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Wild Spirit Client: Matthew Wagner Year: 2023 This is placeholder text. To change this content, double-click on the element and click Change Content. To manage all your collections, click on the Content Manager button in the Add panel on the left. Previous Next

Quality Standard One Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The secondary teacher has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s). ​ I feel I am proficient in this standard. I worked closely with my mentor teacher to determine the media and themes that were age appropriate for each class. We explored all different types of media, such as watercolor, acrylic, clay, oil pastel, collage, as well as different processes of making, such as slab building, wheel throwing, plein air painting, etc. so students were introduced to a wide variety of art. I integrated literacy and math into my lesson plans. I taught perspective drawing through projective geometry and used mind maps, venn-diagrams, and reflective questions to give students an opportunity to practice writing. I demonstrated mastery of the content I was teaching by using examples of my own artwork and performing demonstrations for the kids. Element 1A : Teachers provide instruction that is aligned with the Colorado Academic Standards; their district’s organized plan of instruction; and the individual needs of their students. During the course of my time at Webber Middle School, I used every single standard listed underneath Colorado Visual Arts. We used Observe and Learn to Comprehend when I would introduce historical and contemporary artists at the beginning of every unit, and facilitated discussion about the artwork. We used Envision and Critique to Reflect when interpreting artwork and creating commentary about different perspectives. We used Intent and Discover to Create by introducing all of the media that was appropriate and safe for middle school, allowing freedom for creative applications and exploration. We used Relate and Connect to Transfer by investigating and creating artwork that related to our identities, cultures, homes, traditions, interests, and social roles. Element 1B : Teachers develop and implement lessons that connect to a variety of content areas/disciplines and emphasize literacy and mathematics. One of the lessons I taught to the 7th - 8th grade Art 1 class was a still life observation. I introduced the concept of one-point perspective and the technique of using projective geometry to create three-dimensional objects in a two-dimensional format. I did a demonstration using a ruler to define the horizon line, ground line, vanishing point, and all lines receding back into space. For students who wanted to learn how to draw more realistically, this lesson gave them the tools to do that. Students were required to sketch using this technique and then could choose if they wanted to use one point perspective in their final still life. Students could draw three-dimensional objects on a two-dimensional paper using projective geometry to give the illusion of perspective. Element 1C : Teachers demonstrate knowledge of the content, central concepts, inquiry, appropriate evidence-based instructional practices, and specialized characteristics of the disciplines being taught. I have extensive experience with plein air drawing and painting. It is one of my passions, and I wanted to show students this process of art making. I even took a class at the CSU Mountain Campus titled Art in Forest Ecosystems that focused on creating art in the field. I created a lesson about plein air sketching and watercolor landscapes. For my 6th graders, I presented a slideshow on the history & definition of plein air painting and introduced concepts of atmospheric perspective and foreground, middle ground, and background. We then went outside and I drew a 5 minute plein air sketch as a demonstration to show the layers in the landscape. Then students spent the rest of the time outside observing nature and their surroundings, documenting what they saw by sketching. Back to all standards Go to Standard Two

Hello! My name is Ashley Svendsen. I am an Art Education major at Colorado State University, expected to graduate in May, 2024, with honors and a Colorado Teaching License (K-12 Art). I am currently student teaching at Johnson Elementary. I am an optimist, a naturalist, a teacher, an artist! My love for the arts is all-encompassing. I am a painter, a photographer, a pianist, and a poet. I have been making art since I could hold a crayon and never stopped! My artistic investigations are fueled through naturalistic observances and emotional expression. I record these experiences through my art with constant exploration of how landscape, memory, and emotion intersect to create a documentation of my perceptions as they occur. When asked in kindergarten what I wanted to be when I grew up, I answered with "a teacher!" I still want that to this day. I adore working with kids and love providing a safe place to express and create. I strive to provide engaging and effective educational experiences. I believe in the power of an amazing teacher, a quality education, and arts expression. Being able to combine both of my passions of working with children and educating them about the visual arts is a dream. In my personal time, I am most at peace when spending time outside, going on long walks, kayaking at Horsetooth, or plein air painting at a picturesque place. On colder days, you can find me reading, cooking, and playing card games or board games with loved ones. Education Colorado State University, Fort Collins, CO 80523 Resume Ashley Svendsen Resume Email asvend@colostate.edu Phone (908) 200-6627

