learning segment plan 227
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VISUAL ART LEARNING SEGMENT PLAN UWM METHODS TEMPLATE
Learning Segment Title: Identity in Art Number of Planned Lessons: 3 Age Group: 4th Grade
ENDURING CONCEPTS & GOALS FOR THE LEARNING SEGMENT Central Focus: (3-4 sentences describing the core concepts for the learning segment and meaningful connections to the subject-specific objectives, including: interpreting art, developing works of art/design, and relating art to context.
Inthislearningsegment,studentswilldevelopanunderstandingofpersonalandculturalidentity.Studentswillexploretheseconceptsthroughpersonalconnections,thebeadworkofTeriGreeves,andresearch.Studentswillthenbeabletolearnandskillfullyutilizepaintingskillstotransformtheirownwearableitemusingculturalimagesandimagesofobjectsthathavepersonalsignificancetothem.Inaddition,studentswillpresenttheirfinishedwearableitemstotheclassinashowandtellsession.
Enduring Understanding (What do you want students to understand through this learning segment?) Studentswillunderstandhoweveryonehasaculturalidentityandintereststhatidentifythemandmakethemunique Key Concepts: 1.)Identityiswhoapersonis.2.)Itispossibletohavemorethanoneidentitybasedonthethingsyouliketodo/yourfamilydoes.3.)Learningaboutyourownidentity(ies)canhelpyouunderstandthewayotherpeopleandculturesare Essential Questions: 1.)Whatisidentity?2.)Howisitpossibletohavemorethanoneidentity?3.)Howcanlearningaboutyourownidentity(ies)helpinformyourideasaboutotherpeople/cultures?
KNOWLEDGE OF STUDENTS TO INFORM TEACHING
How does this lesson connect with and build on students’ previous/subsequent lesson(s)?
What personal, cultural, and community assets inform this learning segment? • TeriGreeves’sculturalart • Thestudents’ownculturalandpersonalidentities/interests • Thestudentvariedbackgrounds
What are the developmental characteristics of these learners that are relevant to this learning segment? (physical, social/emotional, cognitive). What adaptations and consideration are needed for instruction for whole class, individuals, and students with specific needs?
• Curiosity • Egocentricity • Interestinfamilyandpopularculture • Sociallyaware
Consideration/adaptations:Considerthestudents’personalstyleandinterests,andthegenderidentitiesofstudents.Mayneedtoadapttogiveextraresearchhelptokidsw/oaccesstofamilyhistoryforresearchWhat are the visual art dispositions of this group that are relevant to this learning segment? What are common misconceptions in relation to this learning segment? SomechildrenmayhavetroublepaintingonfabricMisconceptions:thatclothescan’tbeart,thatallstudentshavesimilaridentitiesorsharecertainones,thatidentitiesareobvious
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LEARNING OBJECTIVES & VISUAL ART STANDARDS Students will be able to... Student will demonstrate an understanding that... National Core Art Standards (list grade level specific number and text)
Learning Objectives Learning Tasks & Assessment Alignment
IdentifyandanalyzeculturalassociationssuggestedbyvisualimageryVA:Re7.2.5a
Interpreting Art: StudentswillbeabletointerpretthebeadworkofTeriGreeveswhilemakingconnectionstotheirownexamplesofculturalandotherpersonalidentities.
Learning Tasks: • Introduction • Lookingandtalkingactivityabout
artistTeriGreeves • Wholeclassdiscussion
Assessments/Feedback: • Informalobservations • Informalquestionandanswersession
3rd,applyknowledgeofavailableresources,tools,andtechnologiestoinvestigatepersonalideasthroughtheart-makingprocessVA:Cr1.2.3a
Developing Works of Art/Design: Studentswillbeabletoskillfullyutilizegoodpaintingtechniques,planning,andresearchtoembellish/transformawearableobjectwithimages/symbolsabouttheiridentity(ies)
Learning Tasks: Demonstration&artproductionskillbuildingactivities:1.)researchtechniques,(computer,interview,etc)2.)fabricpaintingtechniques,3.)extraembellishmentadditionsAssessments/Feedback:
• Researchworksheetassessment • Informalfeedbackandobservations
4th,CreateworksofartthatreflectcommunityculturaltraditionsVA:Cn10.1.4a
Relating Art to Context: Studentswilldisplayanunderstandingoftheconceptsofidentity,hybrididentities,andtheidentitiesofothersthroughthetransformationandpresentationoftheirownwearableobject.
