Danielson Framework 1: Applying Knowledge of Content and Pedagogy

These two projects demonstrate student knowledge as they followed patterns similarly to Alma.
They were able to use colors of black history month to continue with our black history unit.
Students used these colors to create an artwork featuring events happening in their lives like
Alma.
Danielson Framework 2: Knowing and Valuing Students

This seating chart is for a first-grade class. The names that are circled are students that show
high intelligence and maybe need more challenging work. Student names that are squared mean
they are sitting at single desks around the outside of the circle. This is because these students
either have a disability such autism, schizophrenia, or a severe behavior problem. Table seven
has students with eyesight problems that need to be close to the board.
Danielson Framework 3: Setting Instructional Outcomes

 Teacher will demo and show an example depending on the grade, kindergarten will do a
tiger’s head and 1st will create a lion’s whole body.
 Students will use paint and crayons depending on need (give students paint if fit).

Whole tiger Classes:

 Students will use a template to trace the tiger’s body.
 Students will draw the face.
 Students will color in the background with crayon.
 Students will add the stripes with crayon.
 Students will paint the tiger. (if painting)
 Student may add tissue paper for whiskers if they can.

Tiger Head Classes:

 Students will outline the head.
 Students will draw the face.
 Students will draw the chest.
 Students will draw the background.
 Students will color the background.
 Students will color the stripes.
 Students will paint the tiger in. (if painting)
 Students may add tissue paper for whisker if they can.

This tiger lesson can be differentiated for students. It is suitable for both kindergarten and first
grade. This lesson can be adapted several ways. The first is by changing how much of the tiger
they are creating like the head or whole body. The second is whether the students paint or not.
The last is whether they add tissue paper or not. Special needs students are also able to adapt to
the tiger heads.
Danielson Framework 4: Using Resources Effectively

Resources I have used:

 Clear Touch Board
 Computer
 Copy Machine
 Paper
 Glue
 Markers
 Crayons
 Scissors
 Document camera
 Projector
 Google workplace
 Google Classroom
 Clay
 Glazes
 Clay tools
 Kilns
 Pug Mill
 Papier-mache

These resources have been helpful in getting real world experience of materials needed for a
classroom. The copy machine and clear touch board were super important to learn in order to
effectively run the classroom.
Danielson Framework 5: Planning Coherent Instruction

Papier-Mache Rubric & Assessment

Criteria
Armature Armature built strong enough to support the papier-mache, constructed
25 points with appropriate materials, accurate form with a supportive composition
Construction Even application of Papier-Mâché, proper adhesion with glue mixture,
25 points structural strength and smooth or purposely textured surface
Followed Instructions /
Proper time management, incorporation of sculptural component,
Work Ethic / Craftsmanship
attention to craftsmanship and detail
25 points
Completion and Finished
Sculpture appears completed, no unfinished areas, finished surface
Surface
enhances design
25 points
Elements and Principles of
Utilization of Elements & Principles, a focus on Balance, Texture, and Unity
Design
that help to strengthen artwork
25 points
Total Points: 125

1. Describe in detail how you created your armature.

2. Would you change how you constructed your armature? Why or why not?

3. Explaining the Papier-Mache process in your own words (be detailed).

4. Explain in detail how you applied your finished surface?

5. Are you happy with your finished surface? Would you change anything about the
finished surface? Why and how?

At the high school level, for every lesson, I created a self-assessment and rubric for students.
They were able to grade themselves and provide feedback on their own work before it was
graded by me. It clarified the thought process of the student on their work.
 Danielson Framework 6: Designing and Analyzing Assessments
Name Megan Morrow

Subject Art

Grade Level 1st

Date/Duration 45 mins

RATIONALE Big Idea Statement

The world around us can shape our artwork.

Essential Question Statement

Can we glue neatly? Are we able to create artwork similar to other artists? What can other artists
teach us?

Standards (SAS and PA Keys)

Standard - 9.1.V.1.A1 - Know and use basic elements of visual arts.

Standard - 9.1.V.1.B1 - Create works of art and identify art materials, techniques, and processes.

