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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

Ashley Svendsen Welcome to my website, showcasing my student teaching experiences and personal artwork.

Student Teaching Secondary Placement Webber Middle School 4201 Seneca St, Fort Collins, CO 80526 January 8 - March 8 Webber Middle School is in the Poudre School Distric, R-1. It is comprised of 735 students, with a 50/50 split between male and female students, a minority population of 22%, and 27% of students who are economically disadvantaged. This school has an outstanding athletics program and a plethora of after school enrichment clubs. My mentor teacher at Webber was Chelsea Ruiz. She gives students a choice of subject, media, or both, while expanding their technical art skills through material explorations and daily practice. Colorado Teacher Quality Standards The four core elements of the Colorado Teacher Quality Standards outline the knowledge and skills required of an excellent teacher in the state of Colorado. I will reflect on each of these individual elements and provide artifacts and analysis to support my self-evaluations. Elementary Placement Johnson Elementary School 4101 Seneca St, Fort Collins CO 80526 March 18 - May 10 Johnson Elementary School is in the Poudre School District, R-1. It is comprised of 400 students, split with 49% female students and 51% male students. They have a 27% minority enrollment and 33% of students who are economically disadvantaged. This school has a long list of after school enrichment opportunities and child care for those who need it. My mentor teacher at Johnson was Amy Felder. She runs a fully TAB (Teaching for Artistic Behavior) classroom, equipped with different 'studios' for students to freely explore and create. CSU Professional Dispositions Reflection The Colorado State University Professional Dispositions consist of nine different aspects of effective teaching and professional practice. I will reflect on each aspect and grade myself accordingly based on my conduct over these 16 weeks of student teaching.

Standards Portfolio This Standards Portfolio will look critically of my own application of the Colorado Teacher Quality Standards, as well as my reflections about the student teaching experience. Each Quality Standard will contain a detailed explanation of my self-evaluation in each category, along with artifacts as evidence of this score. Quality Standard 1 Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary teacher is an expert in literacy and mathematics and is knowledgeable in all other content that he or she teachers (e.g., science, social studies, arts, physical education, or world languages). The secondary teacher has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s). Quality Standard 2 Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students. Quality Standard 3 Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students. Quality Standard 4 Teachers demonstrate professionalism through ethical conduct, reflection, and leadership.

Johnson Elementary School At Johnson Elementary, I taught grades K-5 in a TAB based classroom (Teaching Artistic Behavior), which means that these lessons were based around introducing materials and methods of art making and opening them to the students to freely explore and experiment. For each lesson I taught, I included a contemporary artist to help explain the material and process to the students. The format of these lessons is largely the same. I start every day with Good Things, allowing students to start class on a positive note. We talk about an element in their Social Contract, keeping them accountable for the rules they set for themselves. We learn about the artist, new vocabulary words, watch a video or look at images, and have a discussion or write sentences based on the information presented in the video or lesson. The bulk of the time is used for art making. Students are free to explore the studio as they would like. I walk around and assist with anything they need. Afterwards, we save time to clean up and reflect on what we did today. Fibers Studio (w/ artist Kimsooja) Introducing and opening the fibers studio within the TAB classroom with contemporary artist Kimsooja talking about her work. Includes a sewing demonstration with threading, sewing, and safety. Fibers Studio Lesson Plan Fibers Studio Slides Fibers Studio Teaching Reflection Collaborative Journal (w/ artist Mr. Doodle) 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. Collaborative Journal Lesson Plan Collaborative Journal Slides​