Learning Tasks: • Artproduction • Showandtell
Assessments/Feedback:
• Informalobservationsduringshowandtell
• Summativerubricoffinishedartpieces
ACADEMIC LANGUAGE
Language Demands (Describe language demands that are essential
to this learning segment)
Planned Supports (Instructional strategies, learning tasks, &
materials)
Assessments/Evidence of Learning
Language Function: Interpretartpresentation
• Introduction:ClassroomdiscussionaboutTeriGreevesandherart,strategicquestionsaboutartandidentity,imagediscussion,studentconnections
• Showandtellpresentationwithfinishedwearableobjects
• Informalobservationsduring
introandshowandtell • Informalqandasession
Vocabulary: (list & define) Embellish:tomakesomethingmoreattractivebytheadditionofdecorativedetailsorfeaturesIdentity:whoorwhatapersonorthingisCulture:thepatternofbehaviorsharedbyagroupofpeopleorsocietyCulturalIdentity:thefeelingofbelongingtoaspecificcultureHybridCulturalIdentity:twoormoreculturalinfluencesinthecreationofoneperson’sidentityIdentity:whatmakesyouwhoyouare
• Researchworksheet • Teachingandshowingthevocab
duringtheintoanddemos
• Assessmentofresearch
worksheet
• Informalobservations
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LESSON #1 Descriptive Lesson Title: Introduction to Teri Greeves and Research Lesson Description: (Brief overview of learning objectives, instructional strategies, and learning tasks covered in this lesson)
StudentswilllookatthebeadworkofTeriGreeves(onChuckTaylorsspecifically).Wewilldiscusshowherworkshowsherculturalidentities.Wewillalsodiscussspecificidentities(possiblymorethan1perstudent)thatthestudentsmayhave(culturallyorotherwise),sharingwiththeclassandhavinganopendiscussion.Thestudentswillbegivenaresearchworksheetinclassandaskedtocompleteitbeforetheycanmaketheirownwearableart.Demonstratehowtogoaboutresearching(usingtechnology,books,andaskingrelatives).Then,studentswillhavetimetousebooksandcomputersinclasstodoalittleresearchontheiridentitiesbeforebeingsenthomewiththeirworksheets.Materials: (Instructional, art making, and organizational materials required for this lesson) PowerPointwithphotosofTeriGreeves’sworkCulture/researchworksheetPencilsLaptops/iPadsifpossibleBooksfromthelibraryInstructional Strategies & Learning Tasks Chronological description of teacher and student activities and learning tasks for this lesson, including review, motivation/introduction, looking and talking about art, demonstration, studio practice and art making, and closure activities. Time Teacher Activities Student Activities Differentiation/Adaptations 00:00
IntroducetheartistTeriGreevesandphotosofherwork.Discusswhereshecomesfrom,howbeadworkissignificanttoherandherculture
Observeandaskquestions
3:00
Ask“whatdoyouthinkofthisart?HowdoyouthinkitshowsyouaboutTeriGreeves’sIdentity?Istheremorethanoneidentitybeingshown?Whatdoyouthinkclothingcansayaboutanoccasionoraboutaperson?”
Answerquestions,informaldiscussion
8:00
Ask“whatkindofidentitiesdoyouallhave?Whataboutyourculturalidentity?CanIhavesomespecificexamplesofyouridentities?Whydoyouthinkthatdefinesyou?Doyouhaveanyquestionsaboutidentity?”Teachvocabularytermsthatthestudentsmaynotbefamiliarwith
Answerquestions,informaldiscussion,askquestions
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15:00
Askstudents“howtheymightshowtheiridentitiesvisually,likeTeriGreeves?”
Answerquestions,informaldiscussion,askquestions
17:00
Demonstrationofhowtodoresearchonidentity,culturalidentity,andvisualsymbolsthatmightshowthoseidentities(usingtheinternet,books,andbyaskingrelatives)Afterdemostudentswillgetin-classtimetobeginresearchandbegintofillintheworksheetabouttheiridentitiesandresearch
Observedemonstration,askquestionsBeginresearchandbeginfillinginworksheets
Relevant Assessments & Planned Feedback (Initial, Formative, and/or Summative) Formativeobservationsofin-classdiscussionResearchworksheet LESSON #2 Descriptive Lesson Title: Hat Transformation (Art-Making) Lesson Description: (Brief overview of learning objectives, instructional strategies, and learning tasks covered in this lesson)
Studentswillwatchademonstrationofhowtotransfertheiridentity-symbolsketchesfrompreviousclasses/lessonsontotheirblankbaseballhatsusinggoodsketchingtechniques.Theywillthenbeshownhowtobeginpaintingtheirbaseballhatsusingspecificbrushes,sponges,andpaintingtechniques(addabackgroundbeforesmallerdetails,goodtipsforpaintingonfabric,etc.),andhowtoaddembellishmentswithsequinsandotherobjectsiftheydesire.Arefresheronhowtomixpaintsandaremindertowashbrushesthoroughly(esp.Whenusingfabricpaint!)wouldbegood.Studentswilleachbegivenahatandsketchingandpaintingsuppliessothattheycanbegintheirhattransformations. Materials: (Instructional, art making, and organizational materials required for this lesson) BaseballhatsforeachstudentSketchpapersandpencilsCompletedresearchworksheetswithsketchesofsymbolsFabricpaintsWatercupsPaintbrushesofvarioussizesPaintingspongesPaintpalettesSequins
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Instructional Strategies & Learning Tasks Chronological description of teacher and student activities and learning tasks for this lesson, including review, motivation/introduction, looking and talking about art, demonstration, studio practice and art making, and closure activities. Time Teacher Activities Student Activities Differentiation/Adaptations 0:00
Makesureallstudentshavetheirsketchesandresearchworksheetscompleted
Retrievesketchesandresearchworksheets
3:00
Begindemonstrationonhowtotransfersketchesfromsketchpapers/researchworksheetstobaseballcaps
Observedemonstration,askrelevantquestions
6:00
Transitionintoademonstrationonhowtobeginapplyingpaintskillfullytothefabrichat.usingspecificbrushes,sponges,andpaintingtechniques(addabackgroundbeforesmallerdetails,goodtipsforpaintingonfabric,etc.),andhowtoaddembellishmentswithsequinsandotherobjectsiftheydesire.Alsodemonstratearefresheronhowtomixpaintsandaremindertowashbrushesthoroughly
Observedemonstration,askrelevantquestions
13:00
Passouthatstostudentsandbegindistributingpaintsandpaintingimplements
Beginskillfullysketchingandpaintingonbaseballhats,followingsketchesonresearchworksheet
Neartheendofclass
Assiststudentsincleanup
Cleanup!
Relevant Assessments & Planned Feedback (Initial, Formative, and/or Summative) FormativeObservationsofhowwellstudentsarepayingattentionduringintroandobservationsandfeedbackforstudentsduringartmaking
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Artifacts/Student Work: