21st Century Learning

Blogs: Like this teaching portfolio, blogs could be used with new 1 to 1 technology to help students photograph projects, write and post project reflections/self critiques and have an online portfolio of their work. The student blog could also serve as an assessment tool for the teacher.

During class critiques, students could follow along on iPads or lap tops and offer constructive criticism.

Parents would also have access to these sites and could monitor their child's progress.

To the right is an image that may be uploaded for assessment. (It's an ugly mug; it's supposed to look this way). Speaking of assessment - rubrics for the visual art would be bases on Bloom's Taxonomy for Art.  More can be found by following this link. www.bloomstaxonomy.org 

Virtual Field Trips - While it's unlikely many students will get to visit the Louvre in Paris - they can get there virtually.  This is a link to the Louvre's online tour.  Flash is required to view.

http://musee.louvre.fr/visite-louvre/index.html?defaultView=rdc.s46.p01&lang=ENG

 

Facebook is also a great way to communicate happenings in your schools art department and offers easy access to parents into the classroom.    Bell ringers, daily expectations, and daily work could be posted for student access.  This may help students make up work should they be absent from the class.  I made this page in about 10 

minutes.   www.facebook.com/yourartdepartment  

This portfolio has it's own Facebook page - www.facebook.com/mrdportfolio 

 

 

An Outstanding Teacher

There are a number of skills and attributes a person must possess to be an outstanding teacher; he or she must excel as a classroom manager, develop multiple strategies for instruction, and hold strong knowledge of content area.. Yet for all those to be affective a teacher must be able to connect with students. If he or she cannot, a wall will stand between the teacher and the student; the teacher will fail. An outstanding teacher demands, earns, and reciprocates respect. An outstanding teacher understands who their students are, what cultures they are the from, what socio/economic class are they living in, and how that affects their lives in and out of the classroom. A respected teacher understands it is important to create a positive classroom environment in which students feel safe to take risks, and are free from the fear failure. To be an outstanding art teacher, the instructor must understand he or she must help students to be creative thinkers, to assist them form concrete concepts of math (blue + n = yellow), and be supportive of reading programs (comprehensive reading or writing sheets referencing Van Gogh).

An outstanding teacher should not only be a role model and leader to his students, but also his or her peers. Teamwork, collaboration, and academic integrity construct positive environments, which creates not only a supportive professional environment, but also a reciprocal atmosphere for all the students in the school.

Jeremy Dumkrieger's Mid-Step Services Art Exhibition

Artwork from the clients of Mid-Step Services was on on display in the Morningside College Eppley Art Gallery from June 20 through June 27, 2010.  A public reception was held on Tuesday, June 22, 2010 from 6-8 pm

From printmaking to assemblage, our clients used a variety of techniques to express their thoughts, ideas, and abilities.  http://www.midstepservices.com/

Mr. Dumkrieger Effectively Manages the Learning Environment

Managing the classroom environment is the most important tool an instructor has in creating a positive and lasting relationship between the teacher, student, and content. While my classroom philosophy is continually changes to best fit the learning environment, my researched based beliefs are explained in greater detail in my Philosophy of Classroom Management.

During my classroom experience, I used a number of techniques including, token reinforcement. I developed these D-Dollars during my classroom management course and was able to implement this technique, using “Art Bucks,” a system previously in place by my elementary teaching mentor.

Also effective was my introduction of Art. Art was used with grades K-2 as a modeling illustration for classroom rules and behavior. Art, shown as a dog on this site, display the following rules, 1) Ears Ready, 2.) Lips Locked, 3.) Hands folded (which keeps their hands away from awaiting art materials), and 4.) Respect. Art was very successful achieving a positive classroom environment; my elementary teaching mentor adopted Art after my departure.

These were just two of my tools used in my classroom managing toolbox.

Jeremy Dumkrieger is a Discipline Based Art Educator

During my time at Crescent Park and Everett Elementary schools in Sioux City, I became well versed in Discipline Based Art Education. Teaching students sequential and well articulated content creates a foundation for a young student’s visual, cognitive, and spatial skills. DBAE utilizes works of art to connect the learner to aesthetics, art criticism, art history, and production of art. This type of teaching style, reflected in my Philosophy of Art Education, is organized to create understanding of the disciplines of art at an appropriate developmental stage.

Of course, I am able to adapt to any number of forms of art-based education philosophies, as is noted in this paper written for my student teaching seminar.

Jeremy Dumkrieger Plans Engaging Lessons Focused on the Whole Child

 I believe each child, no matter his or her circumstance has the right to learn and grow in a "healthy, safe, engaged, supported, and challenged" environment.

Art allows students to explore their world, their communities and most importantly, themselves. My mission in achieving such goals are create an environment in which students feel comfortable enough to take appropriate risks in their learning while having a supportive environment free of the fear of failing. Though that freedom and esteem building, each student will achieve success in the art room and ultimately throughout their academic careers.

Art is communication.

Art is problem solving.

Art is an esteem builder.

Art is craftsmanship.

Art is fun.

I have the ability to create this type of environment.

http://www.wholechildeducation.org/

Below are several links to documents that attest to my experiences of classroom dynamics. 
Multicultural Experiences    North High Class Profile
Crescent Park/Everett Class Profile

Jeremy Dumkrieger Assesses Students Authentically

Assessing the student artist is readily accomplished with the aid of rubrics. Rubrics provide and define objectives as to what parameters a student is free to complete a creative work within the confines of art lesson.
Rubrics allow the teacher to help each student artist reach the same goals, while allowing creative interpretation. Such style of assessment allows for accommodations of students with physical disabilities, social/mental impairments, as well as allows the teacher to accommodate students with high levels of skill.

My goals in assessment of the student artist will follow any local curriculum.  

Currently, I believe the following goals are required to complete a successful art lesson.

The student artist should:
Develop skills related to art production
Participate, stay focused, and follow rules
Display imagination and originality
Responds to art through discussion or writing

Yes, art is subjective – but with a rubric, the students will have a map of the lesson, their behavior, and their individual learning environment.

Sample Rubrics
Great Painters of the World - Painting Unit with Elementary Rubrics
Elementary - Andy Warhol Lesson Rubric
Seconday - Architecture Square Rubric

Jeremy Dumkrieger is a Life-long Learner

Having either been in college or working in an environment in which learning and teaching are the target goals of my company, I understand the value of being a life long learner. Whether taking continuing education classes through my employer, returning to college for credit, or flipping open the latest book, intellectual curiosity and its application is a large part of my life It is a gift I strive to provide to a future classroom environment.

I will employ all the latest techniques, skills, and methods available to provide a positive classroom experience and lasting lifetime learning set of art skills and cross curriculum abilities for my students.

Such learning is based in reflection.

The ability to grow from mistakes and the ability to turn knowledge into wisdom is and should be a large goal of any art education program.

Below are reflections from my teaching certification experience.

Strengths and Weakness in a Classroom Community
Strengths and Weakness Reflection in the Practicum Classroom
Strengths and Weakness Reflection in Student Teaching Experience

Crescent Park/Everett/North High Reflections
Weekly Elementary Reflection
Weekly Secondary Reflection