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Teaching Portfolio
Rachel Kotkin
Philosophy Of Teaching ! No two snowflakes, no two voice patterns, and no two fingerprints are
exactly alike.
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No two human beings – even so called “identical twins” – were ever exactly alike.
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Ask your dog if any two people smell exactly alike. He’ll tell you, “No
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way!”
one-of-a-kind story, an unrepeated mini universe. Each of us is a
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That is the basis of the Hebrew teaching, “Whoever
destroys a soul, it is considered as if he destroyed an entire world. And whoever saves a life, it is considered as if he saved an entire world.”– Mishnah Sanhedrin 4:5; Babylonian Talmud Tractate Sanhedrin 37a
without mutual respect. My hope is to amplify the light I see within each one of my students and meet every interaction with a fi e rc e s e n s e o f care, humor, and integrity.
partnership
There can be no growth without g e n u i n e encouragement, and no sense of
My memory of her clipped response still touches a nerve, “It’s not always about the art, Rachel.” Now as an emerging art educator, it is in light of my
When students are game to experiment with me, my personal desire to create is satisfied.
My experiences as a young learner have strongly informed my philosophy of teaching. part of our n e x t assignment, the art part.
own schooling and
interesting
memories as a struggling learner that I recognize how shortsighted my teacher was, both in the immense capacity of art education, and the varied interests of her students.
I recall wondering when my sixth grade Language Arts teacher would get to t h e
Students are the ultimate barometer of success.
If students take the bait when a project demands their ownership, I know I am doing something right.
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Structures from Scratch | 2nd Grade ! Unit Objective:
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In order to deepen understanding of how shapes transform into forms, students will explore building techniques through experimentation, engineering, thoughtful design, and inventive fastening.
What are the different ways you can attach materials together?i  
Tools: Scissors and Skewers
What are the different ways you might transform 2D shapes into 3D forms? Fasteners: Brass fasteners, Pipe cleaners, and Paper clips
What are the different ways you can design and build a structure?
Materials: Styrofoam lunch trays, and Craft foam sheets
Lesson 1 Learning Objective: I will know that structures come in many different forms and are made from many different materials.
Frank Gehry  
Alexander Libermani Lesson 2 & 3 Learning Objective: I will be able to cut and fasten materials securely in order to design and build a small, strong structure that is more closed than open.
Lesson 4 Learning Objective: I will be able to relate the shapes and forms of other students’ structures with artists’ sculptures in order to make new discoveries.
Our structures: Have a top, bottom, and sides Are more closed than open Have at least one embellishment Show at least three different ways to fasten Pass the shake test Are the size of a softball Richard Serras
To push this unit even further towards my teaching philosophy, I would have student groups form a structure where they are guided by imaginative prompts. Groups would also have a kit of assorted recyclables and limited selection of attachment materials to work with.
Power Portraits | 4th Grade Mo’ne Davis
Unit Objective: In order to deepen students connection to African American change makers throughout history, students will choose a captivating image of an African American leader and create a bold and expressive portrait painting that includes one word capturing that figure’s powerful influence on society.
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Neil de’Grasse Tyson
Design Abstraction Expression Lesson 1 Learning Objective: I know that the way a person’s features and expression are represented in a portrait can capture their essence. I will be able to draw a captivating portrait of an important African American figure from observation. Daisy Bates s
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Materials: Graphite stick, Vine charcoal, and 18” x 24” drawing paper
! Skills: Observational Shepard Faireys
drawing, Gestural drawing, and Typography
Nina Simone s Lesson 2 Learning Objective: I will know that words in art can add meaning. I will be able to choose a word that sums up my person, and draw it on my composition in a unique way. James McBride s
Andy Warhol s
 
How does color make a statement about the mood of a painting?
Beauford Delaney s
Lesson 3 & 4 Learning Objective: I will know that bold colors are expressive. I will be able to choose three bold colors for the background, head, and body of my portrait. Preciada Azancot s
How can we capture the ‘essence of an individual’ through expressive and bold painting and design?