Standard - 9.1.V.1.E1 - Use imagination and creativity to express self through visual arts.

Standard - 9.1.V.1.J1 - Use a variety of technologies for producing works of art.

Standard - 9.2.1.D1 - Identify the historical and cultural context of works of art.

Standard - 9.3.1.F1 - Categorize and classify works of art.

Standard - 9.3.1.G1- Compare and contrast the characteristics of works of art.

Standard - 9.4.1.B1 - Demonstrate and discuss feelings about various works of art.

Objective Statement (Audience, Behavior, Condition, Degree)

Students will be able to effectively create an artwork with a patterned design like Alma Woodsey
Thomas that utilizes colorful construction paper.

Vocabulary

Alma Woodsey Thomas – an African American artist and teacher who lived and worked in
Washington, D.C., and is now recognized as a major American painter of the 20th century.

Black History – month long period where people in the United States celebrate the achievements
and history of African Americans

Black Artist – an artist who is African American

Design – an outline, sketch, or plan, as of the form and structure of a work of art
 Pattern – a repeated decorative design

LESSON Pre-Assessment of Students

PROCEDURE
Continuing our unit on Black History with a new project about a special black artist. We are focusing
on how we can learn about other cultures and experience people have. We are also focusing on our
materials unit essential question on can we glue neatly?

Activating Prior Knowledge (Hook/Lead-In/Anticipatory Set)

Show a picture of Alma’s work and see students know it.

Watch info video on Alma.

https://www.youtube.com/watch?v=P4gSYokA1Lo

or

Watch story time video of Alma’s Art by StoryTime with Ms. Ashley

https://www.youtube.com/watch?v=QcqX5vbu1w8

Modeling the Concept

https://thecleverfeather.blogspot.com/2012/03/alma-woodsey-thomas-collages-3rd-grade.html

 Emphasize to students that we are practicing gluing neatly and we are trying to make our
pictures similarly to Alma’s.
 Teacher passes out a piece of background construction paper along with several other
colors of construction papers.
 Teacher passes out glue sticks.
 Students can rip the other colors into small squares and glue them onto the background
paper.
 Students should follow a design like Alma.

Guiding the Practice

 The teacher will pass out materials.

 The teacher will circulate around the room.
 The teacher will answer any questions.
 The teacher will help guide students that need help.

Closure/Summary/Review of Learning

(standard class)
Show a picture of Alma’s artwork on the board and ask students to do a thumbs up if they think they
made artwork that looks like hers.

(special needs)
Finish class by asking students if they glued neatly and if they feel they created artwork like Alma’s
then listen to the song Alma’s Art by Miss. Katie Sings.
 https://www.youtube.com/watch?v=tvnu-v9I-gM

TRANSITIONS  123 eyes on me

 Give me five
 Marco polo
 Clapping rhythms

READING  Construction paper

MATERIALS,  Glue
TECHNOLOGY,  Crayons
AND SUPPLIES  Board
 Video
 Picture

EVALUATION OF Formative Assessment

THE
LEARNING/MAST  Monitor students work in progress
ERY OF THE  Ask questions during course of lesson
CONCEPT  Are students following directions correctly?
 Are students creating designs like Alma?

Summative Assessment

 The final project

 Did students create a pattern design?
 Did students work compare to Alma?

INDIVIDUALIZED Accommodations
STUDENT
SUPPORTS  Peer support
 Helping layout the groundwork for each step
 Allowing more time to complete the project

Modifications

 Use crayons to add more details

 Cutting the pieces for them
 Helping glue

Enrichment

 Give students the option to add more details and creativity to their project
 Allow more materials

REFLECTION I changed the video to fit better with the class, after students were not engaged in the first one. I
was running out of time to have students share their artworks with the class, so I changed the end of
the lesson as well. Students seem engaged and like the hands-on activity.

