1 - INTRODUCTION



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|(1) Record Keeping: Teachers have a professional responsibility to monitor, record and communicate student progress. Many schools |

|and districts have adopted networked grading systems, and some publish grades on secure websites. |

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|Use your school's gradebook program to develop a report for a real or hypothetical class of ten or more students who are assessed |

|on five or more assignments. Submit a printout of your gradebook and the detailed report card (progress report) for an individual |

|student. If you do not have access to such a program, you may use Gradekeeper or download a sample shareware "gradebook" program. |

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|(2) Assessment: Teachers must regularly assess student progress. Many textbook publishers make test construction easier by |

|providing test generators, software which allows the teacher to quickly compose tests and keys from question databases. Test |

|generators allow the teacher to input questions, and often provide databases of questions the teacher can select from. *TPE-tip A |

|well-structured exam may be used as an artifact for TPE3, Interpretation and Use of Assessments. |

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|Use a test generator to construct an exam composed of questions you have selected from existing question banks. |

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|Software such as Examview allows teachers to develop tests and post them on the Internet. Take this short physics quiz generated |

|with the Examview, or this geology quiz made with Quizmaker. Include a screen capture of your score (actual score is |

|inconsequential) and discuss the benefits and problems associated with online testing. |

On the geology quiz, I scored 4 out of 6. I took a screen shot, but I worked on so many things in class that day, I might not have saved it to my thumbdrive or udrive. (

The SPED class I took this semester used online exams and I think it’s a great tool – students can access their knowledge and get instant feedback. The only problem I would see with it would be if you use these tests as the primary means for grading students. Students need more ways to learn than taking online quizzes.

|(3) Communication: Students benefit when teachers clearly state their expectations in written form. When these expectations are |

|availalbe on the Internet, all students and parents can benefit, particularly students who have been absent. A variety of |

|commercial resources exist with which teachers can post calendars, homework assignments, and other important documents. |

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|Put your class assignments on the web at Yourhomework , SchoolNotes or similar service. Include a screen capture of your published |

|assignment schedule. |

I would utilize a website like Yourhomework if the teachers at my school use it, to keep a uniform base for the students of the school – but I would mostly run these things from my website for my students to access.

Please visit my website at Student Page

|(4) Presentations: Presentation software provides teachers the opportunity to display text and graphics in a slide show fashion. |

|PowerPoint and Keynote are two of the most popular presentation tools. Teachers and professors make extensive use of presentations,|

|but many are concerned about the potentially negative effects such presentations can have on instruction. *TPE-tip A well developed|

|educational presentation can serve as an artifact for TPE 4, Making Content Accessible, or TPE 10, Instructional Time, if used with|

|presenter tools. |

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|After reading the articles on the educational use and abuse of presentation software, summarize how presentations should be |

|constructed and delivered to maximize learning and minimize abuse. |

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|Locate and download one or more PowerPoint presentations relevant to your teaching needs. Include the URL of the location from |

|which you obtained them and summarize the PowerPoint and where in your curriculum you will use it. |

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|Make a PowerPoint presentation to teach a lesson in your subject area, keeping in mind the principles you have outlined above and |

|the guidelines provided (see tutorial). Your presentation should include numerous graphics and be at least 10 slides in length. (a)|

|Provide an electronic copy of your presentation (ppt format) on your website. (b) Embed screen captures of your presentation in |

|the template. Make sure the content is easy to read. |

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|Using iPhoto (Mac), Picasa (Windows), or similar slide viewer software, create a photo library for your discipline. You should |

|include photos you have taken plus ones retreived from a graphic search engine. Create two or three slide shows from the library. |

|Include a screen shot of the slide sorter window for one of your shows. Create a photopage for your website. |

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Please visit my website at: All About School Stuff , Power Point , student work , *e work , and *e family

|(5) Other resources: Complete three of the following, using content related to your curriculum whenever possible. |

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|Use Timeliner to create a timeline relevant to the curriculum you teach. |

|Develop an educational digital video. |

|Construct a professional resume using Word. |

|Develop a concept map with graphics and text. |

|Create a crossword puzzle or other puzzle relevant to your class. |

|Create and conduct an on-line survey form for one of your classes. |

|(a) Find the lowest cost of a specific piece of equipment (projector, computer, digital camera, etc.) for your classroom, (b) |

|identify the next national conference for your discipline, AND (c) determine the best airfare to attend the conference. |

WHO ARE YOU?

Name _____________________________ Date ______ Period ______

Circle your Grade Level: 9 10 11 12 Counselor _________________

Birthday ___/___/___ Favorite Color ( ____________________

Parent(s)/Guardian(s) Name(s) __________________ _________________

Home Phone(s) _______________ _______________ ______________

1. Name some of your favorite books:

2. What was your favorite book when you were 10 years old?

3. Name some of your favorite movies:

4. Name some of your favorite TV shows:

5. What was your favorite TV show or movie when you were 10 years old?

6. Name some of the WORST things you have ever seen (movies, TV, hair-dos, cars, etc.):

7. What are some of your “Pet Peeves” (things that make you mad)?

8. What are some things that make you feel happy?

9. Do you speak any other languages? If yes, what are they?

What language(s) does your family speak at home?

10. Do you have a job, a club, or an activity that you do after school?

11. Does anyone in your family have a job that interests you? If yes, what is it?

12. Have you ever taken an art class before? If so, please describe.

13. What do you hope to learn in this class?

REVIEW Questions, Chapter 7 – BALANCE

1. In artwork using symmetrical balance, if you drew a line down the center of it, one side would be the mirror image of the other. (Page 142) Draw a line down the center of the following artworks:

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2. Circle the artwork if it uses symmetrical balance.

