Professional teaching portfolio for Caitlin Devendorf

1. Caitlin
Devendorf
Teaching
Portfolio

2. Philosophy
My mission is to enable each student to develop an
appreciation and respect for the value the visual arts hold
throughout history. This mission is based upon
recognition of the universal human need for visual
expression. The necessity of the visual arts and visual
communication in our contemporary society coupled
with the importance of cultural diversity enhanced by
exposure to the arts drives our commitment to high
quality art education. My students are prepared to be
visually literate, culturally aware adults who are skilled
critical thinkers and practiced creative problem solvers. I
strive to make my classroom an artistic and intellectual
community that fosters creative thinking and provides
my students with an intensive, relevant, and rewarding
education in the visual arts.
Professional Goals:
Continue to focus on and improve my classroom
atmosphere to promote the most favorable conditions for
all students to feel comfortable taking risks and be able to
learn and grow productively
Help students foster an appreciation of the power of the
visual arts in both their local community as well as on a
global scale through collaborative projects
Continue to expand and enrich my instruction to
incorporate ever-changing technology, the needs of
diverse learners and new discoveries into art pedagogy.

3. Coursework
Studio Art
Functional Art
Sculpture
Media Arts

4. Coursework: Studio Art
Studio Art is a comprehensive foundation course for those students desiring a
broad background in a wide variety of art media and processes. Units are
grounded in working with and understanding the elements of art and principles
of design. The course covers basic drawing, painting, design, composition,
printmaking, introduction to draw and paint software programs, ceramics, and
sculpture.
Sample Coursework:
Egyptian Sarcophagus Lesson Plan
Project Overview: The Egyptian Sarcophagus lesson is a product-based project within the Studio Art unit
covering Prehistoric to Medieval art. Students investigate the artistic contributions of each culture in depth, with
a focus on sculpture and architecture.
Curriculum Standards: (NYS standards for art) 1x; 2x; 3x; 4x
VCS Commencement Standards: 1. Effective Communicators x; 2. Quality Producers x ; 3. Complex Thinkers x
; 4. Life-Long Learners x
Materials: References for Egyptian design and sarcophagi; references for hieroglyphics and symbols,, drawing
paper, templates, colored pencils, light tables, Sharpie markers, colored pencils, rubric for assessment
Directions for Teacher: Put up question for class answer and discussion on Prehistoric and Ancient Egyptian
philosophy and design. Review last class steps of sarcophagus project, review due dates for illuminated letter
project. Allow work time for students and monitor progress.
Key Questions for Students: (some to be asked personally to students in 1 on 1 time)
What are your 5 personal symbols and why did you choose them?
What are the 3 Egyptian symbols in your drawing. Why did you choose those symbols? How are those symbols
relevant to you?
Describe 3 ways that your drawing displays Ancient Egyptian design aesthetic.
Anticipatory Set: Higher level thinking questions at the start of class to warm up students: Discus the differences
between the purpose for art between Pre-Historic artists and that of the Ancient Egyptians. How do these
differences in the purpose for creating art affect the design qualities of each culture?
Objective: TSW demonstrate their knowledge of Egyptian art aesthetics through the creation of an Egyptian
sarcophagus drawing.
Purpose: TSW create an Egyptian inspired sarcophagus drawing to develop an understanding of the purpose and
design aesthetics of art from the Ancient Egyptian empire.
Teach:
Modeling: Demonstration of proper application of colored pencil to achieve opacity. Power Point presentation
to review the process of creating the sarcophagus from previous lessons.
Check for Understanding: Ask students to answer questions about the process of creating their sarcophagus. Ask
for student response to reviewing key concepts of symbology, patterns and composition. Review of assessment
rubric to understand what the students are to work towards.
Guided Practice: Creation of Egyptian sarcophagus drawing to demonstrate knowledge of the design aesthetics
of the Egyptian time period. Monitor student progress in 1 on 1 fashion. If noticing similar problems amongst
students stop class and review process and expectations.
Independent Practice: Students need to sign up for advisory or after school work if behind. Students may access
the blog to explore some of the resources on Ancient Egypt that allow them to look into the culture and time
period at a deeper level.
5