I changed the video twice as the first two were not keeping the student’s attention or were too
advanced in vocabulary for their age. I changed the end of the lesson from students bringing
their artwork to the front to share to showing a picture of Alma’s artwork on the board and asking
for a silent thumbs up if students felt their artwork looked similarly. It didn’t make sense to rush
students or drag out the project for students to come up front to share.
Danielson Framework 7: Cultivating Respectful and Affirming Environments

These posters connect with the schoolwide behavior program “Bee Your Best.” The titles reflect
the connection to the program while the rules reflect proper etiquette in the art room.
Danielson Framework 8: Fostering a Culture for Learning

Penn Hills Elementary has a schoolwide student incentive program. The program is titled
“Bee Your Best” and has been active for at least 10 years. The program works to motivate and
encourage positive behavior amongst students. Students can individually earn a “Bee Your Best”
slip for acts of kindness towards others, taking responsibility, additional cleanup, and positive
behaviors. These slips get collected by their classroom teacher. The student with the most slips
at the end of the week is awarded “Most Valuable Bee (MVB).” This is rewards them with
special privileges such as running errands for the teacher, being line leader, and being able to
pass out materials. Also, each class can earn beehives which are hexagon shaped yellow papers.
These hives can be earned only as a whole class. For instance, everyone in the room must be
following a classroom rule for so long and they will be rewarded a hive. If student’s cleanup in a
timely manner, they can earn a hive. If students walk down the hallway quietly and in a single
line, they might earn a hive. These hives are collected for a full nine-week period. At the end of
the period, the classroom in each grade with the most hives, wins. They win a classroom party
and prizes.

This program allows students to be motivated and encouraged to be positive,

hardworking, and work to the best of their abilities. The program also rewards students for
having the attributes the school is looking for and students want to win.
Danielson Framework 9: Maintaining Purposeful Environments

The Hip Hat Hooray Challenge is an example of whole classroom management. Each class must
follow specific classroom rules to ensure they receive points. Points can also be taken away. At
the end of the grading period, the top three classes get a prize. This encourages students to
follow the rules and work hard to earn points.
Danielson Framework 10: Supporting Positive Student Behavior

This chart shows the expectations for the second-grade class throughout the entire school. As
students fulfil all expectations for behavior, they receive a “Bee your Best” slip which allows
them a chance to win a prize. However, if students are not meeting these expectations, then their
slip might be taken away.
Danielson Framework 11: Organizing Spaces for Learning

 Books
 Videos
 Images
 Lesson plans
 Presentations
 Posters
 Internet
 Printer
 Computer

Students will be able to utilize the many resources in my classroom to best succeed. The use of
books, videos, images, the computer, and the printer will help them to gather references and
knowledge about projects.
Danielson Framework 12: Communicating About Purpose and Content

The Many Faces of Clay / Final

Planning

Answer the following questions in complete and meaningful sentences:

Change the color of the font for your answers!
1. Why did you choose the below designs for your Many Faces of Clay / Hand-built Ceramic lesson?

2. Which of your designs are you most excited to complete for this assignment?

3. What do you think will be the most challenging part of your work of art? How do you plan to overcome
this challenge?

4. Will your piece be a sculpture, or will it be Utilitarian?

5. What hand building technique(s) will you be using? Ex. Coils, slab, wheel throwing, direct carving…

6. Are you making your artwork a mixed media (adding other materials/ mediums to your artwork)?

7. What are you planning to do for your finished surface?

Insert or attach a minimum of 3 COMPLETELY DIFFERENT idea(s) for your

Many Faces of Clay work of art.

The planning sheet occurs at the beginning of a lesson where students document their ideas and
find reference images. It is discussed and approved by the teacher. This can be referred to
throughout the project.
Danielson Framework 13: Using Questioning and Discussion Techniques

Using sharing circles to utilize whole class discussion with sharing and participation.

