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Service Learning Lesson Plan

Title:

Material Exploration

Group/Date: Artistic Abilities/ Spring 2016

Lesson Idea and


Relevance: What are you

Students will create personal puzzle pieces to express their personality and share
themselves with the class; as a way to get to know each other.
going to teach and why is this
lesson of importance to your Students will then explore the medium of tissue paper and discover ways to use
students? How is it relevant to
materials through two different compositions.
students of this age and
background?

Essential Understanding (s): What are the big ideas? What specific

Essential Question (s): What provocative questions will foster

understandings about them are desired to.

inquiry, understanding, and transfer of learning?

Art can be used to build relationships and create a safe artistic


environment.

What is your favorite food? Why?


What is your favorite place? Why?

Materials do many things/ known and explored. Students will


understand that materials are capable of creation beyond
expectation.

How do artists know what materials do?


How do artists choose their materials?
What happens when colors overlap?
What happens when shapes repeat?

Outcomes - Students will be able to...What key knowledge and skills will students acquire as a result of this unit? ...Art history and culture;
expressive features and characteristics of art; art materials, tools, and techniques? What should they eventually be able to do as a result of such knowledge and
skill? ...Compare and contrast art work; analyze sketches?

Students will be able to


The student will be able to express their identity through basic art techniques
The student will be able to identify primary and secondary colors.
The student will be able to identify overlap in works of art created by a variety of artists.
The student will be able to create overlapping shapes.
The student will be able to describe how to use material such as tissue paper, crayons, pastel glue, and paint brushes.
The student will be able to paint and stamp with tissue paper to create a layered and colorful piece.
The student will be able to use resist with crayons or pastel to make a more diverse and layered composition.

Student Reflective Activity: Through what authentic performance

Assessment Instrument (s):

task(s) will students demonstrate the desired understandings? How will


students reflect upon and self-assess their learning?

understanding be judged?

Students will demonstrate their understanding of the


relationship building activity by remembering and referencing
others names and hobbies.
By using primary colored tissue papers in the first
exploration, students will explore color mixing. In the second
piece, students will demonstrate their color understanding by
creating secondary colors. Students will share their pieces at
the end of class in a group critique.
Students will explore using color mixing, shape, overlap,

By what criteria will performances of

Understanding will be assessed by asking questions out loud


to students. Such as:
What happens when blue and yellow over lap?
What happens when a shape repeats?
Understanding will also be shared by the students as they
describe their process and what they did to create their unique
compositions.

pattern, and resist in their second piece to use the tools and
techniques discovered in the first activities.

Pre-assessment:

How will you help the students know where the unit is going and what is expected? Help the teacher know where the students are
coming from (prior knowledge, interests)?

The unit will begin with a simple question, one without a specific correct answer: How do we know what
tissue paper can do? This question will serve as a basis for discussion on color theory and an exploration
of media with the intention of activating prior knowledge in the form of content and compositional
construction.
Motivation:

How will you hook all students and hold their interest?

Teachers demonstration of the material will serve as


motivation. We as educators are excited about exploring these
materials and are counting on that excitement being
contagious. Demonstration will include water and glue on
tissue paper and will be used as a re-usable stamp and paint.

Ideation:

How will you equip students, help them experience the key
ideas, and explore the issues to generate ideas for their art work?

To provoke an idea for the second piece, students will be


asked What can you find in your first piece? Examples of
cubist art will also be shown to provide some ideas.

During the demonstration we will also make comments such


as:
Begin by asking what this material is (tissue paper)
What do you use it for?
I wonder what will happen if I paint over it?
What just happened?
I wonder what will happen if i overlap two different colors?
Three? Should I do more?
Now lets see what you can discover.
Procedures: How is the lesson organized to maximize initial and sustained engagement as well as effective learning? Provide opportunities to rethink and
revise their understandings and work? Allow students to evaluate their work and its implications? Include literacy and numeracy?

