TEACHER QUALITY STANDARD I
Teachers demonstrate mastery of and pedagogical expertise in the content they teach.
Element A: 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.
Metalsmithing I Unit Plan
Each unit plan I created during my time as a student teacher was structured for students to continuously develop all four Colorado high school visual arts standards with every project. In my Metalsmithing unit, students began by observing and learning, exploring artists and cultures connected to metalsmithing project we were working on. This set the stage for them to envision and relate their sketches the cultural influences presented, and how they could connect personally to the artwork being asked of them. From there, students moved into the create and invent, where they built technical skills, as well as creative problem skills as they began experimenting with metalsmithing techniques, and crafted their final pieces. To wrap up the project, all students were required to submit a digital portfolio where they analyzed their work, critiqued their craftsmanship, and considered how their artistic choices related to the artists and cultural traditions they studied. As a student teacher, my role was to guide students through this creative process, ensuring they had the tools, techniques, and historical context needed to create thoughtful and well-crafted work. I provided live demonstrations, made available multiple resources for students to go to for help, and encouraged students to engage in critical reflection by conducting multiple peer reviews.
Element B: Teachers develop and implement lessons that connect to a variety of content areas/disciplines and emphasize literacy and mathematics.
Sculpted Palette
The Sculpted Palette Project helped students develop mathematical literacy with both conceptual and technical application. The palette project encouraged students to create a functional painter’s palette inspired by something meaningful to them, allowing them to engage in creative problem-solving, spatial reasoning, and as this was their first assignment, it was a refresher for several students on the design cycle. The artifact I included showcases a student who self-identified as an analytical thinker and chose to incorporate sacred geometry into their design. They constructed the Seed of Life, an ancient symbol created by overlapping seven circles to create a symmetrical shape. This process required them to calculate proportions, ensure precise spacing, all while maintaining the practical function of the palette’s paint wells. As a student teacher, my role was to find ways to connect math and art, guiding students through the technical aspects of their designs while encouraging creative problem-solving. I provided support in measuring, scaling, and executing their ideas, reinforcing the idea that math is not separate from art but an essential part of the creative process.
Element C: Teachers demonstrate knowledge of the content, central concepts, inquiry, appropriate evidence-based instructional practices, and specialized characteristics of the disciplines being taught.
Soldering Technique
In the video below, I demonstrate my knowledge of the metalsmithing arts by guiding viewers through how to solder silver to the inner seam of a copper ring. Soldering is a technique that requires careful execution, and in this video, I break down the steps to ensure a successful and clean seam. As a teacher candidate, my role was to demonstrate technical accuracy and best practices for safety in metalsmithing. By creating this instructional video, I provided a clear, evidence-based resource that students could reference when practicing their own soldering techniques. This approach not only reinforced content knowledge and specialized skills but also supported different learning styles by allowing students to revisit the demonstration at their own pace.
Standard I: Reflection
Throughout my time student teaching, I designed lessons that not only aligned with the Colorado Academic Standards, but fit my mentor teacher’s curriculum. Every plan was altered to meet students where they were, not just where the standards said they should be. I made cross-disciplinary connections part of the learning process by tying visual art naturally into literacy, maths, and social studies, giving students more entry points into the material without it feeling forced.
Demonstrating strong content knowledge meant more than just knowing the techniques myself. I modeled inquiry and experimentation in real time, whether through video tutorials or live demonstrations, so students could see that technical skill and creative critical thinking go hand in hand. Teaching content well is not about showing off what you know but about making it accessible, relevant, and engaging for the students in front of you, and that stayed at the center of my approach.