(3) Service Learning Observation: Beattie Elementary School (10/7/22)
- Abriana Scott
- Mar 25, 2023
- 2 min read
On 10/7/22, I observed Ms. Noel's 1st grade section from 1:50-2:35PM.
The data derived from this observation will also serve in the creation of two lesson plans that will be based on the emergent curriculum that is discovered through this process.
My goal in this documentation is to determine emergent curriculum based on my findings and questions that are identified in and derived from the artifacts presented below:
Artifact #1:
A student demonstrates an artistic process by pressing a found/"readymade" tool through the surface of another material. This process is repeated over and over again for 15 min, until the student has determined their work "finished." This is the result:
The student has created a three-dimensional surface from a two-dimensional one. We have achieved texture or "bumpy dots," as she likes to call them.
Questions to determine emergent curriculum: How can this student use this concept/process in a book-making/painting unit? In what ways is the student exhibiting artistic behaviors? Is punching holes in paper merely satisfying or is it experimentation?
Curriculum as a result: Based on the artistic behaviors that this student has demonstrated, I have created a lesson plan/demonstration that explores creating texture with paper:
Artifact #2
This student is explaining the narrative of his painting as I point to various elements on it. It should be noted that the student is able to explain his artistic decisions which aligns with the Transfer standard.
Other students also explored narrative through painting/drawing:
In these images, students are exploring the telling of an event, memory, or object. The student in the left photo explains her art:
Student: "It's a... it's a... it's a.... it's the world!
Me: "It's the world?!? .... Why did we choose these colors?"
Student: "Because....because they do something...!"
In this case, the student is unsure of how to explain the narrative or meaning of their art. This tells me that there's a lot of variation in whether or not students are able to interpret the art that they make.
Questions to determine emergent curriculum: How do students understand narrative/meaning in their work? How are artists story-tellers? Do artists who make books tell stories?
Curriculum as a result: Based on this student's interest in telling a story with their art, I have created a demonstration/lesson that allows students to explore other artists who tell stories:
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