Lesson Evaluation Video 2

Lesson: Klimt Cats/3rd Grade

1. Demonstrating knowledge: Students were able to connect with the artist
Gustav Klimt because of his admiration of his pet cat. Using simple but new
vocabulary and repeating key words helped students to understand the
projects theme and steps. Appropriate questions are answered clearly. I
suggest to class if they have questions about the steps to check the white
board for steps or to ask a neighbor for help.
2. Design: I do not state objectives before this lesson. We focus on the
slideshow and go through each step: I demonstrate, they observe, I repeat
the step and they repeat the step, and then they can work. In this lesson I
incorporate a small amount of geography by explaining where Gustave Klimt
is from (Hungary), art history, language (the cats name was katze which is
Hungarian or German for cat), and geometry (shapes).
3. Tech and Resources: I used Google drive to create the slideshow. During
this time that the lesson is taught, we can connect Norels I-pad to the apple
TV in the room and the slideshow is controlled by the I-pad, wirelessly. No
further technology is needed for this lesson.
4. Assessment: I ask students if they have heard of Gustav Klimt (no one has)
or they are confused with another name. As the lesson goes on I ask
students questions about supply use, Who can remember the rule for using
liquid glue? and they answered, Dot, Dot, not a lot. Who can remember
what Whisper Lines are? A whisper line is when you draw very lightly so you
can erase better. The lesson finished just in time for lunch-there is no post
assessment for this lesson. I remind students about following directions and
looking to the whiteboard if they get lost. I remind them that they should
follow the steps as closely as they can to finish the project in time.
5. Management:
Supplies are always ready to go. If something is missing (this is art in a
cart!) youve got to be quick on your feet. Today, Ive got everything I
need.
Students are told to remain near their desks ( I dont mind if they stand
and work) unless I call their row up for supplies. Supplies are in a
certain area of the room..today they are on the back table. Directions
are on board for visual learners. I repeat directions and ask students to
repeat the directions back to me for audio learners.
This position can become very stressful. I remain calm but I could be
happier and more smiley.

This position forced me to get really good at watching the clock. I keep
an eye on it at all times. I remind students of their time left beginning
with 20 minutes..then 15..then 10.. and so on. I leave about 5 minutes
for clean up (most students finished before the end.)
Depending on the lesson, we can connect to prior knowledge. For this
lesson we connected back to supply use.
I try to get students to answer questions for each other. A student asks
me a question about a step Ive already explained a number of times. I
ask the class about that step and the problem is solved.
All students are engaged today. Sometimes there are students that
cant handle art, but luckily everyone loves it today!
Again, addressing the steps on the board helps to keep things
organized. I ask students to please raise their hand if they have a
question. We must listen to the speaker. We talk about how to use
supplies carefully because so many students in Missoula use these
supplies. I am constantly moving around the room to check the
progress of students. I am sure to highlight a few students that are
doing really well with following directions and I calmly explain to one
student why his over use of black paint is exactly what I said NOT to
do! ;) You cant start over! So we need to find a way to fix this.
I dont think my questioning strategies are too varied. I dont even
have time to think. I try to have students finish my sentences
sometimes, We take 2 pieces of what color paper? When youre
finished with your paint brush, it goes in the ____. This seems to work
well.
It can be hard to accommodate all learning styles when you want each
student to come out with a finished piece of art work. In this setting,
you push each kid to work their hardest and to do their best. Some kids
cant handle this pressure and they completely recluse. Luckily, today,
every student seemed to be somewhat on task other than normal
chattering and silly disruptions.
At times we can connect these projects to something the students
have done in class. With a 2nd grade lesson about Picasso, we
connected the project with their visit to the Montana Museum of Arts
and Culture. Todayno such luck. But there were moments of cross
curricular education which is almost as good!
I feel like the lesson is developmentally appropriate. 3 rd graders are
very bold, eager, and confident about their work. They are also starting
to bring in personal style into their art work. They like to represent
things. This project involves a lot of control of tools and careful
placement.

Communication: I was good this time about having all of the supplies in
one area of the room. In the past, I had a few items in the front, a few in

the back and some on the desks. This was confusing. I definitely speak
clearly and I have gotten better about varying the level of my voice. Its
much easier to be even more expressive and unique with my voice when I
am with young children. My directions are pretty clear, but I need to slow
down just a bit.

I am dressed nicely but ready to get messy if I have to with an apron

on! I need to get better at recognizing the students that cant handle
the pressure of the fast art project..it makes them upset easily and
then they are over it for the rest of the day. Again, this position is
difficult because you are not able to know each childs individual needs
as well as their regular teacher.

I think that I have improved my time management and voice level goals. The two
experiences are completely different so it is difficult to keep them parallel. I can
definitely say that I have become much better at addressing the group of
elementary students as, boys and girls, or 3 rd graders.