Henri Matisses
Materials: Watered down tempera paint, sponge brushes, and 18” X 24” watercolor paper
! Skills: Color theory, Gestural painting, and Critique
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Lesson 5 Learning Objective: I will know that lines and colors are expressive. Using my pencil drawing as a guide, I will be able to create an expressive drawing with charcoal. I will add oil pastel to my lettering in order to make my word bold and bright.
African American leaders featured in this unit: Matthew Henson, Willie Thrower Robby Novak, Mo’ne Davis, Kendrick Lamar, Misty Copeland, James McBride, Stephanie C. Rawlings-Blake, Eubie Blake, Gabrielle Douglas, Nina Simone, Linda Brown, Daisy Bates, Cory Booker, Kara Walker, Cornel West, Claudette Colvin, Ralph J. Bunche, and Neil deGrasse Tyson
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To push this unit even further towards my teaching philosophy, group discussions and reflective activities would have students relate to the African American figures in their portraits more deeply. Opportunities to examine issues of racial prejudice and social justice in America would allow students to build more meaningful connections to their own lives and the person they are visually representing.
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Mini Time Capsule | 5th Grade Unit Objective: In order to deepen understanding of how our everyday environment is filled with unique details, students will stretch their memory, ability to document and reflect, in order to create mixed media art works that captures their everyday environment.
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How do we interpret our memories?
Maira Kalman
What do our daily routines reveal about us?
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Candy Jernigan
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Lesson 1 Learning Objective: I will know that my memory can be used to create and I will be able to sketch an object from memory.
Our drawings: Have at least 10 repeated images. At most 15.
! Have at least 3 variations in size (S,
Rene Magritte
M, L)
! Have the contour of the object with one
In what ways do symbols
inside repeating detail (like a button or
connect to memory?
symbol) Have movement and balance How does repetition, pattern making and design create a visual language?
Lesson 2 & 3 Learning Objective: I will know that repetition and pattern appear in artworks.
! I will be able to create a repetitive design with my drawn object by showing movement and balance.
Lesson 4 & 5 Learning
How do warm and cool colors connect to mood?
Objective: I will know that colors connect to mood.
! I will be able to create a limited color palette in order to add variety to my abstract artwork.
Materials: Watercolor brushes and paints, tempera cakes, pencils, black sharpies, 10� x 10� watercolor paper
! Skills: Principles of Design, Contemplative writing and drawing, Color theory
How does color connect to our memory?
! Vocabulary: Abstraction, Contour, Composition, Balance, Movement, Repetition, Proportion, and Variety
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NAME:__Morgan________________
5TH GRADE UNIT: MINI TIME CAPSULE
ART| MS. KOTKIN Student Teacher w/ MR. GREENAWALT UNIT LEARNING TARGET: I know that my everyday environment is filled with unique details. I will be able to use my memory, my ability to document, reflect, and create in order to make a mixed media artwork that captures my everyday environment. GRADE IS BOLD AND UNDERLINED DRAWING A = All drawings on final artwork are carefully drawn. Clearly shows contour of object. Objects have one carefully inside repeating detail. Thoughtful use of movement, balance and variety. B = All drawings on final artwork are shown. Usually shows contour of object. One inside repeating detail is visible. Shows movement, balance and variety. C = Drawings are incomplete. Does not show contour of object. Inside repeating detail not easily seen/missing. Movement, balance and variety not shown.
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PAINTING A = Shows at least three color values within a limited color range. B = Shows two color values within a limited color range. C = Shows one color value and/or value change not easily visible.
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A = Color mixing is clearly shown. B = Color mixing is not easily seen. C = No color mixing shown.
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BOOK A = Book is completely filled out. Answers are thoughtful. B = Book is mostly filled out. Most answers are thoughtful. C = Book is mostly unfilled. Most answers are simple.
