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Rage Against The UDL Framework Blog 5

  Integrating the UDL framework into intellectual curriculum would have many benefits to students by adapting to their optimal path to comprehension and retention. They can be very adaptive tools for teaching students Common Core subjects. In the example in Figure 2, the standards being addressed are the skills to “write narratives” and “develop experiences or events.” The ELA writing standard is used in grades 3 to 5. Going through Table 2 however it seems like a free for fall. I’m not seeing how to fairly assess the assignments. If one student turns the assignment in written form would I be grading their grammar, punctuation, and sentence structure? A student turns in a video essay they would be graded differently than the written student. If a student were to turn in a graphic novelization of their story with picture panels depicting the action and dialogue or thought bubbles conveying the dialogue or inner monologue of the characters that would have to be graded a different way...
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Week 4: AI And Educators

      This week I was introduced to Magic School AI. Before now I had not yet used AI before. The program itself seems easy enough to use. It was not very complicated for me to put a single word prompt and it provided a lesson plan that would have been more than sufficient in teaching students how to create perspective drawings.  Part I      The basics of the plan are sufficient to teach students how to begin with one point perspective drawing of buildings and giving the opportunity for growth into more advanced perspective drawing techniques. It is a good introductory lesson into the technique. The assessments are sufficient for the teaching of the technique.      The assessment process can be expanded to also branch into the philosophy of criticism and how to objectively critique artistic works in a  constructive manner.      The lesson plan would be a good beginning point, I was intentionally vague in the prompt to...
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Week 4: AI Generated Rubric

  3-Point Perspective Drawing Rubric: Architectural Rendering Criteria Beginning (1 point) Developing (2 points) Proficient (3 points) Perspective Accuracy Minimal understanding of 3-point perspective; vanishing points are incorrectly placed or inconsistent Some accurate placement of vanishing points; slight inconsistencies in perspective lines Precise and accurate 3-point perspective with all vanishing points correctly positioned Architectural Detail Basic building outline with minimal architectural features Includes some architectural details with moderate complexity Detailed architectural rendering with intricate design elements and precise structural representation Line Quality & Technique Rough, inconsistent line work; lack of clean drafting techniques Mostly clean lines with some variation in line weight and precision Crisp, confident line work with intentional variation in line weight and professional drafting technique Composition & Spatial Representation Limited de...
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Week 4: AI Lesson Plan

Perspective Drawing Lesson Plan LEARNING OBJECTIVE:   Students will be able to create a one-point perspective drawing that demonstrates understanding of perspective principles. ASSESSMENTS:   Students will submit a completed one-point perspective drawing that includes a horizon line, vanishing point, and at least three objects drawn in perspective. KEY POINTS:   Horizon Line: The line that represents the viewer's eye level in a drawing. Vanishing Point: The point on the horizon line where parallel lines appear to converge. Depth and Dimension: How to create the illusion of depth using size and placement of objects. Orthogonal Lines: The lines that lead from the objects to the vanishing point. Common Misconceptions: Students might think that objects closer to the viewer should be smaller, when in fact they should be larger. OPENING:   Begin with a brief discussion on perspective in real life (e.g., looking down a straight road). Show famous examples of perspective art...
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Blog 3: Creativity as a Tool for Teaching

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On June 23, 1881, The New York Times reported the death of the “Queen of the Voodoos” (Hearn, 1881). She was a prominent figure in the French Quarter throughout her lifetime and her presence is still felt in The Big Easy to this day. In late September 2011 I had the privilege of visiting the city myself and was also exposed to the oral legends of the Voodoo Queen. One of the stories I got to hear during my walking tour involved one of the clients visiting Marie’s beauty shop asking for her help in justice for an innocent man on trial. The fantastical part of the story was about the 3 peppers that she held under her tongue every day of the trial never crying out in pain. On the day of the verdict she placed the peppers under the seat of the judge and the man was found innocent. The descendant of  “an old slave woman on her mothers side, and on the other hand the best French blood of Louisiana coursed in her veins” (Hearn, 1881). She was known to entertain celebrities of the time in ...
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Blog 2

       The traditional approach to education of memorization and regurgitation was the approach I was introduced to. It is a structured and rigid form of imparting knowledge where you either get it or you don’t. Authentic Intellectual work seems to require more intellectual engagement with the material. There is a presentation of the subject and then the students are directed to develop their own ways of engaging with it using some prior knowledge, in depth understanding of it, and the development and expression of what they have learned. Artistic practices are hands on learning where you start with the line and must learn to walk before you can run. Authentic intellectual instruction comes with advanced study and skill. In class criticism is where the student is engaging in this approach. The artist must present their work in whatever stage it is in and their peers critique the work on form, composition, the elements of art that appear in the work, as well as their ...
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Week 1 Blog: Introduction

    My name is J. Lawrence Carter and I live in Sallisaw, Oklahoma. I am a writer, published poet, and artist. I achieved my undergraduate degree from Southeastern Oklahoma State University in Fine Art - Studio Art in 2018 where I was classically trained in life drawing, 2D and 3D design, painting, ceramics, and printmaking as well as some digital graphic design. I would love to have the opportunity to teach art in public education but have not found many opportunities to do so. In the fall of 2024 I embarked on this journey to earning a Masters in Education from my alma mater to prepare myself for a broader role in public education after graduation. Most of my instructional experience has been in corporate quarters educating employees in subjects such as food safety, Medicare and HIPAA, and credit card fraud prevention. My current position paying the bills while I am working on my masters is in a group home for adult individuals with disabilities which utilizes a kaleidoscope...
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