​This year, I independently published my third children's storybook on Amazon.

‘I am a good artist’ is a picture book that explains to children about ‘artists’, especially painters, in an easy-to-understand interview format. Since there aren't many books around that explain artists as a profession in picture books, I created this to satisfy the curiosity of children, especially my daughter.

 This book begins with a conversation between my trademark snail and artist Olivia. Snail Anna is curious about Olivia. Olivia describes her profession as an artist. I drew the pictures that go into this book or included pictures I had already drawn. And among my students, I selected pictures that suited the storytelling of the pictures.

​ Below are the pictures and student names included in this book. Personally, I would like to express my gratitude to the students who drew wonderful works that make my book more beautiful and valuable.

At its core, the collaborative creation of children's books catalyzes the boundless well of creativity inherent in every child. The process invites them to imagine characters, invent worlds, and weave stories, providing an outlet for their unbridled imagination. In this shared creative space, children contribute ideas and witness the tangible transformation of those ideas into the pages of a book, fostering a profound sense of ownership and pride.

Moreover, this collaborative endeavor is a gateway to interdisciplinary learning. Crafting a children's book involves various skills, from writing and illustrating to researching and organizing information. As children immerse themselves in the various aspects of book creation, they engage in a holistic learning experience that transcends traditional subject boundaries. This process enhances their language and artistic skills and nurtures a curiosity for exploration and discovery.

​Because of these various benefits, I plan to continue making children's books with children in the future. 

​I evaluated and compared Drama Kids Online- Elementary and BCSS Arts STEM Theater Lesson Grade 7 through the Danielson Framework. Drama Kids is an online course conducted through Zoom and aimed at elementary school students. In the case of BCSS Arts STEM Theater Lesson, it is conducted offline for 7th-grade students. Therefore, comparing these two lessons evaluates online/offline and lectures for lower/higher grade students.

​In the case of Drama Kids, classes were conducted according to a well-prepared curriculum that actively utilized audio-visual and media technologies in advance, 

​So it received high scores in knowledge transfer and systematic demonstration in Domain 1. However, because it is conducted online, it has limitations in that it is difficult to evaluate students.

​  On the other hand, in the case of Arts STEM Theater Lesson, since it is an offline class that is conducted impromptu using body and voice without audio-visual assistance, it has the disadvantage of not being able to measure students' prior knowledge or skills individually and organize the class in a structured way. I judged it effective because I can construct meaningful classes by evaluating students according to the content and forming rapport.

In domain 2, Drama Kids received a low score because it was an online class, and had difficulty establishing rapport with students.

​However, because the class time and content are set in advance, it can proceed naturally according to the time. Since the environment as a physical space is not considered, 2e may receive the lowest score or be unable to score, so an online evaluation tool is likely required.

​ In the Arts STEM Theater Lesson, I could feel that the student's achievement and concentration were substantial due to the teacher's outstanding talent in maximizing student interaction. In addition, it received high scores for considering the safety of students, such as ensuring that furniture, etc., was removed from the surrounding area.

In domain 3, it can be seen that the communication of the teacher's instructions is clearly expressed in the case of Drama Kids due to the clear lesson pre-planning and objectives and the expertise of the instructor's demonstrating skills.

​Even though it's online, well-prepared, relevant, and humorous questions help students focus in class. However, it received low scores for the difficulty of providing smooth feedback to students and the inability to control the pace.

  Arts STEM Theater Lesson received high scores for controlling the pace directly, communicating clearly with students, and receiving appropriate feedback.

In Domain 4, Drama Kids received a high score, showing the instructor's expertise in clothing, poses, and gestures as befits professional content. However, the inability to reflect on teaching and student achievement is still a barrier that must be overcome. 

​The Arts STEM Theater Lesson was given high marks in that it approached students with relatively natural clothing and attitudes and conducted classes by giving and receiving appropriate feedback to students through motions, gestures, and acting.

​Through Danielson Framework Evaluation, I compared Drama Kids, an online class for elementary school students, and offline art/stem theater classes for 7th graders. As a result of combining the scores for each domain, the Art Stem Theater class scored 54 points, 10 points higher. Of course, this is not a meaningful result because there are differences between online and offline education or differences in grades.

However, personally, this evaluation tool was a good opportunity to evaluate each lecture and compare two lectures. Above all, I concluded that it would be effective to benchmark Drama Kids' visual presentation techniques and skills and Art/Stem Theater's interaction and feedback skills and apply them to educational settings.

​I thought formative assessment could better evaluate theater classes through the definition of formative assessment stated in Formative Assessment in Theater Education: An Application to Practice (Chen). The article states, “Research has shown that well-implemented formative assessment can effectively double a student's learning rate (Wiliam 2007/2008). The heart of theater is the rehearsal process, the process by which actors develop their skills in their performances. “It is a continuous, formative evaluation experience where you receive feedback and adjust accordingly.” In other words, I also believe that since the core of a play is the rehearsal process, formative evaluation is necessary to continuously receive feedback on acting, make corrections, and develop. Above all, we agree that by giving, receiving, and resolving feedback, students realize their potential to make valuable contributions to their ensemble. I especially liked how this article suggests that ‘praise’ is necessary for ongoing, constructive feedback. Continuous feedback based on positive comments will improve students' acting skills. The fact that video recording of rehearsals at the end has proven to be a powerful tool to help students improve their performance and technique is an important keyword to apply in future classes.