To push this unit even further towards my teaching philosophy, I would have students continue material exploration and abstraction with a contemplative focus. Students would create patterns on ceramic tiles using only their fingers as carving and stamping tools. After the tile has been fired, students would use that tile to create an impression on a fresh s l a b o f c l a y, f u r t h e r p u s h i n g understanding and exploration of abstraction and pattern making. The tiles would exist as artifacts of each students’ individual expression.
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Sidekicks and Superheroes | Kindergarten and 7th Grade Unit Objective: In order to foster teamwork and mentorship, seventh grade students will spend time getting to know their kindergarten partners through class exercises and guided workshops in order to create a superhero and sidekick that reflects their partnership and collaboration.
What strengths do you see in yourself?
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Longterm Learning Objective (7th): I will be able to use fibers along with drawing, painting, and sculpting techniques to create a superhero action figure that represents me.
How are you different from your classmates? Lesson 1 Learning Objective (7th): I will be able to list character traits that are unique to me. I will be able to turn those traits into powers I will use to create my action figure. I will be able to get to know my partner and list their unique personality traits in order to help them construct a sidekick.
What kind of sidekick do you imagine yourself to be? Lesson 1 Learning Objective (K): I will know that a sidekick’s outfit matches their powers. I will be able to draw patterns and pictures with crayons in order to create a sidekick outfit that matches my powers.
What are your special powers?
Our sidekicks (K): Have a patterned mask with my favorite colors Have a letter and shapes on to create a symbol Have an animal that represents me Have a cape showing my special powers
Lesson 2 Learning Objective (7th): I will know that two simple shapes can create a head and
 
body I will be able to create a balanced design in order to complete the body of my superhero action figure.
Lesson 2 Learning Objective (K): I will know that a sidekick’s outfit matches their powers. I will be able to draw patterns and pictures with pastels on fabric in order to create a sidekick outfit that matches my powers.
! ! ! ! ! ! ! ! ! ! Lesson 3 & 4 Learning Objective (7th): I will know that colors and patterns appear on superhero’s outfits. I will be able to add my favorite colors to my action figure in order to complete my superhero’s outfit.
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Canvas, felt, pipe cleaners, fabric
! markers and pastels, watered ! ! down acrylic paint, black
! ! scissors, polyfill, and fabric glue. ! ! ! Skills: ! ! sculpting techniques Soft ! ! through pattern making and !mixed media exploration. Logo ! sharpies, pencils, staples, !
design and stylized drawing.
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Process:
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Drawing and painting directly on canvas Cutting out pattern Folding pattern inside out and stapling seams Turning pattern inside out to stuff sculpture and staple remaining openings
Subsequent lessons for both K & 7th: Unfortunately, this unit ended prematurely due to winter weather. However, the lessons were scaffolded with the intention that the 7th graders could easily replicate and apply knowledge and skills taught with their Kindergarten partners during combined class sessions. The 7th graders worked on their own superhero as well as the construction of their partner’s sidekick during their art class sessions. The Kindergartners applied drawings to their sidekick before it made the transition from 2D pattern to 3D soft sculpture. Ideally, both 7th grade and Kindergarten would have more time to embellish their action figures as well as meet for additional combined classes to strengthen their partnership.
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To push this unit even further towards my teaching philosophy, I would have students engage in team building exercises that worked off the theme of this unit. The exercises would allow older and younger students to work together in a playful way. This would establish a deeper rapport between students, and allow the older students to increase their sense of ownership throughout the unit.
! Artist Statement ! ! !
As an artist-teacher, I view non-traditional materials as having properties that can be manipulated and applied in unexpected and exciting ways, temporarily transforming existing objects and fixtures that take on completely new forms of their own. The results often invite others to create fresh associations and interpretations unique to their own way of seeing. Collecting, observing, and documenting are familiar creative rituals for many practicing artists. The sheer pleasure of material exploration is a ‘smart play’ process that incorporates these rituals, yet sadly, this is not offered nearly enough for students in K-12 school settings. Placing value on process over product invites students to develop an eye for color, texture, and shape, generating relationships that reflects the students’ natural curiosities, stretches imagination, and fosters critical thinking.
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