This internship was used in an 8th grade Humanities classroom. I teach six sections of Humanities (three sections, every-other-day) and my average class size is about 25. Humanities is a one-semester course for eight grade students to explore various aspects of the fine arts from 3,000 B.C. to today. Students study visual and musical arts with emphasis given to those masters who have become known as the great artists and composers, withstanding the test of time. Course topics are organized into three units: The Seven Ancient Wonders, Visual Arts, and the Musical Arts.
The total number of students in Humanities is around 160 this semester. Students in my classes range from very high-level thinking and achieving students to very low-level students that require more help, and assistance. No matter the amount of assistance needed, every student in humanities has developed and learned to use an open mind.
Overview of the Unit
The unit used in this internship is the Visual Arts unit. The master artists chosen for the visual arts include: DaVinci, Michelangelo, Rembrandt, Monet, Van Gogh, Picasso and Norman Rockwell. The unit begins with an introduction to art terms that are used to examine the different pieces of art, and jumps right into the different artists. The unit began January 26th, 2011 and was concluded on April 7th, 2011.
The unit showcases the knowledge and skills I have acquired in my Master’s Program at the University of South Dakota, using both technology and 21st Century Skills to create lessons that require students to think, and allow them to be creative and express themselves in a variety of ways.
List of Supporting Research
BUSHWELLER, K. (2011). Navigating the Path To Personalized Ed. Education Week, 30(25), 20-22. Retrieved from EBSCOhost.
COLOMBO, M. W., & COLOMBO, P. D. (2007). Blogging to Improve Instruction in Differentiated Science Classrooms. Phi Delta Kappan, 89(1), 60-63. Retrieved from EBSCOhost.
Epstein, M. L., Epstein, B. B., & Brosvic, G. M. (2001). IMMEDIATE FEEDBACK DURING ACADEMIC TESTING.Psychological Reports, 88(3), 889. Retrieved from EBSCOhost.
Peggy, H., Yoonjung, C., Min, L., & Schallert, D. L. (2008). EXAMINING THE INTERPLAY BETWEEN MIDDLE SCHOOL STUDENTS' ACHIEVEMENT GOALS AND SELF-EFFICACY IN A TECHNOLOGY-ENHANCED LEARNING ENVIRONMENT. American Secondary Education, 36(3), 33-50. Retrieved from EBSCOhost.
Sherman, T. M., Sanders, M., & Kwon, H. (2010). Teaching in Middle School Technology Education: A Review of Recent Practices. International Journal of Technology and Design Education, 20(4), 367-379. Retrieved from EBSCOhost.
Description of your Classroom and Students
This internship was used in an 8th grade Humanities classroom. I teach six sections of Humanities (three sections, every-other-day) and my average class size is about 25. Humanities is a one-semester course for eight grade students to explore various aspects of the fine arts from 3,000 B.C. to today. Students study visual and musical arts with emphasis given to those masters who have become known as the great artists and composers, withstanding the test of time. Course topics are organized into three units: The Seven Ancient Wonders, Visual Arts, and the Musical Arts.The total number of students in Humanities is around 160 this semester. Students in my classes range from very high-level thinking and achieving students to very low-level students that require more help, and assistance. No matter the amount of assistance needed, every student in humanities has developed and learned to use an open mind.
Overview of the Unit
The unit used in this internship is the Visual Arts unit. The master artists chosen for the visual arts include: DaVinci, Michelangelo, Rembrandt, Monet, Van Gogh, Picasso and Norman Rockwell. The unit begins with an introduction to art terms that are used to examine the different pieces of art, and jumps right into the different artists. The unit began January 26th, 2011 and was concluded on April 7th, 2011.The unit showcases the knowledge and skills I have acquired in my Master’s Program at the University of South Dakota, using both technology and 21st Century Skills to create lessons that require students to think, and allow them to be creative and express themselves in a variety of ways.
List of Supporting Research
BUSHWELLER, K. (2011). Navigating the Path To Personalized Ed. Education Week, 30(25), 20-22. Retrieved from EBSCOhost.COLOMBO, M. W., & COLOMBO, P. D. (2007). Blogging to Improve Instruction in Differentiated Science Classrooms. Phi Delta Kappan, 89(1), 60-63. Retrieved from EBSCOhost.
Epstein, M. L., Epstein, B. B., & Brosvic, G. M. (2001). IMMEDIATE FEEDBACK DURING ACADEMIC TESTING.Psychological Reports, 88(3), 889. Retrieved from EBSCOhost.
Peggy, H., Yoonjung, C., Min, L., & Schallert, D. L. (2008). EXAMINING THE INTERPLAY BETWEEN MIDDLE SCHOOL STUDENTS' ACHIEVEMENT GOALS AND SELF-EFFICACY IN A TECHNOLOGY-ENHANCED LEARNING ENVIRONMENT. American Secondary Education, 36(3), 33-50. Retrieved from EBSCOhost.
Sherman, T. M., Sanders, M., & Kwon, H. (2010). Teaching in Middle School Technology Education: A Review of Recent Practices. International Journal of Technology and Design Education, 20(4), 367-379. Retrieved from EBSCOhost.