Unlike formative assessments as presented in Formative and Summative Assessment in the Classroom (Dixson), summative assessments are typically high-stakes assessments and are used to obtain a final assessment of how much learning has occurred, i.e., how much the student knows (Gardner, 2010). Summative assessments are almost always graded, are generally less frequent, and occur at the end of a lesson. This is the score we receive each semester. Without summative assessment, students will not know what areas they are lacking. Also, the teacher may be unable to find areas for further reinforcement and improvement. In this respect, formative and summative evaluations should be used appropriately.

In this sense, I created a formative and summative evaluation model suitable for theater classes.

II. Formative evaluation: 

​1. Exit Tickets

After the rehearsal, have students describe and think about their performance and briefly summarize their understanding of the topic. And the teacher encourage them to find their own problems and reflect on what they need to strengthen in the final audition. These tickets allow teachers to assess student understanding and determine next steps for the class or individual students.

 2. Filming the drama for Review and Reflection

As presented in "Formative Assessment in Theater Education: An Application to Practice (Chen)", filming is the best option for students to increase their understanding of technique and theater in theater classes. This helps students feel confident and accomplished. Students can rewatch their plays on film. And you can find areas for improvement and discover your strengths. You can watch the footage with your teacher and tell them what needs to be improved. It's also a great opportunity to learn relevant skills while shooting and editing.

3. ​Use a whiteboard or min blackboard as a note

Students can use individual whiteboards to write down their understanding or questions about the course and evaluate the presentations shown by other students or groups.

​4. Use the feedback form

After a rehearsal or audition, you can use a simple survey-type feedback form to survey your satisfaction with your performance and areas for improvement.

​II. Summative evaluation

​There is a way to score your understanding and achievement of what you have learned based on objective grounds.

Drama Kids Online- Elementary

​I evaluated and compared Drama Kids Online- Elementary and BCSS Arts STEM Theater Lesson Grade 7 through the Danielson Framework. Drama Kids is an online course conducted through Zoom and aimed at elementary school students. In the case of BCSS Arts STEM Theater Lesson, it is conducted offline for 7th-grade students. Therefore, comparing these two lessons evaluates online/offline and lectures for lower/higher grade students.

In the case of Drama Kids, classes were conducted according to a well-prepared curriculum that actively utilized audio-visual and media technologies in advance, so it received high scores in knowledge transfer and systematic demonstration in Domain 1. However, because it is conducted online, it has limitations in that it is difficult to evaluate students. On the other hand, in the case of Arts STEM Theater Lesson, since it is an offline class that is conducted impromptu using body and voice without audio-visual assistance, it has the disadvantage of not being able to measure students' prior knowledge or skills individually and organize the class in a structured way. We judged it effective because we can construct meaningful classes by evaluating students according to the content and forming rapport.

In domain 2, Drama Kids received a low score because it was an online class, and had difficulty establishing rapport with students. However, because the class time and content are set in advance, it can proceed naturally according to the time. However, since the environment as a physical space is not considered, 2e may receive the lowest score or be unable to score, so an online evaluation tool is likely to be required. In the Arts STEM Theater Lesson, I could feel that the student's achievement and concentration were substantial due to the teacher's outstanding talent in maximizing student interaction. In addition, it received high scores for considering the safety of students, such as ensuring that furniture, etc., was removed from the surrounding area.

In domain 3, it can be seen that the communication of the teacher's instructions is clearly expressed in the case of Drama Kids due to the clear lesson pre-planning and objectives and the expertise of the instructor's demonstrating skills. Even though it's online, well-prepared, relevant, and humorous questions help students focus in class. However, it received low scores for the difficulty of providing smooth feedback to students and the inability to control the pace. Arts STEM Theater Lesson received high scores for being able to control the pace directly, communicate clearly with students, and receive appropriate feedback.

In Domain 4, Drama Kids received a high score, showing the instructor's expertise in clothing, poses, and gestures as befits professional content. However, the inability to reflect on teaching and student achievement is still a barrier that must be overcome. The Arts STEM Theater Lesson was given high marks in that it approached students with relatively natural clothing and attitudes and conducted classes by giving and receiving appropriate feedback to students through motions, gestures, and acting.

Purpose: 

1. Defining the components of the observation cycle. 2. Becoming familiar with the components of Domain 1. 3. Evaluating the effectiveness of a lesson plan

1a: Demonstrates Knowledge of Subject Matter
1b: Demonstrates Knowledge of Pedagogy
1c: Plans with Knowledge of Students’ Background, Skills, and Interests
1d: Selects Appropriate Instructional Goals
1e: Demonstrates Knowledge of Teaching Resources
​1f: Designs Coherent Instruction
1g:​Assesses Student Learning

PURPOSE:

​1. Recognize the qualifiers used at various levels of practice (developing, effective, etc.) 2. Becoming familiar with the components of Domain 2.

2a: Creates an Environment of Respect and Rapport
2b: Establishes High Expectations
2c: Manages Classroom Procedures
2d: Manages Student Behavior
​2e: Uses Physical Environment to Support Learning Activities

PURPOSE:

​1. Becoming familiar with the components of Domain 3. 2. Observe, collect, sort, and rate evidence of effectiveness.

3a: Communicates Clearly and accurately
3b: Uses High-level, Open ended Questions
3c: Engages Students in Learning
3d: Paces Instruction and Provides Closure
​3e: Provides Appropriate Feedback to Students
3f: ​Demonstrates Flexibility and Responsiveness

PURPOSE:

1. Becoming familiar with the components of Domain 4. 

4a: Reflects on Teaching
4b: Reflects on Student Achievement
4c: : Provides Evidence of Student Achievement
4d:Accepts Constructive Feedback
​4e: Exhibits Professional Demeanor
4f: ​Exhibits Professional Responsibility
4g: : Works Cooperatively with Other Professionals​