Art 309 Secondary
Curled into Creation: Paper Quilling
IPTS Standard 2 - Content Area and Pedagogical Knowledge
I demonstrated a strong understanding of the art medium by clearly explaining paper quilling techniques, vocabulary, and processes. I used step-by-step modeling and guided practice to support learners in exploring the medium, ensuring that content knowledge was communicated effectively regardless of the change in audience.
My experience at the Normal Public Library was not what I expected, as our sold-out event ended up with zero turnout. However, I still felt the workshop went well. The NPL staff stepped in and participated as our learners, which created an unexpected challenge since they were not the audience we had originally planned for. Despite this shift, I think our group adapted extremely well and successfully taught the medium of paper quilling, which was ultimately the most important goal.
I found that I genuinely enjoyed teaching the NPL staff. I had never taught a medium to adults before, and it was encouraging to feel respected as an instructor and to see my teaching methods received so positively. Through this experience, I discovered that I really enjoy leading workshops and could see myself doing more of them in the future, possibly even returning to NPL.
Overall, it was meaningful to see the staff connect with our theme through paper quilling and engage with the community of Normal, IL in a creative way.
U-High Workshop
Carve Your Own Path: Linocut Print
IPTS Standard 7 - Assessment
Throughout the workshop, I used informal formative assessment, observing progress, checking carving safety, and reviewing test prints, to adjust instruction and support student success. Their final prints served as a performance-based demonstration of their understanding of the medium and project goals.
My experience with the U-High workshop was a meaningful learning opportunity for me. I believe our workshop was successful in supporting students’ ideas and themes, guiding their adaptation to the materials, and helping them understand the linocut medium. Personally, I felt the workshop went well because I was able to connect with students, learn about their themes, and support them throughout the process.
One challenge we faced was time management. We underestimated how time-consuming linocut printing would be within the time frame we were given. For our teacher examples, we initially used smaller linoleum blocks until our 8x10 blocks arrived. Looking back, I would change this approach; keeping the smaller blocks for students would have been more manageable and allowed them to add the detailed elements they wanted without feeling rushed.
Throughout this experience, I realized how much I enjoy leading workshops and introducing shorter, project-based activities that are separate from a full unit. I also found that I appreciate teaching in different environments, and it’s something I want to continue pursuing as part of my career. Seeing the prints students created was especially rewarding, as it showed their understanding of the project and their ability to express their ideas and themes through the medium.
Normal Public Library Workshop
Unit Plan
Linocut Relief Printmaking
Description: Students will explore the background of linoleum block relief printing and some artists who partake in the art form such as Lin Onus, Sybil Andrews, and Elizabeth Catlet. This lesson will teach students how to design and carve their own prints while drawing from personal interests and experiences. In addition, students will learn about the history behind linoleum cut and relief printing, explore and try the techniques involved in the art like composition planning, using different kinds of lines, and creating interesting textures. At the end of the workshop, students will be able to bring home a uniquely made print that represents their unique personhood and life journey.
Rationale: IPTS Standard 7 - Assessment. I will use multiple strategies to monitor student learning and guide instruction. Students will reflect on their progress through journals, documenting their decisions and creative process, while peer feedback will encourage collaboration and idea sharing. I will observe sketches, carving stages, and test prints to provide targeted guidance and support as needed. These assessment strategies will help students create linoleum prints that reflect both skill and personal expression.
Theory Booklet
Cognitive Theory
In this assignment, I engaged with cognitive theory by focusing on how students take in information, process it, and connect it to what they already know. I focused on ideas like breaking steps down, using visuals with short explanations, and connecting new concepts to students’ prior knowledge. As I worked through the theory, I realized these are already things I try to do in my teaching, and it helped me see how intentional I can be about supporting how students think and learn in the art room.
PAL 1
Activity: I attended the Sugar Creek Arts Festival in Normal, Illinois, where I explored a wide range of artists’ booths and community art displays. I observed different mediums of artwork including ceramics, illustration, photography, mixed media, and printmaking. I also interacted with artists to learn about their processes and materials to gather ideas I can bring into future lessons
Rationale: IPTS Standard 2 - Content Area & Pedagogical Knowledge. The festival gave me exposure to current art practices and a range of techniques that can inform my lesson planning. Hearing artists explain their processes helped me build my own content knowledge and think about new ways to teach these ideas to students.
Evidence:
PAL 2
Activity: In this workshop, students selected their own paint colors, mixed them in a cup, and then slowly poured and dripped the mixture over their canvas to create their artwork. I guided them through the mixing process, demonstrated dripping techniques, and supported them as they explored how color choices and application affected their final piece.
Rationale: IPTS Standard 8 - Collaborative Relationships. I worked closely with students during the workshop, answering questions, offering feedback, and encouraging peer support. This strengthened my ability to communicate clearly and foster positive collaboration in a learning setting.
Evidence:
