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    Poudresettingandcontext

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    Poudre High School was established in 1964 by combining three separate high schools. The school focuses on building community and offers diverse academic, arts, athletic, and leadership programs to its students. It has a very supportive environment for both students and parents. The classroom being described is a 9th grade Design class that introduces students to art materials and techniques. The class has a diverse range of student abilities and backgrounds. Their first project involved clay vessels. Their current project focuses on printmaking and patterns. The teacher is enjoying working with the students and seeing their artistic skills develop.

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    Poudresettingandcontext

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    Poudre High School was established in 1964 by combining three separate high schools. The school focuses on building community and offers diverse academic, arts, athletic, and leadership programs to its students. It has a very supportive environment for both students and parents. The classroom being described is a 9th grade Design class that introduces students to art materials and techniques. The class has a diverse range of student abilities and backgrounds. Their first project involved clay vessels. Their current project focuses on printmaking and patterns. The teacher is enjoying working with the students and seeing their artistic skills develop.

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    Poudre High School was established in 1964 by combining three separate high schools. The school focuses on building community and offers diverse academic, arts, athletic, and leadership programs to its students. It has a very supportive environment for both students and parents. The classroom being described is a 9th grade Design class that introduces students to art materials and techniques. The class has a diverse range of student abilities and backgrounds. Their first project involved clay vessels. Their current project focuses on printmaking and patterns. The teacher is enjoying working with the students and seeing their artistic skills develop.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    35 views3 pages

    Poudresettingandcontext

    Uploaded by

    api-279511284
    Poudre High School was established in 1964 by combining three separate high schools. The school focuses on building community and offers diverse academic, arts, athletic, and leadership programs to its students. It has a very supportive environment for both students and parents. The classroom being described is a 9th grade Design class that introduces students to art materials and techniques. The class has a diverse range of student abilities and backgrounds. Their first project involved clay vessels. Their current project focuses on printmaking and patterns. The teacher is enjoying working with the students and seeing their artistic skills develop.

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    You are on page 1of 3

    SettingandContext

    TheSchoolCommunity:

    PoudreHighSchool(PHS),establishedin1964,includedacombinationstudentbody
    fromthreeseparatehighschools.Inordertotakethefirststeptowardsbuildinga
    communityamongthestudents,theprincipleleftituptothemtodecidethemascotfor
    thenewschool.Rumorhasitthattheimpalafirstcametolightwhenastudentdroveup
    totheschoolinacoolcar,calledimpala.Butwhatisknowntodayisthatthestudent
    bodygottheideafromanationalgeographicarticleandlaterDr.RobertParkedonated
    astuffedImpalafromAfricaafterhehadreturnedfromasafari.Tothisday,PHSisthe
    onlyhighschoolwiththatmascot.

    Theschoolscresthasthreechainsinthemiddle,representingthethreeoriginalhigh
    schools,andoneachcorneryouhaveasymbolrepresentingthefoundationofthe
    school:academics,performingarts,athleticsandserviceandleadership.Thiscrestis
    thefoundationforthehighschoolweseetoday.

    ThestudentbodyisconsideredtobethemostdiverseinthecityofFortCollins.Race
    andSES(socioeconomicstandards)arejustacouplepiecesthatmakethestudent
    bodydiverse.Theradiusinwhichstudentstraveltogotoschoolhereiscomparableto
    thesizeofNewHampshire.PoudreHighSchoolisthemostNorthernHighSchoolin
    thestateofColoradothereforethestudentbodyreachestothetopofthe
    ColoradoWyomingborder.BecauseofthistrulyuniqueaspectofPHS,thestaff
    understandsandwantstohelpstudentsbeapartofthatuniqueexperience.

    Thesupportoftheschoolistremendous,fromthestudentbodysupportingeachother
    totheteachers,staff,andadministrationsupportingthestudents,eachother,andthe
    parentsandguardiansofthestudentsaswell.PHSfocusesonSLCs,whichare
    smallerlearningcommunities,APcourses,anIBProgram,andstudentsgetting
    involvedintheirschoolwithextracurricularactivitiesandencouragingstudentsto
    developsomethingnewiftheyarenotinterestedinanexistingone.Thesupport
    extendsbeyondthestudentsandistherefortheparentsaswell.Thewebsiteisjustthe
    beginningandhasaparenttabthatisinformative,helpfulandallowsguardianstogetin
    touchwiththeschoolandaskquestionsinacomfortablesetting.