Quality Standard Three Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students. For Standard Three, I believe I am proficient . I have established an effective learning environment for students and communicate clearly. I deliver effective instruction and evaluation methods that help me determine what and how students are learning. I incorporated relevant technology related to art and used technology effectively to keep organized, grade student work, communicate, provide unique artistic experiences, research, and practice literacy. I have designed and developed lessons that encourage empathy through collaboration and critical thinking through planning. Element 3A : Teachers demonstrate knowledge about the ways in which learning takes place, including the levels of intellectual, physical, social, and emotional development of their students. Learning happens in all stages of the art making process. For the projects at Webber, there were three parts: ideation & planning, studio time, final turn in & reflection. Each student had a sketchbook where they would participate in the research element of art making. This was often an activity where we practiced literacy, encouraging students to write. They would also use this sketchbook to envision what their art would look like with notes or drawings. These show me what students are thinking on an intellectual level. On dedicated studio days, students would attempt and execute their idea while I observed them, offering encourage or advice when asked. In this stage, they learn by doing, they learn from successes and mistakes, demonstrating emotional growth as they work through problems in their art while managing their feelings. Additionally, a choice-based classroom environment is designed for movement and social interaction. Students can move to different areas of the room for different stations and learn from each other. They would share ideas, discuss issues, hypothesize solutions, and offer assistance. During studio time, I encouraged them to talk to one another and see each other as co-creators. They had insightful conversations with each other and built positive relationships with their peers. Element 3C : Teachers thoughtfully integrate and utilize appropriate available technology in their instruction to maximize student learning. At Johnson Elementary, my mentor teacher also taught a Digital Citizenship and Technology class in addition to art classes to be full time. We used the common sense education Digital Citizenship lessons, slideshows, videos, and worksheets to help our students understand important concepts about technology such as privacy, identity, balance, communication, and digital literacy. This allowed students to grasp highly complex technological concepts in easy to understand lessons. We would also assist their learning in other subject areas by drawing different types of lines and triangles to support the math curriculum with extra practice. Additionally, in the art classroom, we had a few iPads and laptops for student use. There was a digital art page with 20+ links to art games, which were simultaneously educational and fun. These games taught students how to draw with drawing challenges or step-by-step videos, color wheel mixing and exploration, virtual sculpture creating tools, and so much more. This allowed students who were not material-oriented and never discovered a material niche they enjoyed, or those who had sensory issues to art materials found the digital option much more appealing. There was lots of room for exploration, and students often went beyond the bounds of the websites linked for them and found even more opportunities to create digitally. Element 3E : Teachers provide students with opportunities to work in teams and develop leadership. At Johnson Elementary, I taught a lesson on collaborative journaling, using contemporary artist Mr. Doodle to explore the concept of doodles, and DJ Osmack to demonstrate what collaborative journaling looks like in a classroom setting. Students were very receptive to the artists and video. He has a silly personality, which helps me communicate to the kids that this is supposed to be fun, low stakes, and a positive way to engage with each other as art art community. Students worked together to draw and problem solve how to fill up empty space or how to work around existing drawings. Element 3B : Teachers use formal and informal methods to assess student learning, provide feedback, and use results to inform planning and instruction. My assessments were based on the Studio Habits of Mind (SHoM), as I feel it strongly reflects the activities of a studio artist and encourages different practices of the art making process. Both my summative and formative assessments were SHoM based, but looked different. The formative assessments were the planning and ideation slides and asked students to post a picture of any class activity and sketches with a SHoM check in that contained the wheel and asked students to circle the habit they felt they participated in, and a short sentence explaining why. For summative assignments, students would post a picture of their final projects and title it, fill out three reflection questions, and a self-assessment rubric based on the SHoM demonstrated in that project. This was useful during my grading to understand what students were learning and how they gauged their own process and efforts. Element 3D : Teachers establish and communicate high expectations and use processes to support the development of critical-thinking and problem-solving skills. The first project I did during student teaching was a TASK party. This is a performative art project created by Oliver Herring, where there is a box full of tasks with artistic or collaborative challenges written on them. These could be something like, "have a tea party", "find a partner and create a handshake", "make a flower and give it to someone". The task is entirely up to interpretation. They're written anonymously, so you can't ask for clarification, but you still must complete it. There are materials set around the room to encourage art making and I noted the importance of community building with students, and asked them to consider working with or talking to someone they weren't friends with or didn't know. I communicated my high expectations by telling students that they will get out of it what they put into it, and I expected them all to try. I empathized that it might be uncomfortable at first, but that in the art room, taking risks and collaborating pays off! This activity encouraged students to think critically in their interpretation of the task, and how they could come up with tasks that were collaborative or artistic. Studnets had to problem solve in order to complete their task. "How can I make a tea party out of paper, tape, and pom-poms? Maybe I should invite people..." Below is Sammie's completed task of "make and wear a birthday hat" and Dylan working on his task of "cook your favorite food". Element 3F : Teachers model and promote effective communication. I used Google Classroom as my primary mode of communication with my students. Here, I posted all of my assignments, materials, and grades within the same platform that students could easily access and use. I always placed a slide on the board with the objectives, instructions, or assignment along with verbally reiterating it. The grading feature within Google Classroom meant I could communicate directly with students which was especially useful for identifying and communicating about missing work and leaving personalized and unique comments praising their artwork. When introducing a new project, leaving the instructions, techniques, and/or objectives on the board allowed students to check in if they were ever confused or needed guidance. Of course, I also walked around the room monitoring their progress and checked for understanding. Back to all standards Go to Standard Four