3. Label the type of balance in each of the artworks using the word bank below.

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4. Match the type of balance with the feeling it might create in a work of art.

symmetrical balance unique, bold, unusual

approximate symmetry orderly, exact, precise

asymmetrical balance interesting, thinking

radial balance turning, spinning, moving….

Emily Rose Michels

home661-222-7452 661-645-0938cell

WrongHat@

25853 Forsythe Way, Stevenson Ranch, CA 91381

MISSION STATEMENT

My main goals as an Art Teacher are:

to foster a positive and creative outlook on life;

to offer an eye-opening experience with Art;

to provide the means to become successful;

to encourage young people on their path of self discovery;

to have fun with Art!

EDUCATION

University of California at Los Angeles

Bachelor of Arts Degree in DESIGN, 1987, GPA 3.538

University of California at Los Angeles

Master of Fine Arts Degree Program in ANIMATION, 1990, GPA 3.798

Three years of Graduate work in Animation

Total units: 94

California State University Northridge

Teaching Credential Program, in progress since Fall ’05, GPA 4.00

Total completed units: 19

SPECIAL SKILLS

Animation: Professional: Character Layout, Character & Prop Design, Storyboards, Traditional Cel, and Computer Graphics

Graphic Arts: Typography, Paste-Up & Computer

Fine Art: Pencil, Charcoal, Ink, Chalk Pastels, Oil Pastels, Life Drawing, Oil Painting, Acrylic Painting, Watercolors, Printing & Collage

3D Arts: Papier Mache & Ceramics

Martial Arts: Shotokan karate, Aikido, Judo, Boxing, Sparring,

Self-defense, Katas, & Weapons: nunchaka, sai,

bo staff, double nunchaka & Samurai sword

ANIMATION EXPERIENCE

Show History

2004 Super Cooper (pilot) Character Design Disney TV

2003 Starsky & Hutch Character Design Pacific Vision Prod.

(Bluebird animation)

1992-98 the Simpsons Character Layout Film Roman

1993 Hey Arnold (pilot) Character Layout Games Anim.

1993 Ren & Stimpy Character Layout Games Anim.

1993 Madeline Sr. Character/Prop Designer DIC

1992 Addams Family Character/Prop Designer Hanna Barbera

1991 Little Dracula Sr. Character/Prop Designer Hahn Prod.

1990 The Simpsons Character Layout Klasky Csupo

ART EXPERIENCE

1998-present Teaching fun, intelligent & creative Fine Art to elementary school children through volunteer work for Art Appreciation.

2000-present Graphic Arts: Design fun flyers for Cub Scout events, parties and

Holiday letters.

2004 Product designs for Build-A-Bear line of toys

1989-1991 Animate Computer Graphics for live-action movies.

1986-1987 UCLA Biomed Library Graphic Artist. Responsible for Library Display

Case presentations and provide all signs for the Library.

1985-1990 Graphic Artist for print shops & typesetting houses

KARATE SKILLS

2004 1st Degree Black Belt, Rising Sun Karate, Kyoshi Frank

2003. Shodan-Ho Black Belt, Passed 14 ½ hour Black Belt Exam

and awarded temporary Black Belt, or Shodan-Ho rank.

1998-present Study, practice and teach an American style of karate founded

by Kyoshi Jason David Frank, 6th Degree Black Belt, called

“Toso Kune Do” – which means, “The Way of the Fighting Fist.”

COMMUNITY SERVICE

Service to Cub Scout Pack 499 of Stevenson Ranch, Bill Hart District, West Los Angeles County Council:

2005-2006 Committee Chairperson

Run Leader Meetings, Plan Calendar, Plan Fun Events. My goal

is to have all Cub Scout parents involved. Their input makes Scouting FUN!

2005 Camping Trip Coordinator – Cub Scout Rodeo – Camp 3 Falls

Create, organize, delegate & run a FUN weekend camping trip for

78 people. Western theme with watergun fun for everyone!

2005 Blue & Gold Chairperson – 75th Birthday of Scouting

Create, organize, delegate & run a FUN 2005 awards banquet – Birthday Party theme with a Time Machine skit!

2005-now Co- Webelos Leader

Preparing Webelos Scouts for Boy Scouts while having fun.

2003-2005 Co- Den Leader

Plan meetings for Wolf & Bear Scouts to earn badges & have fun.

2002-2003 Tiger Leader

Plan meetings for Tiger Cubs to earn badges & have fun.

2001-2006 Recharter, Roster & Registration

Register all boys through BSA District Office.

2001-2005 Membership Chair & Email Moderator

Hold Membership Drives and sign up new Scouting families. Run the Pack email group to keep all parents informed.

2002. Treasurer

Keep track of funds so the fun doesn’t stop.

Cub Scout Leader Training:

2005. Committee Member Leader Training, New Leader Essentials & Youth Protection

2005 Bill Hart District Leader Training PowWow

2005 Webelos Leader Training

2004 Community CPR and First Aid through Red Cross (PowWow)

2004. Den Leader Training, New Leader Essentials & Youth Protection

2003 Bill Hart District Leader Training PowWow

2002 Tiger Leader Training, New Leader Essentials & Youth Protection

References Available Upon Request

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radial balance symmetrical balance

approximate symmetry asymmetrical balance

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