TOPIC DETAILS CK Name Ms. Gabby Giovenco Subject Visual Arts Grade Level 12th Date/Duration 45 min, September 30,2014 Big Ideas Skills, techniques, elements, and principles of the arts can be learned, studied, refined, and practiced. Artist use tools and resources as well as their own experiences and skills to create art
Essential Questions How do artist refine their skills to carry out intention in their art works?
PA/Common Core/Standards 9.1.12.A: Know and use the elements and principles of each art form to create works in the arts and humanities. 9.1.12.B: Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. 9.1.12.D: Demonstrate specific styles in combination through the production or performance of a unique work of art (e.g., a dance composition that combines jazz dance and African dance). 9.1.12.F: Analyze works of arts influenced by experiences or historical and cultural events through production, performance or exhibition.
Objectives
Bloom's Taxonomy
Webb's Depth of Knowledge (DOK) 1.In a class room collaboration (condition), all students (audience) will work together to distinguish (behavior) at least two (degree) elements and principles, while also being able to explain them, from an art piece that is being critiqued by the group. 2. Working independently (condition), students (audience) will sketch (behavior) three well developed concepts to the point their pieces could be understood if explained (degree) Steps to class Develop students understanding of the elements and principles Start with a historical piece (Van Gogh, Dega) Explain the piece Have students critique the piece Talk to class, group discussion of the piece Introduce the new assignment based off of this historical piece Have students sketch out their ideas and present them to the teacher .
Teacher will give advice on the piece and send students on their way Complete the project, turn in for evaluation. Students will complete an evaluation sheet on their own works Teacher will grade students understanding through the sheet Then grade the physical piece on quality and concept
Formative & Summative Assessment Evidence Formative Evaluation -Observation and discussion regarding the elements and principles of the painting is being provided to see what the students understand. - For this lesson students will be tested on their knowledge of the elements and principles through the production of a sketch at the end of the class, like a quiz, but in drawing form. Summative Evaluation - At the end of the unit students will be tested on their understanding of all the elements and principles through a critique of a finished piece, and a written understanding of the elements and principles.
ISTE Standards for Students
Framework for 21st Century Learning Creativity and innovation Students will observe a video demonstrating the elements and principles and define them. Students will often use technology to access historical pieces regarding the elements and principles. Students will create and be innovative, in their thought processes by applying the elements and principles of art to their own pieces. Students will collaborate and discuss what the elements and principles are with each other and develop a wider range of how to apply these ideas. Students will implement their understandings of the elements and principles to how they create, and critique. Students will develop skills in critical thinking and problem solving by reasoning effectively to decide how apiece meets the elements and principles of art. Students will analyze the elements and principles to apiece. Students will make judgments regarding the use of the elements and principles. Students will solve problems regarding the way the elements and principles were used in a piece by asking themselves why and looking at the piece through different perspectives. Communication and collaboration, students will orally distinguish their judgments of a piece based on their understandings of the elements and principles, this will provide them with a greater knowledge because they will be exposed to many countering opinions. By doing this they will also be working together with the class as a whole, this will open up the mind to more possibilities.
Accommodations, Modifications ADD/ADHD student accommodations- to aide the student in the classroom collaboration, visual aides identifying what the elements and principles are will be present, allowing them to still
think on their own but also have another item to focus on. Students will also be orally discussing these key points to the critique. To allow the students to have a breather from discussion, something that might create some pressure on individuals, students will be asked to participate in a game identifying different elements and principles in the class. This task will be performed in pairs and whatever pair finds the most and understands them will be rewarded with a piece of candy each. Hearing impaired/deaf- to accomplish this classroom discussion, many visual factors will be provided, instead of a painting being looked at and discussed, a video with captions may be provided. Another accommodation for this objective will be to have multiple people taking notes on the subject and then making those notes accessible to the whole class, and open to more discussion, through text. For example, a Google Doc may be used. Instead of an oral discussion occurring, diagrams with ASL on them may be provided explaining the elements and principles. Or teaching the elements and principles through multiple demonstrations and Q and As. Time will also be provided for catch up time for the presence of a interpreter. Below reading level student- for students that are below reading level key terms will be provided (elements and principles), to help them remember these terms, students and the teacher will develop visual aides in the students notes to relate the words to practice and comprehension. Students will be asked to bring a recorder to class for classes like these that are discussion based, so not only will they have written notes, but they can also refer to their recordings to access knowledge that may not be comprehended through note taking. The buddy system may be used often too, instead of relying on the students self; them and a partner will work together to understand the vocabulary applied to the critique. SUPERVISING TEACHERS SIGNATURE
Seton Hill University Lesson Plan Template Step-by-Step Procedures RATIONALE for the Learning Plan
This lesson is built on the idea of properties of art and judgment. These understandings of art will help aide students in understanding the elements and principles CK Introduction Activating Prior Knowledge Show famous paintings to spark recognition Involving what they already know or feel about a piece to get them to begin to think about the deeper parts of it. The elements and principles.
Hook/Lead-In/Anticipatory Set Show a few different paintings, point out some differences, open the subject up to question. Provide titles and artists. Create a discussion based on the ideas stated by the students. Provide examples of elements and principles through demonstration, have them try their hand at different ideas (clay, paint, pastel) connect it all together. Different media but same elements and principles. Explicit Instructions Big Idea Statement
Essential Skills, techniques, elements, and principles of the arts can be learned, studied, refined, and practiced. -Artist use tools and resources as well as their own experiences and skills to create art l Questions Statement How do artists create a piece, what goes into it?