5. Coursework: Studio Art
Lesson Outcomes
Assessment:
6

6. Coursework: Studio Art
Sample
Class
Notes:
Sample
Powerpoint
Slide

7. Coursework: Functional Art
Functional Art is designed to explore artwork that serves a use or purpose and may include
problems related to furniture design, clothing, jewelry, table settings, lighting, fountains and
musical instruments. Students will have the opportunity to explore a variety of processes and
materials such as; clay, glass, wood, metals, paper, fiber and natural materials. The curriculum
emphasizes skilled craftsmanship, design, conceptual issues, aesthetics and multi-cultural
history.
Sample Courswork:
Polish Wycinanki Lesson Plan
Project Overview: Students investigate and learn about celebrations across a variety of cultures. Students
research a culture and their celebration and design a Polish paper cut (wycinanki) for that cultural celebration.
Curriculum Standards: (NYS standards for art) 1x; 2x;; 3x;4x
VCS Commencement Standards: 1. Effective Communicators x; 2. Quality Producers x ; 3. Complex Thinkers x
; 4. Life-Long Learners x
Materials: References for Polish wycinanki; packet of paper cutting techniques; Tru-Ray fadeless paper; exacto
knives; cutting mats; scissors; glue sticks; circle templates; bristol board
Directions for Teacher: Put up question for class answer on board about celebrations. Discuss decorations and
how we use them to enhance celebrations. Share Power Point of celebratory items from different cultures.
Present Polish wycinanki project. Discuss connections to celebrations with Polish wycinanki. Discuss safety
techniques with knives and scissors, then pass out papers and paper technique boards and allow for
experimentation. After 20 minutes re-group and share successes and what students learned. Demonstrate some
basic paper cutting and folding techniques. Discuss subject matter for wycinanki design. Spend remainder of
class drafting wycinanki design.
Key Questions for Students: (some to be asked personally to students in 1 on 1 time)
What are you celebrating with your wycinanki?
How would you use this wycinanki to enhance your celebration?
Describe 3 different paper cutting or folding techniques you plan to use in your project.
What do you foresee giving you the most difficulty with this project?
Anticipatory Set: Higher level thinking questions at the start of class to warm up students: “Brainstorm 4
different types of celebrations from different cultures around the world. For each culture, list one item that is
associated with that celebration. Describe how each item is used to enhance that celebration.”
Objective: TSW explore paper cutting and folding to gain ideas for making a celebratory cut-paper item
Purpose: TSW gain appreciation for the polish art of wycinanki (paper cutting)
Teach:
Modeling: Demonstration of proper safety procedures for knives and scissors. Demonstrate of basic paper
cutting and folding techniques
Check for Understanding: Ask students to share what they’ve experimented with to see if proper safety and
procedure with cutting has been used. Ask for student response in discussion of celebrations and celebratory
items.
Guided Practice: Brainstorming and drafting of a design for a paper cutting created for a cultural celebration.
Students will work independently while teacher monitors progress. Students will share results at the end of the
class period with their peers and discuss possible edits or changes they would like to make. Students will also
comment on one another’s work in a casual, constructive fashion.
Independent Practice: Students need to sign up for advisory or after school work if behind. Students may access
the blog to explore some of the resources on Ancient Egypt that allow them to look into the culture and time
period at a deeper level.

8. Coursework: Functional Art
Lesson Outcomes
Sample Accession Form
I instill in my students that the appreciation, care and keeping of artwork
is as important as the process of creation. I created accession certificates
so that students could not only reflect on their work, but place it within
the time and context in which it was created. Accession certificates are
affixed to the back of a work of art so that no matter where it travels, its
provenance is known.