The students sit in a circle and have a talking stick. The teacher prompts a question and passes
the talking stick around to all students for a chance to share. Gives the opportunity for all
students to participate and hear multiple points of view.
Danielson Framework 14: Engaging Students in Learning

This shows a cooperative learning activity as the students worked together to pass out materials
like the rainbow strips. This allows them to have independence in their learning and focus on
sharing skills.
Danielson Framework 15: Using Assessment for Learning

Wheel Throwing
Every student will be required to complete one wheel throwing by April 5, 2024

25 Excellent Students who achieve at the highest level for this grading criteria and who demonstrate an
extra creative effort may receive this score for their work
23-24 Above Students who are proficient for this grading criteria and who demonstrate active class
average involvement may receive this score for their work.
18-22 Average Students who have a basic grasp of this grading criteria and demonstrate active class
involvement and/or limited application of the concept may receive this score for their
work.
15-21 Below Students who are below basic proficiency for this grading criteria and demonstrate limited
average class involvement and limited application of the concept may receive this score for their
work.
14-0 Failure Students who submit work that is unacceptable for this criterion and who demonstrate
limited class involvement may receive this score for their work.

Evaluation: Possible Points / Student Evaluation

Grade
yourself:
1. Wall thickness consistency around ¼ - 3/8 inch thickness 25 pts. 25
2. Symmetrical, 3” height and diameter minimum 25 pts. 25
3. Footing 25 pts. 23
4. Finished Surface / Glaze 25 pts. 24
5. Assessment Rubric 25 pts. 24
Final 125 pts.

Objectives
1. Student must produce a consistent wall thickness of ¼ - 3/8 inch.
2. Student must produce a symmetrical vessel with diameter and height of three inches minimum.
3. Student must foot the wheel throwing.
4. Student must decorate with glaze or, if using underglaze, apply a clear glaze.

Procedures:
1. Always knead and wedge clay. If clay is directly from the box, wedging should be sufficient. If box clay is
not available, do not use pugged clay. Use clay from the wheel thrown damper.
2. Make sure you have tools, at least: needle tool, elephant ear sponge, wire toggle, bat and pot lifters.
3. Center the clay, left hand on left, right hand on top. Brace your elbows against your thighs and lean into
the clay.
4. Make opening using thumbs then widen opening.
5. Pull clay up on the right side at 4-5 o'clock. You must go from the bottom to the top. Go with the
speed of the wheel--the clay must rotate once before you move up.
6. Form the clay using a similar technique as pulling, except you are allowing the clay to run through.
Rather than pinching the clay, push the clay.
7. Trim off excess clay at the bottom, remove from the wheel and cover in plastic. Trimming--mark with
needle tool, trim with the digger tool. A loop tool may remove additional clay. A wet sponge can be
used to smooth the bottom by letting the clay rotate against the sponge.
8. Footing must be completed leather hard. Center pottery on the kick wheel. This is done by placing the
pottery upside down on the kick wheel. Rotate the wheel by slowly kicking with the right foot. Hold a
needle tool against the bottom, which is now on top. Where the tool hits, stop the wheel and slightly
move the pottery in the opposite direction from the strike of the needle tool. Continue this process till the
area is centered. Use moist clay to adhere to the wheel. Use a ribbon loop tool to trim. Trim by bracing
hands, hold tools like a pencil, and trim from the center out. Leave a small lip and level with the ribbon
loop tool. Always write your name on the bottom.
9. Remove from the wheel and clean with a sponge if necessary. Ware needs to dry for 3-4 days before
bisque firing. NOTE--ANY WHEEL WORK THAT IS TOO THICK WILL NOT BE FIRED or SHOWS
SIGNS OF AIR-POCKETS. IT WILL EXPLODE IN THE KILN.
GRADE YOURSELF ON THE ABOVE RUBRIC AND
COMPLETE THE QUESTIONS ON PAGE 2.

1. How many attempts did it take you to get a successful wheel thrown
piece?
It took 2 attempts- the wheel throw itself was successful my first
attempt, however I messed up the footing.
2. What was the hardest step for you when wheel throwing?
The hardest step for me was footing my wheel throw, I wanted to
move my hand from the 3:00 position but that would mess it up.
3. Are your walls and base even thickness?
Yes, my walls are thicker than my base but that was intentional.
4. Did you complete a dry foot?
Yes
5. Describe your finished surface.
I used the midnight sky glaze for my finished surface, which was
different from my original plan of under glazing it to look like
watermelon.