    Anothersupportgroupcomesfromtheparents,gettinginvolvedinmaydifferentways
    thatsuittheneedsofthestudentsandthemselves.Someexamplesinclude:Parentsof
    PoudreStudents(POPS),sports,music,anddramaevents,MomsinTouch,
    parent/teacherconferences,afterpromcommittee,andmanymore!Thereisalsoa
    sitebasedteamthatfocusesonprovidinginputaboutbudget,goalsandaccountability
    thisisateameffortbetweenstudents,teachers,parentsandstaff.

    Overall,PoudreHighSchoolhaslearnedtobecomealearningcommunitythatisnot
    onlysupportiveinacademics,athletics,performingartsandleadership/service,butthis

    schoolhasacommunitylikefamily.Thereisalwayssomeonereadytohelpout,
    encourageorgivesupportinavarietyofsubjectsandactivities.

    StudentsandClassroom:

    TheclassroomIhavethehonorofbeingapartofisaninthgradeDesignclass.The
    focusofthisclassistointroducethestudentstomaterials,techniques,andthe
    elementsandprinciplesofdesign.Theclassisaduringthefirstperiodoftheday,so
    thestudentscomeinsomewhatsleepily,butbyworktimetheclasshaswokenup.Most
    daysthestudentsarelively,readytotellyouthemoodtheyarein,andwhetherornot
    theyarefeelingtheprojectandwanttobethere.

    Theclassroomissetupwithsevenpodsofdrawingdesksandonebigflattable.Each
    studentisassignedaseatatthebeginningofeachproject.Thishelpswithkeepingthe
    studentsperspectivesfresh,learningnamesandtakingattendance.Thereisasmart
    boardononewall,andalargescreenandprojectoronaneighboringwall.
    Presentationsareoftenusedtogivestudentsexampleofartwork,artists,vocabulary,
    techniquesandprocesses.

    Thedemographicsoftheclassareverydiverse.Thereisanevensplitofracesamong
    thestudents,alongwithcertaininterestsandpersonalitystyles.RightawayIcouldtell
    wholikedtobeheardinclass,thestudentswhoenjoyedwhattheyweredoingand
    otherswhoneededapushofmotivationoramorechallengingtask.

    Becausethisisaninthgradeclass,mainlyfirstyearhighschoolstudents,theclassis
    gearedtowardanintroductionofart.Theclasshasawiderangeofabilityand
    knowledge.Basedonobservation,thestudentsstarttouncovertherealizationoftheir
    ownskills,bothtechnicalandcontentbased,duringeachprojectandtheycontinueto
    developandgrowafteritscomplete.

    TopicandRationale:

    Myfirstdayofclasswasthelastdayandcritiqueoftheirfirstproject.Theywere
    instructedtomakeavesseloutofclaythathadtobeatleast10inchestallorwide.I
    sawthisasablessingtohavetheabilitytoseethestudentsandtheirartworkhandin
    hand.Creatingtheconnectionbetweenthepieceandthestudentallowedforaquicker
    understandingofeachstudentsstyleandworkethics.

    Thesecondprojectisfocusedonprintmakingandpattern.Thestudentswereinstructed
    tofindanimagetocreatealinoleumprint.TheirMYPquestiontothinkabout
    throughoutthisprojectis:howwillyoutakethisimageandmakeityourown.Ihadthe
    pleasureofteachingtwoclassperiods.Demonstratingcarvingandprintingtechniques
    forthestudents,andindividuallytalkingwiththestudentstopushthemtomakethe
    imagetheirown.Althoughreflectiondoesnothappenasoftenonadailybasisinthis
    classIhadathoughtforthedayattheendofclass.Thestudentsseemedtolike
    answeringthequestionsanditgavethemachancetothinkaboutwhattheyhad
    workedonthatday.

    Therearemanymoremediumsandtechniquestoexploreduringthesemester.Iam
    excitedtocontinueworkingwiththisclassandseehowfarthestudentstaketheirideas
    andpushthelimitsoftheirownideaofcreatingartwork.

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