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Mrs. Tucker’s Classroom Edit display name

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Being out of the classroom and away from classmates during the prolonged school shutdown from COVID-19 has had a profound effect on my students' social emotional learning. Creating art is proven to be one of the best ways for students to express their thoughts and feelings, and also supports the learning they are doing in other classes (English Language Arts, science, history) when they engage in cross-curricular art lessons. Information conveyed in clear visual images is easier for English Language Learners (ELLs) and students with special needs to process. Viewing large scale projected images, slideshows, and videos is incredibly valuable for all students, and particularly supportive for our special populations. Presently, I am limited in my ability to provide high quality visual images while teaching "Art on a Cart" in our school cafeteria, as we have no dedicated art classroom for elementary students. As such, I am confined to drawing on a portable dry erase board or walking around the room with my laptop to show examples of projects to students seated at long tables. Receiving the display devices I have selected will help me provide the high-quality visual images necessary to fulfill numerous Nevada Academic Content Standards for Visual Arts including: VA:Cr1.1.2 (Use observation and investigation in preparation for making a work of art), VA:Re7.4.2 (Analyze components in visual imagery that convey messages) and VA:Cr1.4.2 (Collaboratively set goals and create artwork that is meaningful and has purpose to the makers). The watercolors and clay will provide additional sensory experiences and help deepen my students' learning.

About my class

Being out of the classroom and away from classmates during the prolonged school shutdown from COVID-19 has had a profound effect on my students' social emotional learning. Creating art is proven to be one of the best ways for students to express their thoughts and feelings, and also supports the learning they are doing in other classes (English Language Arts, science, history) when they engage in cross-curricular art lessons. Information conveyed in clear visual images is easier for English Language Learners (ELLs) and students with special needs to process. Viewing large scale projected images, slideshows, and videos is incredibly valuable for all students, and particularly supportive for our special populations. Presently, I am limited in my ability to provide high quality visual images while teaching "Art on a Cart" in our school cafeteria, as we have no dedicated art classroom for elementary students. As such, I am confined to drawing on a portable dry erase board or walking around the room with my laptop to show examples of projects to students seated at long tables. Receiving the display devices I have selected will help me provide the high-quality visual images necessary to fulfill numerous Nevada Academic Content Standards for Visual Arts including: VA:Cr1.1.2 (Use observation and investigation in preparation for making a work of art), VA:Re7.4.2 (Analyze components in visual imagery that convey messages) and VA:Cr1.4.2 (Collaboratively set goals and create artwork that is meaningful and has purpose to the makers). The watercolors and clay will provide additional sensory experiences and help deepen my students' learning.

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About my class

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