Photography by Ashley Svendsen Back to Artist Porfolio Page

Art Journals, Reflections, & Documentation Week 1-2 Documentation Week 5-6 Documentation Week 3-4 Documentation Week 7-8 Documentation

Painting by Ashley Svendsen Back to Artist Porfolio Page

Ceramics by Ashley Svendsen Back to Artist Porfolio Page

Personal Pedagogy Teaching Philosophy My teaching philosophy revolves around self-actualization and personal growth. In the art classroom, I achieve this through Social and Emotional Learning, Studio Habits of Mind, and Teaching Artistic Behavior (TAB). These education theories allow for growth of the whole child, offers them tools and processes to feel empowered in their expression, and empowers them by granting them autonomy in creation. My teaching utilizes these learning strategies combined with my beliefs and goals for students. I believe that every student has the capacity for learning and the potential for positive change; I believe it is my job to create an environment and experiences that encourage that. I create an inclusive environment by creating and upholding classroom social contracts, showing genuine interest in their creations with plenty of opportunities for sharing, and offering boundless encouragement for genuine effort and praise for improvement, in art or in character. My role as a teacher is to help guide students on their quest to be the best version of themselves. My goal is to prepare them to be successful and kind members of society. To do this, I believe it is important for students to investigate who they are. I want to make each student feel empowered in their uniqueness, and comforted by their similarities and relations to others. Through my lessons, I help them develop healthy identities, be aware of their social connections and relationships, and build empathy for one another. I believe the art classroom should provide a therapeutic outlet for students of all abilities and interests. I believe in the philosophy of TAB and choice-based art projects. Providing ample freedom for exploration and personal expression gives students an opportunity during the day to simply create, which is something seldom experienced in other classes. I want to give them technical skills and introduce them to every available material and medium so they can bring their ideas to life in the way they envision. Granting student autonomy over their artwork is so crucial for success. I teach this way because I believe that when students are self-directed, it promotes divergent thinking, strengthens problem-solving and critical thinking skills, and generates truly authentic artwork. If students are able to participate in the art making process and reflect honestly about their process and product, this shows me evidence of their learning. I am constantly seeking feedback to improve. I have gained so much insight from the incredible teachers I've worked with thus far, and am enthusiastic about learning from their expertise and experience. Assessment Statement I believe assessment in art education should look like thoughtful reflection. Asking students to sincerely reflect on their artwork, their process, their feelings, are the most valuable tools for understanding their learning. Each student will have a different metric for what progress looks like for them, so their own evaluations help me evaluate them more accurately. Opinions about artwork can be subjective, so I create objective rubrics that ask students to self-evaluate based on the Studio Habits of Mind. This way, it does not measure the aesthetics of the artwork, but rather focuses on what they learned throughout the process of art making. If the goal of art education is to teach artistic behavior as a way of helping students become thoughtful and creative human beings, then I want them to carefully consider how their art process is engaged with those habits. Did they engage and persist through a problem, mistake, or challenge? Did they stretch and explore by trying something new or taking risks? In addition to having students fill out the rubric themselves, I also use three open-ended reflective questions at the end of a project. What was successful about your artwork/art process? What could you improve for next time? What did you learn during this project? These questions can be answered simply by stating what the project was about, or more in depth, such as what students learned about themselves along the way. I also consider assessment to be part of the lived experience, and I try to incorporate it as such. Thinking of process as assessment, and how the physical practice of making art can be considered assessment. I think most people learn best through living, and therefore I want to assess the lived experience, both from my perspective and feedback from my students. I have used and truly believe in the 0-4 point scale that Poudre School District employs. It makes sense for me to grade based on effort and engagement, and is easy for students to understand where they are and what they need to do to boost their grade. It also provides yet another opportunity for reflection, to check in with themselves about if they're using their time wisely, using materials appropriately, and making good choices. I always allow for students to re-do any assignment for a grade improvement if they continue working and adding to it. This is important to me because I understand needing to spend a lot of time to fully solve an artwork and complete it to its highest potential. I never grade for lateness or give zeros. I feel that is defeating, unhelpful, and untrue. Even if a student never completes or turns anything in, if they're participating in my class, that is evidence that they are learning something. I do my best to grade with transparency and equity. Management Statement Firstly, it is of the utmost importance to me that students are safe. By doing safety demonstrations with materials and setting boundaries about unsafe behaviors, I am able to prevent injury. Additionally, a safe classroom also includes psychological safety. I have a zero tolerance policy for exclusion and bullying. I make this extremely clear to students that if I ever see or catch wind of that behavior, there will be serious consequences. I provide support for students who alert me to a problem by rearranging seats, mediating a conversation, or escalating the situation to a counselor or admin. Safety aside, I believe the art classroom should largely be a space to roam, to explore, to talk, to laugh, to move, to engage with materials, to create, to breathe. In a choice-based or Teaching for Artistic Behavior classroom, the students are seen as artists and the classroom is treated as their studio, where they can use the space and materials as they see fit. As poor choices or behaviors inevitably come up, it is most important to me to see the human. It is in the child or adolescent nature to act out, test boundaries, try on different hats. I seek first to be curious about the behavior. What happened? How did your behavior affect other people? After curiosity, I want to encourage the student to think critically about their behavior. It is important to me that students do this themselves. By analyzing their behaviors, wondering how it affected other people, understanding how it made them feel, will help students build self-awareness for their actions. Self-awareness can foster more conscientious and considerate actions. Would you act differently in the future? Is there something you can do to make it better? And most importantly, How can I support you in positive change? I remember that I was occasionally an unpleasant student and always appreciated being called out, kindly. I appreciated understanding and patience, and therefore, as a teacher, must provide that to students. I think this comes very naturally to me, it is in my nature to be empathetic, forgiving, and incredibly patient. I also think it is important to leverage the wisdom of other teachers and parents to better understand and manage each child’s behavior in a way that works for them. I want any redirection for behavior to ultimately encourage students to improve their character and build habits such as respect, cooperation, patience, understanding, and empathy. I do my best to point out positive behavior as I see it happening. I want to divide this praise as equally as possible among the class. Complimenting positive traits are a way to ensure those behaviors continue, and to build positive relationships. If there ever is a negative or unpleasant interaction with a student, there is always room to repair. I acknowledge my role and admit to students that I am by no means perfect, I am still making mistakes and learning too. Being humble is what I want to model for my students. An honest reflection, genuine apology, and changed behavior will help students navigate conflict in their lives. I strive to teach that through example.