9. Coursework: Sculpture
In Sculpture, students will explore ways of creating three-dimensional
artwork using paper, cardboard, paper Mache, plaster, clay and found
materials using additive and subtractive techniques. Students will
experiment with both realistic and abstract concepts within the problems
to be solved.
Sample Courswork:
Medieval/Modern Ceramic Beasts
Project Overview: Students investigate and learn about Medieval gargoyles and beasts, paying special attention to the
cultural and social ties between beasts and Medieval beliefs.
Curriculum Standards: (NYS standards for art) 1x; 2x; 3x; 4x
VCS Commencement Standards: 1. Effective Communicators x; 2. Quality Producers x ; 3. Complex Thinkers x ; 4.
Life-Long Learners x
Materials: Earthenware clay; clay tools; slip; ceramic monster sketches; reference imagery of gargoyles and medieval
bestiaries, student sketches for project, rubric for assessment
Directions for Teacher: Put up question for class answer and discussion on Medieval Art. Discuss connections between
Medieval beliefs and beasts.
Key Questions for Students: (some to be asked personally to students in 1 on 1 time)
What moral or lesson inspired your Medieval beast?
In what ways is this moral or lesson relevant to our modern society?
What physical characteristics of your Medieval beast draw influence from your moral or lesson?
How do you plan to utilize the ceramic procedures to make your Medieval beast design come to life?
Anticipatory Set: Higher level thinking questions at the start of class to warm up students: Discuss the differences
between the purpose for art in the Medieval time period and our modern culture. How does this purpose for creation
affect the types of art that are produced?
Objective: TSW create a hollow form clay monster inspired by a moral or lesson, learning proper ceramic procedure
and technique
Purpose: TSW create a hollow form clay monster to develop an understanding of the purpose and design aesthetics of
sculptural art from the Medieval period..
Teach:
Modeling: Demonstration of sketching techniques and examples of student work. Demonstrate creating plan for
construction. Show videos of clay techniques.
Check for Understanding: Ask students to answer questions about the process of creating their monsters. Ask for
student response to review key concepts of Medieval design aesthetic, inspiration from modern morals/lessons. Review
of assessment rubric to understand what the students are to work towards.
Guided Practice: Creation of Medieval beast sculpture sketch to demonstrate knowledge of the design aesthetics of the
Medieval time period and inspiration from a moral or lesson. After discussion and approval by teacher, students may
use knowledge gained from the demonstration and videos to create a hollow form ceramic beast. Monitor student
progress in 1 on 1 fashion. If noticing similar problems amongst students stop class and review process and
expectations.
Independent Practice: Students need to sign up for advisory or after school work if behind. Students may access the
blog to explore some of the resources on Medieval art that allow them to look into the culture and time period at a
deeper level.
Extension: Students may design a manuscript illumination, illustrating a scene teaching the moral or lesson they
chose to inspire their Medieval beast.

10. Coursework: Sculpture
Lesson Outcomes
What was
successful
about your
monster?
Describe Analyze how Interpret how Evaluate how you
your you blended you showed your will use what you
monster in medieval and monsters learned in other
Sample great detail modern abilities in clay projects
Critique How could
Tool: The you improve
Critique your
Cube monster?

11. Coursework: Media Arts
Media Arts is a technical combination of sight, sound and movement in the
Visual Arts. In Media Arts the student will explore commercial applications of
computer generated art programs, create a storyline, add animation and sound
to create a short film. Programs such as ToonBoom Studio, Adobe Photoshop,
Corel Painter, GarageBand, iMovie, and iDVD will be utilized to create
finished, professional quality works of art.
Sample Courswork:
30 Second Rotoscopes
Project Overview: Students learn about the history and development of rotoscoping from its creation in the early 20th
century to the modern day. Rotoscoping is a technique used to draw over live-action film movement, frame by frame
to create an animation. Students will develop their own rotoscope style and create a 20 second rotoscope animation.
Curriculum Standards: (NYS standards for art) 1x; 2x; 3x; 4x
VCS Commencement Standards: 1. Effective Communicators x; 2. Quality Producers x ; 3. Complex Thinkers x ; 4.
Life-Long Learners x
Materials: Examples of rotoscoping, Power Point presentation of history of rotoscoping, handouts on rotoscoping
process, rubric for assessment
Directions for Teacher: Present Power Point on rotoscoping. Discuss the stylistic differences between several examples
of rotoscoping. Allow students time to search the Internet for examples of rotoscoping. Demonstrate simple
rotoscoping procedure.
Key Questions for Students: (some to be asked personally to students in 1 on 1 time)
Who are 2 animators whose styles intrigue you?
Why are you inspired by these styles?
What are the key style elements of the animator you chose?
How will you utilize these style elements in your own rotoscope animation?
What original style elements will you create for your rotoscope animation?
Anticipatory Set: Show students 3 different examples of rotoscoping. Ask the students to discuss the stylistic
differences of the 3 examples. Discuss the time period in which each rotoscope animation was created, drawing clues
from the style of each.
Objective: TSW create a 30 second rotoscope animation inspired by an animator of their choice.
Purpose: TSW create a 30 second rotosope animation inspired by an animator to learn the techniques of rotoscoping
and begin developing their own animation style.
Teach:
Modeling: Presentation of rotoscoping history. Demonstration of rotoscoping techniques.
Check for Understanding: As students work, Ask for student response to reviewing key concepts of Medieval design
aesthetic, inspiration from modern morals/lessons. Review of assessment rubric to understand what the students are to
work towards.
Guided Practice: As students work, pause periodically and gather as a group to discuss any problems being encountered
and to share tips or tricks they’ve discovered while creating their rotoscope animation.
Independent Practice: Students need to sign up for advisory or after school work if behind. Students are encouraged to
find further examples of rotoscoping to share with the class.
Extension: Students may rotoscope a scene from their favorite movie or television show in their own style.

