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My Teaching Statement

                            I am currently completing a Master of Teaching postgraduate degree at the University of Tasmania, with  specialisations  in visual and multimedia art. I believe the three keys aspects of being an effective teacher are passion, quality differentiation, and effective pedagogical practices that are relevant to an  arts  classroom context. These aspects are the foundations of my teaching philosophy and inform my professional practice.                             My passion for visual art stems from my experiences throughout high school and college. Two college art teachers had a profound effect on my learning experiences and my future, through effective differentiation that adapted the learning experience to better fit my learning needs. Not only was this the start of my engagement and enjoyment of learning, it was also where I  learnt  how it felt to have  passion  for art and knowledge. This has supported my journey to becoming a teacher, by inspiring me to
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Differentiation, Assessment, and Collaboration

AITSL standard 1.5 During my Master of Teaching course, I was introduced to the theoretical underpinnings of differentiation. The AITSL standards identify differentiation as a key factor all graduate teachers must meet. During my placements, I have demonstrated that I possess the knowledge and understanding of a range of differentiation techniques to meet the specific needs of all of my student’s. I have this through environment, assessment, and instructional differentiation during my recent teaching experiences.  As a primary school teaching aide, I work with a year one boy with hearing implants. Infant deafness has resulted in delayed emotional and social development. This student frequently has emotional outbursts that include screaming, crying, and wailing. This normally happens when he is overstimulated. To reduce outbursts, I make environmental changes to keep him calm. We work one-on-one in a quiet part of the classroom. With reduced noise and distractions, he focuses well
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EMT 653- How has ICT in education changed since i was in school? (post 2)

Words are, in my not-so-humble opinion, our most inexhaustible source of magic- Dumbledore
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EMT 653- post 3

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Benefits- -workspace and computer right next to each other makes working between your notes and the screen much easier - all students can easily view the smartboard in front of them for direct instruction - students can still interact with peers in a subject that is normally very individual-task based - a large table for pen to paper planning or group work - small table numbers will minimize classroom noise and distraction
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EMT 653- Art VS ICT (post one for assignment)

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I am all for bringing multimedia into the arts! so here are my three statements 1. Multimedia should be used to help learners  critique  historical and modern art through the creation of documentaries, virtual viewing platforms, 3D modeling, etc. 2. Multimedia can contribute to art by allowing a modern approach to creation, problem solving, and self exploration. 3. Multimedia encourages the adaption of educational subjects to meet the demands and changes of modern society. It will be interesting to see someone oppose these statements, lets hear it!
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Self Portrait Unit Plan

Year 10 Visual Arts Unit: artistic development and general capabilities Unit Title: I think therefore I am Unit Description: Within this unit students will explore how to express elements of themselves, metaphorically, to an audience through a variety of art forms and techniques. Students will explore the mediums of collage, sculpture, photography, and printmaking. They will use techniques corresponding with these mediums to express the unit theme: I think therefore I am . Student’s artworks will explore how their thoughts, likes, dislikes, personality traits, and cultural background, contribute to their existence. Learners will explore the work of modern artists who experiment with self-expression, and how these artists have moved away from literal interpretation of self-portraiture. This unit provides a chance for artistic experimentation and development, while addressing general capabilities for student’s futures. Artist
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Viking Lesson Assessment Rubric

criteria HD- excellent CR- good PP- fair NN- poor Use of reading resources and note taking process Student showed a high level of competency when reading and understanding reading resources. High quality and number of relevant notes taken from resources. Constant acknowledgement and referral to guiding question during the note taking process. Student showed a reasonable level of competency when reading and understanding reading resources. Numerous relevant notes taken from resources. Mostly acknowledged the guiding question during the note taking process. Student showed competency when reading. Numerous notes taken from resources. Occasionally acknowledged the guiding question during the note taking process. Student failed to understand or finish reading resources provided. Few or no notes taken from reading resources. Guiding question not acknowledged in the researc
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