I. Comprehensive Summary of Cognitivism•“Art is a process, not a product.” my motto in my classroom •Art Teacher: easily compare my teaching style to that of Cognitivism •Art has a step by step process to achieve the final outcome. •Delivery of this process makes my role effective or not to my learners. •My students will automatically achieve a successful product. •With a Cognitivist approach my students are thinking through their process, not rushing to finished product. •My students know not to bring me their project prematurely•Always room for improvement in art making, especially in a novice setting (K-12)•I keep my standards high, so will they. •Naturally some will be more proficient than others•Basic level students will be receiving more resources, attempts, and examples to develop their process.•Cognitive learning theory is based aspects that are essential to me as an educator and as a comprehensive field of art. •Evolving our knowledge through use, practice, and experience is essential•Artists have to ensure they are using more resources, better materials, multiple media, a variety of tools, all while developing the critical thinking process to complete an honest critique. (Metacognition)•Reach a higher level of learning•Open floor critiques, rubrics, or self evaluation. •Cognitive learning theory and good art making: generating ideas that are not the norm•Receiving feedback essential for improvement•Narrowing down ideas to a reasonable system•Then expand upon their ideas or work to develop new ones for future use•Organized in my class environment, my lessons, and with myself•Role model of structure, discipline, respect, and experience•Intellectual process required in the Cognitive Learning come naturally with art•Fosters reasoning, remembering, and adapting to the environment

In digesting all the knowledge gained this week of the different Learning Theories, Cognitivism sits in the pit of my gut like a lead balloon:

• It is the essence of not only my teaching style, but of my personal characteristics and value system.

• It goes hand in hand with what I do as an Art Educator.• Art and Cognitivism alike are: 1. a process or step by step procedure 2. they require critical

thinking and reflection 3. require a building foundation of knowledge and skills 4. to be successful one has to grow, go outside the norm, have it be meaningful, challenge themselves with achievable limits, and be comfortable to learn through the social interactions that may be required 5. get creative with their ideas, but them bring them back into a organized system that is effective, and be comfortable to make mistakes and try again.

• All necessary and I only had recognized a few of them prior to today. 

• Now I have to manipulate my teaching practices to enhance this learning theory and my environment to develop an even better approach for my learners. 

• Many were being done, but I was not recognizing them, so now I can consciously implement them to the full potential.

• Look forward to bettering myself as an educator, but more importantly the knowledge, experience, and thinking of my students. 

Lesson Design for Lesson Design for Cognitive Learning Cognitive Learning

TheoryTheory

Lesson Design for Lesson Design for Cognitive Learning Cognitive Learning

TheoryTheoryFalse Face Masks: 3False Face Masks: 3rdrd Grade Grade

Kara FreeboroughKara Freeborough

Curriculum: Art• Curriculum: Art• PA Standards: • 9.1.3 Production, Performance, and Exhibition • A. Know and use the elements and principles of each art form to create works in the arts and humanities• B. Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review, and

revise original works in the arts.• C. Recognize and use fundamental vocabulary within each of the arts forms• E. Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through

creation of works in the arts.• 9.2.3 Historical and Cultural Contexts• A. Explain the historical, cultural, and social context of an individual work in the arts• D. Analyze a work of art from its historical and cultural perspective.• F. Know and apply appropriate vocabulary used between social studies and the arts and humanities• G. Relate works in the arts to geographic regions:• North America• New York• Pennsylvania• I. Identify, explain and analyze philosophical beliefs as they relate to works in the arts (e.g. classical architecture, rock

music, Native American dance)• K. Identify, explain and analyze traditions as they relate to works in the arts (e.g., story telling- plays, oral histories-

poetry, work songs- blue grass).• 9.3.3 Critical Response• A. Recognize critical processes used in the examination of works in the arts and humanities• Compare and contrast• Interpret• Analyze• Form and test hypotheses• Evaluate form judgments• F. Know how to recognize and identify similar and different characteristics among works in the arts (e.g., Amish and

Hawaiian quilts, Navaho weavings and Kente cloth from West Africa).

Objectives:• The students will be able to:• *identify a False Face mask• *discuss the Mohawk Indian tribe• *discuss the legend of the False Face

spirits• *create their own False Face mask using

different art materials in one class period.

Materials:• Brown, Black, Red, Yellow, White construction

paper (12”x9”) • Elmer's school glue• Scissors• Silver or gold shiny paper to resemble metal • Yarn (Black or Brown)• Markers (various colors)• One hole punchers• Handouts on the Mohawk Indian tribe• Handout on the legend of the False Face• Pictures of authentic False Faces• Teacher-made example of False Face mask

Procedures:• When the students come into the art room, they are usually pretty eager

to see what they are going be making. To really get their attention, I will greet the students at the door holding my False Face mask example to my face.

• When the students get settled, I will post the example on the board. I will then begin questioning the students what their thoughts or ideas are about the Mask examples. Before I tell the students what it is, I begin reading to them about the Mohawk Indians in general followed by reading to them about the False Face legend specifically.

• I will pass out the False Face example handout to the students.• We will discuss what I just read to them. • Bringing them back in, We will organize a list of and go over again the

components of a False Face mask • Give them their instructions to make their own mask through a sequencing

of steps and procedures that are also continually posted for the students to check along the way

• Before they are released to begin working, I will pass out the False Face assessment and explain what they have to do for that so they can again internalize the final goal and what is being required of them. Have them verbalize to me some possible answers for their performance rubric

• I will ask if there are any questions before beginning.• Table that has shown good listening skills and participation up to that

point of the lesson will be allowed to pass out the materials (they love to assist).

• When there is 10 minutes left in the period, the students will be reminded of their Rubric that needs to be completed by the end of class and placed in their class cupboard

• A group of students that showed good work ethic throughout the art making will collect.

• I call one table at a time to line up depending on good behavior and if their areas are in an acceptable order.

• Upon closing, while the students are in line, so they are still focused until dismissal, I will review them on what they learned and ask them to show me certain details that were a requirement on their mask.

Assessment:• Formative Assessment 1- After I finish reading to the students, they

will be able to discuss the Mohawk Indians and the legend of the False Face society. I will be able to assess their listening skills by hearing what they have to say. This shows me what they know after I read to them.

• Formative Assessment 2- After the informative part of the lesson

ends, the students will then create their own False Face masks. I feel that the art production part of the lesson is a way to assess their ability to follow directions and to see what they learned from the lesson by displaying it in their artwork. Their artwork is a way to sum it all up in the end. It is assessing what they have learned and their ability to follow directions.

• Post Assessment – After the students make their masks, but before

they leave they will complete a False Face Assessment sheet. It asks them if they completed the requirements of the mask, such as, “Does your False Face have wrinkles, broken nose, and a lopsided mouth?”

• Final Reflection - while the students are in line, so they are still focused until dismissal, I will review them on what they learned and ask them to show me certain details that were a requirement on their mask and give several key points of Mohawk Indians or the legend of the False Face society.