Teacher Quality Standard I: Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The secondary teacher has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s).
   

Element A: Teachers provide instruction that is aligned with the Colorado Academic Standards and their district’s organized plan of instruction.

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Prioritized Evidence Outcomes

Connect

ARTS.9-12.VA.HS.4.1 · Research and analyze the ways visual artists, designers and scholars express personal views and beliefs and how these perspectives have a social context that enlarges the meaning of an artwork beyond the individual maker. b · Discern the complexity of visual art and design to interpret and articulate historical paradigms in cultural context. c · Analyze and evaluate how works of art previously created across time and culture can influence the work of practicing artists today.

Observe

ARTS.9-12.VA.HS.1.1.a · Develop observation skills to generate and synthesize ideas and interpret communicated meaning. b · Connect and compare information gathered through observation in order to articulate the human experience.

ARTS.9-12.VA.HS.1.3 · Use artmaking processes as forms of inquiry to develop skills of perception and independent reasoning, and to increase knowledge.

Create

ARTS.9-12.VA.HS.3.1 · Establish a practice of planning and experimentation to advance concepts and technical artistic skills. 1.a · Research and generate possible concepts that can be used to build deeper meaning in preparation for making. c · Practice techniques and improve skills by testing media to consider constraints and potential of materials.

Reflect

ARTS.9-12.VA.HS.2.1 · Use criteria and personal discernment to evaluate works of art and design, taking into consideration the variables that influence how the work is perceived. b. Communicate interpretive and evaluative conclusions that justify intention and purpose.

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Evidence

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In this Vignette Unit Plan, students had the chance to finalize the vignettes they have been working on and apply their finishing touches. I gave an overview to refresh them on what we covered in past lessons, ensuring students have a thorough understanding of what is expected in their completed works. During the last day in the unit "Creating a Vignette" students had a chance to share what they accomplished with the rest of the class, elaborating on the reasoning behind what they created. Each student was able to engage in a collaborative critique by participating in a gallery walk providing formative and constructive feedback on three students' visual stories. Students evaluated their peers’ work by describing visual elements of the work they each found appealing to themselves about their peers’ visual story. Having their works displayed in the classroom gave students the opportunity to inquire about concepts presented in this gallery walk. Students offered critical feedback emphasizing the strengths and what they could improve upon in their future works I was very proud of how far they’ve come and enjoyed witnessing the interaction between students. My Vignette Unit Plan fulfills Teacher Quality Standard I, Element A as it includes the full circle of Colorado Visual State Standards by providing clear instructions which demonstrate proficiency and expertise I shared with students. Using literacy and mathematical terminology, I displayed my knowledge during the vignette content and gallery walk which directly correlates with TQS I Element A.