12. Coursework: Media Arts
Lesson
Outcomes:
Scenes from
Student
Rotoscopes
Sample
Instructional
Handout:
Rotoscoping in
Flash
Due to the diverse
backgrounds of students,
teaching a technology
based class like Media
Arts can be a challenge.
I provided handouts like
the one to the right for
each new concept,
allowing students to
experiment on their own
before instructing those
that needed help.
Differentiating
instruction in this
manner allowed students
to feel more at ease with
each new software
program we utilized.

13. Assessment
Rubrics
Critique
Passport to Art

14. Assessment: Rubrics
No one method of collecting evidence of understanding is in itself a valid form
of assessing a student’s understanding. Through a combination of grading
rubrics, self-assessment, peer-assessment, class critiques, and teacher/student
conferences, I believe a student can be fairly evaluated in the visual arts.
Rubrics
Rubrics are a key-component of each lesson taught in my classroom. Students
are given the lesson rubric at the start of each project. It is reviewed and
discussed alongside my specific expectations for the task at hand. Throughout
the production process students are refer to the rubric to remind them of the
objectives for the project. At the close of the project students are asked to self-
evaluate using the now familiar rubric. They are urged to make intelligent
commentary on the objectives of the project that allow me to further reflect
upon their performance. Each project also involves a ‘reflection question’
portion where I ask. synthesis level discussion questions directly aligned with
the knowledge gained through the lesson. I then assign them a grade, directly
based upon the rubric thereby ensuring each student understands how and why
they earned the grade they are given.
Sample
Rubric

15. Assessment: Critique
Art Critique Form
16

16. Assessment: Critique
Mid-Process Critique Form
This handout is utilized during
projects to allow students to practice
providing constructive feedback to
their peers. Each student benefits
from the critique process as well as
having classmates give intelligent
opinions on their work before it is
finished.
Each student is assigned a classmate’s
work to critique. Students meet one
on one with their ‘artist’ to discuss the
work thus far. When finished students
share their findings on their partner’s
work with the class, thereby allowing
other students access to many different
points of view, levels of expertise and a
wide variety of opinions. Each student
can apply this knowledge to the own
work during the remainder of the
project, resulting in more professional,
well-crafted products.
Passport to Art
Students create a ‘Passport’ page for
each movement and concept covered to
measure comprehension. At the close
of the year students learn book binding
techniques to create their passport
book to be utilized as a resource for the
final exam, final reflection and in
subsequent art classes

17. Collaboration
Benches Project
Special Education
Curriculum
Collaboration

18. Collaboration: Community
Benches
on
Parade
Victor Senior High
teachers and over 40
students collaborated to
take part in the Greater
Rochester Benches on
Parade community art
project.
As a group we worked
with our local sponsor to
design a bench that
would be an attractive,
inviting part of the
Victor community.
The bench was
auctioned in October
2011, raising over $4000.

19. Collaboration: Special Education
Letter from
Special Education
Teacher
As a teacher of art, I educate a large number of diverse learners. Each
year I teach students in special education, including those in the Senior
High 12:1:1 class. To learn the most about my students with special
learning requirements I began to meet with Special Education teachers
on a regular basis to discuss best practices tailored to each student. We
also discuss modified curriculum for these students to ensure the highest
levels of success in mainstream classes.
Special Needs Students:
Modified Medieval/Modern
Ceramic Beast Project

20. Curriculum Collaboration
Studio Art Team
Studio Art is the foundation
course for students desiring a
broad background in a wide
variety of art media and
processes. Units are
grounded in working with
and understanding the
elements of art and principles
of design steeped in a
background rich with art
history from prehistoric to
modern time.
Studio Art is offered at an
advanced level in 8th grade
and as a course open to
students grades 9 through
12. In my initial year at
Victor I instituted the Studio
Art Team. Our group met
each week to discuss
coursework, share ideas and
best practices and investigate
further opportunities to
enrich the art education of
our students. The ultimate
goal of our group was to
ensure consistency amongst
all teachers so that each
student would leave the
course with the same
knowledge of the same key
concepts.