INSERT OR ATTACH 3 PHOTOS OF YOUR WHEEL

THROWN:
 ONE FROM THE TOP, ONE FROM THE SIDE AND ONE FROM THE
BOTTOM SHOWING THE FOOT OF THE PROJECT. USE THE LIGHT BOX
TO TAKE THE PHOTOS.
This is an example of a student’s self-assessment and rubric for a wheel thrown assignment. The
student gave themselves a grade for each criterion and answered questions that help to explain
why they gave the scores they did. The pictures are attached for reference for both the student
and the teacher.
Danielson Framework 16: Responding Flexibly to Student Needs

Students enter and select students beginning getting materials – calls attention to the front
“real fast” and runs down all the possible steps w/in the project students may be. Engages
students at their level/in their working space – great! More intimate than a projection, more real
than a video. Reminds students of upcoming break and what needs accomplished and how to
secure materials so they are prepared for when they return. After sending students off to work
independently, checks in with individual student about their project and what next steps she can
help with. Always available during the class period, able to answer questions from students
working on different steps and different projects quickly and completely.

This highlights my flexibility and responsiveness by understanding the students need time to
work on their projects but are far enough along that they need an example of the next steps. It
was a short demonstration which allowed them to get the information they needed in a timely
manner. Also, by working one on one with the students after the demonstration it gives me the
opportunity to engage with them.
Danielson Framework 17: Engaging in Reflective Practice
I loved seeing another resources room. Seeing how the music teacher interacts with the same
students but the experience in the room was completely different. It helped to get a feel for the
school dynamics as well.
Danielson Framework 18: Documenting Student Progress

Many Faces of Clay Rubric &

Assessment
For each objective select and highlight the box that best describes how
you feel you did.
Needs
Very Good (22-20
Criteria Excellent (25-23 pts.) Good (19-18 pts.) Improvement
pts.)
(17-15 pts.)
Good use of
Strong hand-
Strong hand- hand-building* Hand-building*
building* technique
building* techniques, techniques poorly
Construction with precise scoring
technique with though control executed with
25 points and joining. Excellent
good control over over clay is minimal control
control over clay
clay. somewhat over clay.
manipulation.
lacking.
Some effort in Limited effort in
Effort in cleaning and Little effort in
Craftsmanship cleaning, base may cleaning, base not
detailing, the base is cleaning, the base
25 points have minor adequately
clean and smooth. remains messy.
imperfections. cleaned.
Strong use of Texture
Very strong use of Texture does not
Texture texture, somewhat
texture, enhancing enhance the
25 points contributing to the enhances the
overall composition. composition.
composition. composition.
Finish covers
Finish covers the Finish mostly
most of the Finish incomplete
Surface Finish entire surface, covers surface,
surface, or detracts from
25 points complementing adding to the
somewhat adding the design.
design. design.
to the design.
Above-average Average
Strong composition Below-average
Overall Work composition and composition and
and unity, with composition and
& Ethic unity, with mostly unity, with
efficient use of class unity, with poor
50 points wise use of class sporadic use of
time. use of class time.
time. class time.

Answers each Answers each

Assessment Answers each Answers each
question partially question
Rubric & question fully using question mostly
using the rubric minimally or
Evaluation the rubric for self- using the rubric
for self- inaccurately for
25 points evaluation. for self-evaluation.
evaluation. self-evaluation.
 Needs
Very Good (22-20
Criteria Excellent (25-23 pts.) Good (19-18 pts.) Improvement
pts.)
(17-15 pts.)
Total Points: 125

*Hand building techniques include slabs, coils, pinch pots, direct carving, wheel thrown

Self-assessment Questions
1. Describe the Hand-building technique(s) you used to create your face? Do
you feel you scored, slipped, and joined areas of your work of art? Yes I
feel that I scored, slipped and joined all of my areas and I used a mold for
my face and then I put a slab on top of it and then I made the shape of my
face.

