Daniel Proulx & Landon Hatch

Art lesson Plan

Grade/Subject: Grade 1& 3 Unit: Art Lesson Duration: 45 min OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes: (Grade 1) Component 4-Students will learn the shapes of things as well as develop

decorative styles. (Grade 3) Component 3-Students will interpret artworks by examining their context and less visible characteristics.
Specific Learning Outcomes: (Grade 1) A. All shapes can be reduced to basic shapes; i.e., circular, triangular, rectangular. B. Shapes can be depicted as organic or geometric. (Grade 3) E. Art is valued for different reasons; e.g., aesthetic, economic, symbolic, associative.

LEARNING OBJECTIVES
Students will: 1. Show that all shapes can be shown with basic shapes. 2. Observe that art is valued for different reasons and serves different needs in society.

ASSESSMENTS
Observations: 1. We will observe students as they participate in the discussion about art and its meaning. (L.O.#2) 2. We will observe students as they participate in the shape building activities.(L.O.#1) Key Questions: 1. What does this picture mean to you? 2. what sort of picture can I make with these shapes?

Written/Performance Assessments: -Discussion of art and its meaning in the world. -Shapes pictures -Star/candy cane activity

LEARNING RESOURCES CONSULTED

Resource #1: Alberta Program of Studies

MATERIALS AND EQUIPMENT

-Paper -Chalkboards -candy canes -tape

PROCEDURE Introduction (_10_min.):

Hook/Attention Grabber: Teach I ONGO and welcome the students Assessment of Prior Knowledge: Hold up a regular object and ask what kind of shapes they use? Transition to Body: Today we are going to learn about what art means and the shapes they use.

Body (_45 _min.):

Daniel Proulx

Learning Activity #2: Shapes pictures(15 min) -Make sure the kids have their whiteboards and chalkboards. -Show them the shapes on the smart board and talk about how smaller shapes combine to make bigger pictures. -make a picture with the shapes you have. -Get the students to make a picture on their boards out of the shapes on the board. -Get them to show it to their partners, and if time allows, repeat the activity.
-Assessments/Differentiation: Observe students as they draw pictures

Learning Activity #1: photo discussion (10 min) -Pull up a photo of Jesus and ask tell them that this photo means something to me. Tell them what it means to you and then explain that art makes us feel a lot of different things for different people for different reasons. -Pull up photos that serve needs and have different meaning in society. -Get them to think, pair, share what they think the photo does for them. -Talk about the photos.
Assessments/Differentiation: Observe students as they talk with each other.

`Learning Activity #3: Candy cane star (20 min) -Show the students what you have made. -Ask what the star means to people. Explain that we are making it about advent week 1. -Explain that the candy canes help us see the shapes we are making to make the big star.
Assessments/Differentiation: Observe and assist students as they do their stars. Sponge activity: Get students to work on their green folder if there is extra time.

Closure ( _5_min.):
Consolidation/Assessment of Learning: Hold up another object and ask what shapes there. Transition To Next Lesson: We are going to learn about more about shapes.

Rationale
Having the ability to be flexible while you teach is key to becoming a great teacher. I have added this lesson because it exemplifies my ability to teach with another teach in a fluid and consistent manner, while being flexible and understanding of the needs of the students at various levels of education. It also shows my capability of using my students to teach and direct those around them in a productive manner. For this lesson, we had the grade ones join us in our classroom for an art lesson where they would be making stars in remembrance of the first week in advent. We took into account the different General Learning Outcomes and Specific Learning Outcomes for each grade and produced a lesson that flowed and made sense to all those participating. This illustrates my skills in remaining flexible and my focus in achieving the required curriculum for all those I teach, no matter the student or grade level.