-Greet students, make them feel welcome


-Teacher introductions and personal sharing. Share name and tidbit about self.
-Puzzle piece introduction, show our own pieces and why it is fun (express yourself!)
-Teachers share their puzzle pieces with each other as demonstration we will tell each other our favorite
food and place.
-Share puzzle pieces with class
-Teachers ask about use of tissue paper:
Begin by asking what this material is (tissue paper)
What do you use it for?
I wonder what will happen if I paint over it?
What just happened?
I wonder what will happen if i overlap two different colors? Three? Should I do more?

Now lets see what you can discover.

-Teachers demonstrate tissue paper painted with watered down glue. We will show overlapping, and color
mixing.
-Students will be given smaller sheet of paper for exploration
-Students try tissue paper with primary colors only
-Students play and explore overlap
-Students explore painting with tissue paper
-Students reflect on first piece What did you find?
-Teachers show examples of famous art works using overlap and ask questions like: how did they do that?
What were they inspired by?
-Teachers demonstrate resist with pastels and crayon on tissue paper
-Students are given larger sheet of paper to make their final piece
-Students continue on a second work
-Students explore color, repetition of shape, pattern, overlap, and possibly resist
-Students present to whole class or small groups what they made
-Students identify use of overlapping, painting, texture, and/or resist
Materials and Resources: What is needed to complete the learning plan? List materials and resources in a bulleted format.

-Paper cut into puzzle pieces


-Markers
-Colored Pencils
-Tissue paper
-Cups
-Water
-Glue
-Paint brushes
-Example paintings
-Color Pastels
Preparation and Safety: What do you need to prepare for this experience? What safety issues need to be addressed? List steps of preparation and
safety in a bulleted format.

Paper for puzzle pieces will be cut and tissue paper will be cut into circles, triangles, squares, and
rectangles. Before students arrive, all materials will be set up. Tables will be covered and tissue paper,
water, glue, and brushes set up for a demonstration. Each student will have a puzzle piece, a small piece
of paper for exploration, and a large piece of paper for final artwork.
Accommodations:

How is the lesson tailored (personalized) to the different needs, interests, and abilities of learners? ...Access (Resources and/or
Process) and Expression (Products and/or Performance)?

Gloves will be available for student who do not want to get their hands dirty. Other accommodations will
be further assessed when the students needs are known.

Understanding the plan...

Stage 1 Desired Results


Relevance - What are you going to teach and why is this lesson of importance to your
students? How is it relevant to students of this age and background?
Essential Understanding(s) - What are the big ideas? What specific understandings about
them are desired? What misunderstandings are predictable? (Reflect and Transfer)
Essential Question(s) - What provocative questions will foster inquiry, understanding, and
transfer of learning? (Reflect and Transfer)
Outcomes (objectives): What will students know and be able to do? What key knowledge and
skills will students acquire as a result of this unit? ...Art history and culture; expressive
features and characteristics of art; art materials, tools, and techniques? What should they
eventually be able to do as a result of such knowledge and skill? ...Compare and contrast art
work; analyze sketches? (Comprehend and Create)

Stage 2 Assessment Evidence


Student Reflective Activity: Through what authentic performance task(s) will students
demonstrate the desired understandings? How will students reflect upon and self-assess their
learning? (Comprehend, Reflect, Create, Transfer)
Teacher-centered Assessment (instrument): By what criteria will performances of
understanding be judged? What evidence (e.g. quizzes, tests, academic prompts,
observations, products/artwork, sketchbooks, journals, etc.) will students demonstrate
achievement of the desired results?
Stage 3 Learning Plan
W = help the students know where the unit is going and what is expected? Help the
teacher know where the students are coming from (prior knowledge, interests)?
(Comprehend)
H = hook all students and hold their interest? (Reflect and Create)
E = equip students, help them experience the key ideas, and explore the issues to
generate ideas for their artwork? (Create)
R = provide opportunities to rethink and revise their understandings and work? (Reflect
and Transfer)
E = allow students to evaluate their work and its implications? (Reflect)
T = be tailored (personalized) to the different needs, interests, abilities of learners
O = be organized to maximize initial and sustained engagement as well as effective
learning?