This display case had been created to serve two purposes: To
exhibit student work, and to motivate and encourage students to strive to be the best that they can. It
includes encouraging signs that I designed and created, such as to make the point “To Dream,” “To Be Ambitious,” “To Make a Friend,” “To Ask Questions,” and “To Study.” It is a constant reminder to students to study hard, be friendly and uphold a strong moral and ethical code.
exhibit student work, and to motivate and encourage students to strive to be the best that they can. It
includes encouraging signs that I designed and created, such as to make the point “To Dream,” “To Be Ambitious,” “To Make a Friend,” “To Ask Questions,” and “To Study.” It is a constant reminder to students to study hard, be friendly and uphold a strong moral and ethical code.
This is an image of a display which showcases the work of students that created cave art. It is strategically placed in a location that students frequently pass by, and exists to motivate students to do their best work because their projects will be displayed for the entire school to see.
This is one of the many signs I created to assist the class
during their creative process. It is a visual way of understanding spatial relationships, as each of these terms appears in the sequence and vividness that they would in a drawing that depicts space.
This word wall contains most of the essential vocabulary that
students have been learning about this semester. It revolves mainly around color theory and includes terms such as “Primary,” “Secondary,” Tertiary,”
“Complementary,” and “Analogous.” These signs were also created in a
visual way to describe what they mean; for example, the “Primary”color sign has been created using only primary colors, and the “Complementary”sign was created using complementary colors.
The third project assigned to the class required them to sketch haystacks and then color them in according to a specific color scheme. Rather than having students draw from imagination, my cooperating teacher and I decided to create a still life that students could use as motivation to complete their sketches. Haystacks were compiled near the center of the art room so that students could use their hand-eye coordination to render such forms as realistically as possible.
The fourth project assigned to the class required students to
create a mono print based on lily ponds that Claude Monet had painted towards the end of his life. It seemed most appropriate to give students something to paint rather than a picture; thus, the pond was born. I created a
composition using purchased materials to motivate students and give them a model on which to base their projects.