Diana Sanchez Arrieta

Day 5 Teaching Reflection

Think about your students' artwork at this stage and review your lesson plan rubric. Are
there any criteria or objectives that you no longer find useful, and why? Discuss one change
you might make to your rubric to best assess this lesson. Considering the student artwork,
how you might respond to students at this stage to help them take the work to the next level
on the final teaching day? As you reflect on Teaching Day 5, what actions do you need to
take, so students can finish their artwork in a way that will satisfy both you and the
students on Day 6?
After reviewing my student's work in progress, I can tell there are some students that are
ahead of others and overall at various different stages. Most students have been focusing on
cutting tissue paper as well as gluing it on their piñata, meanwhile, there are others who are still
building their piñatas. I am a bit concerned about not having the piñatas be completed by the end
of our last class, but also super excited to see how they turned out. On the rubric, I was requiring
the students to use at least 3 different colors of tissue paper, but I realized that not everyone
needed multiple colors. For example, Joe did a volleyball ball and just needs white and black
tissue paper. The same situation was with Vivian, who is working on her microphone, she chose
silver for the top and purple for the handle. It wouldn't be fair to deduct points simply because of
that criteria because they still demonstrated a strong understanding of how to build a piñata using
paper-mâché as well as high determination to get them done despite facing a few obstacles. I
realized how fragile and unsteady Joe’s Volleyball was, so I decided to do surgery on it to make
it sturdy. I am also pre-cutting tissue paper for students to utilize and make the process go by
faster, which they would just need to glue on their piñata. On our last day, I will also assign seats
differently to avoid any distractions between the students so that those who are ahead and finish
first can help their peers who might still have a lot to do. The help they would be providing
would depend on what is needed, which could include cutting more tissue paper, helping glue it
on, holding something in place, or even picking up scraps that are no longer useful.

Discuss how you will exhibit your students' finished artwork. How will you physically
display the artwork, sketches, and think sheets? What types of signs, props, or background
information will you include in a display to create context for the lesson? How might you
make the display look cohesive and professional? What information will you include in
your artist statement handouts? Why is having students write artist statements important?
I have been assigned a corner on the first floor to display my students’ piñatas for the art
show. There are items hanging from the ceiling and also other projects attached to the wall which
I won't be able to take off/down. My initial plan was to have the piñatas hang from the ceiling, in
which their name tag would be attached below their piñatas using string, and have my visual
board displayed on a table along with the teacher's example and a folder for each student with
their paperwork and sketches. But since I won't be able to hang the piñatas from the ceiling, I am
planning on attaching command hooks on the wall and having a string from one to another like a
clothesline and hanging their piñatas from it. They are not heavy and would be displayed nicely
against the wall, otherwise, each piñata could also be displayed with its own command hook. If
given a spot with a cork strip, it would work so much better, since I could just put in a thumb tag
and hang the piñatas from there. It is important for the piñatas to hang because that's how they
are meant to be displayed. This project can be displayed in various ways using papel picado,
balloons, candy, and absolutely anything that you could find at a party. I am planning on
bringing in traditional Mexican candy for my students to take home and enjoy as a thank-you and
goodbye gift. In the artist statement, I want students to reflect on their ideas, decision-making,
and process of art-making as well as any unconscious learning or valuable lifelong learning. It's
vital for students to complete an artist statement to be accompanied by a final art piece to
promote self-expression and self-advocacy. Students need to learn how to not only produce
artwork, but also be able to articulate well their thoughts and reasoning for what they have
created.