of researching and figuring things out for yourself. Keeping up with due dates, assignments, and group projects is also all on you. The teacher is not there to direct you every step of the way. Yes, you can ask questions, but ultimately it is up to you to make decisions and get things finished without being reminded as you go. I suggest to anyone interested in participating in this program to expect hard work. I personally was happy that I kept all of the papers I was given. They came to good use when I was actually in the classroom. The work you do at the beginning of the class is not for nothing. It will really help you when you get into the Field Experience. Remember to pay attention to what is being taught, keep class work and handouts, and stay dedicated to the work that is put in front of you.

One thing that I wish I had done during my time as a Teacher Cadet was stay organized. Like I said, I kept all of my papers, but I did not keep them in order. It was a nightmare when I had to find them later for reference. Keeping everything neat and organized will contribute to your success or failure as a Teacher Cadet. I was lucky that I was able to manage, but if you are in a situation when you need something and are not able to find it at all, it can mean turning something in late (or not at all), getting a lower grade, or letting your group down. Group projects were a big part of our class and everyone was always responsible for a certain thing. If someone forgot something or lost an important item the rest of us would have to pick up the slack. Make sure you are always on top of everything and keep you notebook neat and accessible because it will come in handy.

As a Teacher Cadet you have to be open to new things. I am not a very outgoing person, but when we had to perform skits, sing, and speak in front of people, I had to learn to get into it. Our class had to write a skit and perform it for a group of small children for one project. I felt pretty silly doing it, but in the end it was fun. Many times we would have to go down to sing with the children, and I have a horrible voice. The kids enjoyed it despite my awful singing voice. They really appreciate when you take the time to play with them. When the Field Experience started, I had to teach a whole class of students, which was not easy. I was so nervous the whole time I was up there. The practice got me more comfortable, though, and I ended up enjoying it so much. So, if you really want to be a Teacher Cadet, be ready to feel a little silly and even embarrassed sometimes, because that is what comes with being a teacher.

This experience was a lot of fun and truly rewarding. I am so glad that I had the opportunity to do it. As for future Teacher Cadets, they should remember these three things and make sure they have them down before entering the classroom. I think if I would have known some of these things before I started I would have had an easier time. To the future Teacher Cadets; I hope you have as wonderful of an experience as I did.

The Classroom

As you can see by the floor plan I have created the art room is set up in a very nontraditional way. Of course, because it is not a normal classroom it has to be set up in a way that works for its environment. When I was teaching, the circular set up was an advantage. I got a chance to move around and interact with all of the kids. That made a difference in keeping their attention. The only disadvantage was the amount of room there was for the students. When getting supplies and cleaning up they had trouble getting around one another because one of the rules of the classroom is to stay out of the middle of the circle (which takes up a lot of room). The perimeter of the room is very narrow because of tables and counters. My favorite part of the set up was that the students could look all around them and not have to focus on me in one spot. I had posters up by the board, artwork examples over by the computers and bookshelves, supplies in the middle of the room, I did a demonstration over by the office, and had some teaching aids by the counters. This gave the students a chance to look around, move a little, and stay interested in what we were doing.

Lesson Plan Sheet

Teacher Cadet: Lee Ellen Fulmer                                    Date:

Cooperating School:

Cooperating Teacher:              Grade: 3               Subject Taught: Art

Lesson Title: Crayon Art

Class: Tuesday (Joyce), Wednesday (Farkas), Thursday (Polk)

Instruction Guide

>Introduction: Introduce yourself once more to the students (name, good afternoon, greetings, etc.), let them know you are starting a new lesson with them (we are going to start a new lesson about a special kind of art called non-objective art, [transition into question below])

>What is Non-Objective Art? (Get guesses from students, let them give examples, then give them definition) Art that does not represent a natural or actual object, figure, or scene (Ex. does not look like an animal, a person, an object, etc.)

                - Show students artwork examples of non-objective art

                – Explain that this is the project they will be doing

>Ask students to identify some elements used in these pieces of art. Texture, Space, Color (These are the three elements we will focus on in the project.)

                -Ask students to give their opinions on why these are important elements in non-objective art (Explain that because there is no object to identify, the artist relies on color, texture, and space to make the work of art interesting)

                -Ask students what kind of colors (all different colors) textures (bumpy, smooth, rough) space (positive/negative)

>Ask students to identify some principles used in these pieces of art. Movement, Balance, Repetition (These are the three principles we will focus on in the project.)

                -Ask students to give their opinions on why these are important principles in non-objective art (Explain that Movement helps the viewer’s eyes to go from place to place and make it feel as though it is not just one big mess, Balance helps the viewer to enjoy the piece of art as a whole, Repetition ties the piece together)

Safety Rules

1. 1.       When shaving crayons, shave away from body.
2. 2.       When melting crayons, keep hands away from heat.
3. 3.       Let crayon dry before touching canvas.
4. 4.       Do not touch or interfere with anyone else’s supplies or artwork.
5. 5.       If you need assistance, ask the teacher.
6. 6.       Keep all supplies in your working area.
7. 7.       Do not use the blow dryers or scissors to taunt other students. They are NOT toys.
8. 8.       Do not attempt this project without adult supervision.

Crayon Art: Non-Objective Artwork

What is Non-Objective Artwork?

          Non-Objective Art is Artwork that does NOT represent a natural or actual object, figure or scene. (Examples: does NOT look like an animal, person, place, etc.)