21. Extra-Curricular
Art Club
Random Acts of Art
Teacher Workshops
and Committees
Curriculum Writing,
Committees and New
Courses
Exhibitions

22. Extra-Curricular: Art Club
Collaboration
Our focus was branching out beyond
the doors of Victor Senior High
School. We are in touch with other
Art Clubs across the region and are
using our artistic talents to get to
know new friends.
Artist Trading Card Project
A Collaboration with Pittsford
Mendon Senior High Art Club
Community Connections
I value instilling a sense of community
involvement in my Art Club students.
Students worked with local businesses to
craft scarecrows; paint windows for local
businesses and show their artwork. The
club has become a great contributor to the
Victor and Farmington regions.

23. Extra-Curricular:
Random Acts of Art
I developed the Random Acts of Art Show to recognize students who
consistently exhibit the highest levels of dedication and effort in their art
classes. I wanted to celebrate students who may not possess the greatest
artistic talent, but whose drive serves as a testament to their devotion to the
arts.
Each year the show has grown and is now a collaborative project between
visual arts, music and theater teachers. The Random Acts of Art show has
live performances by musicians; artwork being created in front of live
audiences and theater performances based upon audience direction. It is a
night filled with students, parents, teachers and art enthusiasts celebrating
what makes the arts a powerful driving force in our modern society.

24. Extra-Curricular:
Teacher Workshops
Workshops
Taught:
Basics of Blogging:
2009
Basics of Blogging:
How’s It Going?:
2010
Right: Sample
Student Work
Committees
Art Review Committee: 2010-2011
Family and Consumer Sciences Program Review: 2009-2010
Positive School Climate Committee: 2007-2011
Senior High Communications Committee: 2009-2011
Family and Consumer Sciences Program Review: 2009-2010
Curriculum Written:
Studio Art
Senior High Art
Benchmarks
Studio Art Benchmarks
New Courses Developed:
Art Through the Ages
Art for Production

25. Extra-Curricular: Exhibitions
Showcasing student work beyond the art room is an extremely important
part of being an art educator. I’ve extended visibility of student work
beyond the art wing throughout display cases in all areas of the Senior High
School and into the community so that every student can be proud of their
achievements and others cans witness firsthand the fine quality of work
produced in the Victor Senior High School Art Department.
Victor Faculty Art Show
Victor Free Library Show
Ontario County Schools Show: All Things Art
Rochester Institute of Technology High School Show
Eastview Mall Student Art Exhibition
Victor Family Fun Festival
Community Leaders Breakfast
Shared Spaces – Nazareth College Teacher/Student Art Show

26. Communication
Blogs
Parent Contact

27. Communication: Blogs
I’ve created a blog for each course that offers another resource for students to
utilize to further their experience in the arts. Helpful links, images of student
work, ideas for incorporating art into everyday life and interesting art
happenings are shared alongside postings of assignments, due dates and other
relevant class information. Students and parents alike use the blogs to keep in
touch with what happens each day in the art room and communicate with me.
Sample
from
Studio Art
Blog
Sample
from
Functional
Art Blog

28. Communcation
Sample Parent
Communication:
Course
Recommendations
Sample Parent Communication: Reference Sheet

29. Recognition
Grants
Commendations

30. Recognition: Grants
Target Arts and Culture in Schools Grant: 2009, 2010
Target Schools Field Trip Grant: 2009, 2010
NEH Picturing America Grant: 2009
Victor PTSA Grant: 2009, 2010, 2011
Commendations

31. Personal
Artwork
Grants, Awards
and Exhibition
Community
Service

32. Personal: Artwork
Oyer Home
Pen and Ink
2011
Modigliani Self –Portrait
Acrylics
2011
West Lake
Acrylics
2011
Ring
Mixed Media
Ski Museum Drawing
2010
Pen and Ink
2011
Picadilly
Acrylics
2009

33. Grants, Awards and Exhibitions
Vermont Ski Museum – Antique Ski Race Poster Design Winner
New Jersey Ski Council – Cover Design Contest Winner
Rochester Democrat and Chronicle Artist Spotlight
Rochester Contemporary Gallery – 6 by 6 Show
Nazareth College Art Show – First prize in painting
Community Service
Onondaga Ski Club – Board of Directors
Make – A – Wish Foundation – Volunteer
Habitat for Humanity – Fundraising Volunteer
Chili Public Library – Volunteer
I organized a fundraiser
for Habitat for
Humanity, auctioning
transformed doors
painted by Victor staff
and community
members. Doors were
on display throughout
the district including
Eastview Mall
Untitled
Woodburning and Acrylics
2011