Webber Middle School I taught multiple lessons at Webber Middle School to 6th, 7th, and 8th graders. The two examples listed here were for my 6th grade class, Art Activity and Appreciation. They focus on themes of social justice, social and personal identities, home, and imagination. My pedagogy involves teaching material exploration, technique building, Social and Emotional Learning, and integrating math and literacy practices. In each lesson I utilize the Studio Habits of Mind; observe, engage and persist, stretch and explore, develop craft, envision, understand art worlds, express, and reflect to help students understand the different component involved in the art making process and what it means to participate in a studio art class. To build the Identity Collage lesson, I incorporated the Social Justice Standards developed by Learning for Justice to form a comprehensive lesson about identity and make it age appropriate. The Choice Project allowed students to explore their choice of artistic medium in a deeper capacity and granted them more agency over their art making. I have linked the Lesson Plan, Slides, and Reflection documents for both lessons. Identity Collage (Social Justice Lesson) Discovering the different elements of our identity and defining the characteristics that make up our personal and social identities, then portraying these ideas through the medium of collage. Identity Collage Lesson Plan Identity Collage Slides Identity Collage Observations and Teaching Reflection Choice Project - Home Thinking about the words, feelings, thoughts, and objects we associate with home and choosing what type(s) of media to explore to express these ideas visually. Choice Project - Home Lesson Plan Choice Project - Home Slides Choice Project - Home Observations and Teaching Reflection

Espinas Mezcal Ad Client: Espinas Year: 2023 This is placeholder text. To change this content, double-click on the element and click Change Content. To manage all your collections, click on the Content Manager button in the Add panel on the left. Previous Next

Landscape Magazine Photoshoot Client: Landscape Magazine Year: 2023 This is placeholder text. To change this content, double-click on the element and click Change Content. To manage all your collections, click on the Content Manager button in the Add panel on the left. Previous Next