What are the main elements used in non-objective art to make it more interesting?

          Color, Texture, and Space are elements used to make this kind of art more interesting.

What are the main principles used in non-objective art?

          Movement, Balance, and Repetition are the main principles used in non-objective art.

Safety Rules for Crayon Art

1. 1.     When shaving crayons, shave AWAY from body.
2. 2.     When melting crayons, keep hands AWAY from heat.
3. 3.     Let crayon dry before touching canvas.
4. 4.     Do NOT touch or interfere with anyone else’s supplies or artwork.
5. 5.     If you need assistance, ask the teacher.
6. 6.     Keep all supplies in your working area.
7. 7.     Do NOT use the blow dryers or scissors to taunt other students. They are NOT toys.
8. 8.     Do NOT attempt this project without adult supervision

Review Sheet: Non-Objective Art

Name:__________________________

Date:_________________

Teacher’s Name:__________________

Directions: Choose the correct answer.

1. What is non-objective art?
   1. Art that represents an object, figure, or scene
   2. Art that does NOT represent an object, figure, or scene
   3. Art that represents yourself

1. What are the main ELEMENTS used in non-objective artwork?
   1. Color, Time, Space
   2. Texture, Balance, Repetition
   3. Color, Texture, Space

1. What are the main PRINCIPLES used in non-objective artwork?
   1. Texture, Space, Balance
   2. Movement, Balance, Repetition
   3. Time, Space, Movement

Directions: Make a list for number four.

1. List THREE rules for the Crayon Art Project

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> 

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Crayon Art Critique

Name:_____________________

Date:______________

Teacher’s Name:_____________

Directions: Answer the questions in complete sentences and then use the back of the paper to write a paragraph about your artwork.

1. What materials did you use to complete your piece of artwork?

2. Does your art represent anything? Why or why not?

3. a. What colors did you use in your piece? Why?

    b. What textures are in your artwork?

4. Do you like your piece of art? Why or why not?

5. Would you have done something differently? Why or why not? If yes, what would you have done differently?

“This week I actually went four days; Tuesday, Wednesday, Thursday, and Friday. It was a bittersweet week but also very rewarding.

All three days I took a picture with the whole class, gave them their class gifts, gave them their individual gifts, and took a few minutes to talk to them about the time I had been there.

Tuesday when I was talking with the kids they asked me a lot of questions about myself, my artwork, and my life. It was funny to me that they were so interested. Some of the students came up and gave me a hug at the end of class. It made me happy that they liked me. They also really loved the gift I made for their class and their bookmarks I made them. They were very appreciative.

Wednesday I did the same thing. The kids were more concerned with when I was coming back however, than about my life like the other class. They kept asking me when I was going to visit them. I did not know what to say. I showed them their customized bookmarks and they all were really excited. They also enjoyed their class gift as well.

Thursday, again, was very similar to Tuesday and Wednesday. The kids were kind of disappointed though. I understood why though, so it did not hurt my feelings. The class gift I made them was a piece made up of four small panels. They hang individually but are to be viewed as one piece. The kids however, thought as I was pulling them out that they were all going to get one. When they saw there were only four they got disappointed. They were even more disappointed when I told them I had a gift for each of them and pulled out the bookmarks. They still thought they were each going to get a piece of crayon art. I felt kind of bad at first but then I thought about it and realized it would be okay. In the end they were happy with what they got.

Today I went back (as requested by my cooperating teacher) to take a picture with all three classes together. We went outside and got in a big group with the kids all holding their bookmarks and took a picture. Then to my surprise the kids presented me with a gift and a card they had all signed. It was very special to me.

I enjoyed every minute of the Field Experience and I am sad that today was my last day.”

Day 2

The class that I work with on Wednesdays is really focused and all of them are very intelligent. They ask insightful questions and try to do their best with everything. One of the students is constantly offering to help and loves to ask questions. He also loves to tell stories. I have a lot of fun working with him.

Day 3

My Thursday class is a lot of fun. They have so much energy and are always excited to get started and get into things. One of my students is very concentrated on doing everything just right. He likes for me to help him each step of the way. I love that he is so comfortable asking me for help.

Last Week

This week coming up is the sixth and final week of the Field Experience. I know I will be sad that I have to leave but I am excited to give them their class gifts that I’ve been working on. Hopefully they will like them!

Last Wednesday I was observed on the second part of my Crayon Art Lesson. I was’nt as nervous as I was the first time I was observed. It went more smoothly than Tuesday because we were able to fix some of the problems we ran into. However, we ran into some completely different problems after we fixed the others. The hair dryers that we were using to melt the crayons all turned off! We figured out it was because we were using too many at once. So on Thursday we corrected the problem and it went a little more smoothly.

Wednesday was also a cool day because the kids were having so much fun that they did not want to go out to recess! That made me feel really good because I realized that they really were enjoying the project.

Thursday was equally as fun. I had three boys who usually do not get called on to help pass out the supplies we needed for the day. They were extremely happy about getting to help out. It made me smile to see their enthusiasm.

Today we were finishing up the projects. I had some students working on their art critiques. All of the projects turned out really good. It is interesting to see the kids who at first were not excited about the project, to really be getting into it. They said they wanted to do another one!

I have been having a great time with all of my classes. The kids really do want to learn and get things done the right way. It is nice to share a love for art with them!