2. Describe your finished surface. Explain why you chose to use underglaze,
glaze, stain, shoe polish or acrylic paint to complete your finish surface. Do
you think the finished surface was successful?
I chose underglaze with black and white and then I glazed on top. Yes I
think it was successful but I think I could've done another layer of white
underglaze.

3. What was the most challenging step or process you encountered while
completing your face? How did you overcome this challenge?
The most challenging step of this project was making a mold out of
newspaper and I overcame this by shaping the mold the right way until it
looked right.
 4. Attach or insert pictures of the finished work from multiple viewpoints.

After students complete a project, they fill out a self-evaluation and rubric. This helps me to
understand what they are thinking and shows what they think of their own project. Then, I go in
and grade it and compare our answers. If we are far off from one another then that would
involve a conversation with the student.
Danielson Framework 19: Engaging Families and Communities

Hi everyone! Hope you’re all having a good evening!

I wanted to send out a reminder about the art show tomorrow at the Westmoreland Museum of Art from
11-3. Please go to support your friends and fellow classmates!

Also, if you’re out and about for the art walk, I’d love for you to stop by and see my exhibition as well
from 12-3 at seton hills art center on the 3rd floor!

Have a great weekend!

~Miss. Morrow

This was a post on Google Classroom to the students and their families as a reminder about the
student art show as well as an invite to my senior exhibition. Students get notified about these
posts right on their phone, and some parents do as well. It is a great tool for communicating.
Danielson Framework 20: Contributing to School Community and Culture

Once a week, at least one art teacher hosts an “art night.” This is a voluntary activity that
students can stay after school to participate in. It gives them the opportunity to work on projects
they are behind on or create extra art works. The night usually lasts two to three hours. Many
students do stay after school to participate, and some make additional pieces to sell at an art
market to support the art clubs.

I have participated in many art nights to benefit the students. It has been rewarding having the
extra time to work and engage with the students. It’s more of an intimate setting to get to know
the students and make connections with them.
Danielson Framework 21: Growing and Developing Professionally

I attended two job fairs of different magnitudes throughout the semester. The first being
an education job fair hosted by Seton Hill University. The second being the Pittsburgh
Education Recruitment Consortium (PERC) job fair in Monroeville.

These job fairs helped me to grow and develop professionally in many ways. For example, it
opened opportunities to network professionally and learn about different institutions. Also, they
allowed me to practice my interviewing skills as well as receive feedback and advice.
Danielson Framework 22: Acting in Service of Students
Hello esteemed Colleague,

I wanted to take a moment to highly recommend Megan Morrow for a teaching position within your
school. Megan was a student teacher here at the Penn Hills School District, and I had the pleasure of
working closely with her during this time.

Megan consistently displayed a high level of professionalism, always being punctual and well-prepared
for her teaching responsibilities. Her creative and talented approach to lesson planning made her
classroom a vibrant and engaging learning environment for all students. Megan's kind and caring nature
resonated well with both students and colleagues alike.

One of Megan's notable strengths is her conscientiousness when it comes to meeting deadlines and her
commitment to differentiation and culturally responsive teaching practices. She effectively implemented
these strategies to cater to the diverse needs of students in her classroom.

In addition, Megan has experience working with autistic support children and is trained in trauma-
informed teaching techniques, further enhancing her abilities to support students with varying needs. Her
proficiency in utilizing learning management systems such as Canvas and Skyward, as well as her
experience with online hybrid instruction, makes her well-equipped for the evolving landscape of
education.

I am confident that Megan Morrow would be a valuable addition to your team, bringing her passion for
teaching and dedication to supporting all students to her role.

Thank you for considering my recommendation.

Warm regards,

Margaret Mcgough Smith

Margaret Smith
Visual Arts Teacher

Penn Hills Elementary School

1079 Jefferson Road
Pittsburgh, PA 15235

412-793-7000; ext. 4156 office

[email protected]
The above is a letter of recommendation from my elementary level cooperating teacher. This
letter talks of my professionalism and dedication to education as well as my students.