Objective Statement -Students will work together in groups to pick up on what elements and principles are, and what they are to a painting -Students will work on their own to create three sketches from their own ideas, implementing elements and principles and being able to explain their concepts. Transition Transition from the hook by posing a question, if answered correctly by student provide a reward (candy), from discussion questions, transition to action by asking students to get out their materials and use their new ideas and understandings to develop a piece. Key Vocabulary Elements and principles These are just some of my theoretical thoughts to planning in this manner, not everything may be concrete in adaptations and accomodations.
Lesson Procedure Must include adaptations & accommodations for students with special needs PreAssessment of Students- Entrance slip on what their ideas of elements and principles are, exit slip what the elements and principles are now to them. During the beginning of the class visual aides will be provided to spark prior knowledge in students.
Modeling of the Concept- Demonstration, demo by teacher of elements and principles to provide an understanding. Break down of the processes, and keeping the students involved by asking them questions, and asking them to try it. Start with a demo of the elements of principles, explain to them that they are to start to analyze others art. Then their own after they sketch something out, begin a discussion. Define what the elements and principles actually are. Provide written and oral directions, repeating as much as needed. Visual aides will be
provide, a video maybe with captions, or a list of key terms.
Guiding the Practice This lesson is centered on open discussion, I will allow an open thought pool as long as it reaches the subject matter, I will push the students to converse or pay attention by demonstrating the concepts and or by providing videos. Keeping on task by providing focus questions. I will answer any question posed. By presenting the class with key terms on the board and visual aides to refer to this will aide in their understandings. For the independent study I will walk around the room providing praise and guidance on the students development and refocusing them if needed. I will look for constant pencil movement, but also look for the blank stare some will get looking at the paper, provide some motivation and guidance. Focus on individuals at times. Bring focus back to center occasionally, to relax the mind. Accommodations as a class will be directed towards understanding the idea of elements and principles through reiteration on my part and the students part to excel in comprehension.
Providing the Independent Practice Encouraging independent work, encourage students to try stuff on their own and experiment, teach them to be confident in their ideas by having them develop them thoroughly first. Students will work to develop sketches in class, this will extend their learning because they will have something to apply their new understandings of the elements and principles to that is their own, plus guidance will be giving by the teacher. There are no faults in art, just alterations. Transition- Movement from elements to principles, connect the two and show their importance. Get the students to get up and move around to refocus the students so they do not get frustrated while sitting at a desk. Transition from here to a game then refocus them by turning the lights off and providing a closing video.
Adaptations/Accommodations for Students with Special Needs ADD/ADHD student accommodations- to aide the student in the classroom collaboration, visual aides identifying what the elements and principles are will be present, allowing them to still think on their own but also have another item to focus on. Students will also be orally discussing these key points to the critique. To allow the students to have a breather from discussion, something that might create some pressure on individuals, students will be asked to participate in a game identifying different elements and principles in the class. This task will be performed in pairs and whatever pair finds the most and understands them will be rewarded with a piece of candy each. Hearing impaired/deaf- to accomplish this classroom discussion, many visual factors will be provided, instead of a painting being looked at and discussed, a video with captions may be provided. Another accommodation for this objective will be to have multiple people taking notes on the subject and then making those notes accessible to the whole class, and open to more discussion, through text. For example, a Google Doc may be used. Instead of an oral discussion occurring, diagrams with ASL on them may be provided explaining the elements and principles. Or teaching the elements and principles through multiple demonstrations and Q and As. Time will also be provided for catch up time for the presence of a interpreter. Below reading level student- for students that are below reading level key terms will be provided (elements and principles), to help them remember these terms, students and the teacher will develop visual aides in the students notes to relate the words to practice and comprehension. Students will be asked to bring a recorder to class for classes like these that are discussion based, so not only will they have written notes, but they can also refer to their recordings to access knowledge that may not be comprehended through note taking. The buddy system may be used often too, instead of relying on the students self; them and a partner will work together to understand the vocabulary applied to the critique. Evaluation of the Learning/Mastery of the Concept Formal Evaluation Students will be evaluated on their pieces on their use of the elements and principles in a final artwork. Students will be assessed on the how they define the elements and principles At the end of the unit, students will be assessed on their understandings through these evaluations. Informal Evaluation Students will be informally assessed through judgments of their sketches to determine their understandings of elements and principles through their development Students will also be evaluated through enter, and exit slips.
Closure Summary & Review of the Learning Students will explain what the elements and principles are and how they develop a painting. Determine the factors to elements and principles. Students will be able to thoroughly develop their ideas into a piece. Discuss what is difficult about this subject, and what is enjoyable. Homework/Assignments Two sketches focusing on elements and principles, due next class. Students should be able to explain what elements and principles are used. Need to identify at least two to the class for each sketch.
Reading Materials Technology Equipment Supplies Sketchbook, binder Pencils, pens, paint Projector, or elmo will be used. Access to internet videos
Teacher Self-reflection I know what the students have learned through their participation, their test results, and through observations of their understandings, and through their advancements in their projects. Lack of mastery will be addressed in possible tutoring by me. I myself need to work on my delivery and confidence in the class room Need to work on not over thinking, panicking, and freaking myself out. The actions in the lesson plan could be carried out in a more extensive way by myself, for example as the teacher I could provide ways the elements and principles of art are used in everyday life.