VISUAL ARTS
YOUR NAME: Thomas Morris
Chose an art work to guide your lesson: (On the basis of what knowledge about students’ linguistic, cultural or community assets did you determine this content/language focus?
[I based this lesson on self expression through art with the intent of language development, color identification and identifying ones emotions.]
ARTWORK TITLE: Number 5, 1948
ARTIST: Jackson Pollock
MEDIUM: Oil and enamel paint on canvas
VISUAL ELEMENTS/IDEAS/THEMES [ACEI 2.5]
BRAINSTORMING: Describe ideas, themes, and visual elements that you identify in the work-of-art.
[What do you see? What do you notice? What is the story? Does this portray an emotion when looking at it? How would you get these kinds of brush strokes on a canvas? What colors does Pollock use?]
KEY IDEAS: (What is the overarching idea that this mini-unit/ learning segment addresses?)
[Colors used to express emotion; types of lines formed with the paint and feelings the painting addresses. ]
ORGANIZE IDEAS INTO THEMES: Identify unifying content areas, visual relationships and points-of-view. (What is the content understanding you want to develop in this learning segment? Choose 1-2 clear and focused content understandings.)
[What colors and brush strokes to use to create a feeling. How to express yourself through art. ]
MAKE A LIST OF THE IMPORTANT VISUAL ELEMENTS and DESIGN PRINCIPLES THAT ARE BEING USED IN THE WORK OF ART UNDE STUDY:
(Content-specific: What are the content/discipline words to teach, practice and use in this learning segment?) Visual elements: line, shape, color, texture, size, value, form, space.
[Line, color, size, small, large, rough, drip, splatter, happy, sad, mad and confused.]
(What is the (visual) language function that students will be working towards developing in this learning segment? Choose 1 language function.) Design principles: movement, balance, rhythm, emphasis, unity, focus, scale, composition, harmony, contrast, unity.
[Focus- Where do students first look when viewing this artwork? Why?]
State the age or grade of the students AND describe the learning capacity (gifted, average, learning disabilities) you are planning for.
[Pre- School 4-5 years old, average.]
(What language skills is this learning segment teaching, practicing, and assessing? Choose no more than 2—use WIDA Standards for English language proficiency development.)
[ ]
AIMS / GOALS / OBJECTIVES [ACEI 3.1]
(What will students produce for you to assess both content understanding and language skills at the end of this learning segment? It should be in one modality-L, S, R or W. )
[Students will create works of art based on a medium of tempera paint, paint brushes and different size art paper. Students will be encouraged to critique works of art at the end of each day focusing on language development, interpretation skills and emotions based on color recognition.]
What is your aim? Aims are general statements that give direction or intent to educational action. Students will understand, learn or know…
[Students will understand emotions through color recognition.]
What is your goal? Goals are statements of educational intention which are more specific than aims. (Evidence of how this learning segment builds on students’ assets/lives)
Students will be able to identify and make…
[Students will be able to identify primary and secondary colors as well as create works of art based on understanding their own feelings.]
What is your content objective? Objectives are statements of education intention which state outcomes. (measurable) (On the basis of what student data did you determine there was a need for a focus on these objectives?)
(What will students leave the lesson understanding that they didn’t know before? This is your goal for student learning about content. How it will be measured will appear in the assessment of learning at the end of the lesson.)
[Students will be able to identify primary and secondary colors. They will be able to understand their own emotions, expressing them verbally and create art based on these emotions. Students will be able to identify colors that correlate with emotions and use them to design their art.]
Students will create, list or choose…
[Students will create art while listening to music and choose the emotion that the music makes them feel, and then they will paint their work.]
What is your language objective?
(What language will the students be asked to practice/learn in this lesson?
How does it link to students’ needs that you have noted?
This is your language learning goal. How it will be measured will need to be provided as part of the student tasks. (Ingredients: vocabulary phrases, grammatical forms, language function, sub-skill/modality = Language you want to see/hear students using)
[Students identifying colors blue, yellow, red, green, purple, orange, black, grey and white. Emotions of mad, happy, sad, sick, confused, thinking and giving those emotions a color to represent them, like mad could be red, sad blue etc. Expressive language also used would be large, small, spill, splatter, drip.]
( What content area standards is this learning segment driving towards? Choose no more than 2—may be from Common Core and/or NY State Standards. )
What Common Core Arts Standards does your Lesson plan address?
http://www.aep-arts.org/resources-2/common-core-and-the-arts/
[1. Expresses oneself and represents what h/she knows, thinks, believes and feels through visual arts.
a) Experiments with a variety of mediums and methods of using art materials.
b) Shows an interest in what can be created with tools, texture, color and technique.
d) Chooses materials and subjects with intent and purpose.
e) Paints, draws and constructs models based on observations.
2. Responds and react to visual arts created by themselves and others.
a) Expresses an interest in drawing, sculptures, models, paintings, and art creations of others.
b) Identifies similarities and differences among samples of visual arts.
c) Shares opinions about visual arts, creations, and experiences. ]
What NY Arts Standard does your Lesson Plan address? The Arts Standards for New York.htm http://www.p12.nysed.gov/ciai/arts/artstand/home.html
[Standards 1, 2, 3]
INQUIRY/REFLECTION AND CONTEXT [ACEI 3.3]
ARTISTIC LINE OF INQUIRY: Create an ARTISTIC LINE-OF-INQUIRY that focuses on at least one visual element the artist has used to cause an effect on our senses or understanding about the subject matter of the painting. In practice the artwork is the thesis or argument that is realized through the use of visual elements that make up the artist’s language. What kind of question does the artwork invoke?
[How does Jackson Pollock’s us of line and colors evoke meaning (emotion)?]
EDUCATION PRACTICE – LINE OF INQUIRY: Make a list of questions that open meaning. (Teaching Questions) In Theory – an ordering of questions so as to develop a particular argument. THINGS TO CONSIDER: Which questions NEED to come first? Which questions build on each other? Can you create questions that address different learning modalities? Such as, how can children’s experience with the language of the arts, help to build literacy or logical thinking.
[What do you see? What area of the art do you look at first? What type of lines do you see? Are there lines? How do you think Pollock created these marks on the page? What colors do you see? How do these colors make you feel? How does this painting as a whole make you feel?]
CREATIVITY/SKILLS ACTIVITY/FOLLOW-UP ACTIVITIES [ACEI 3.4] Opening
ACTIVITY: Create your own art activities that use visual, musical, theatrical or dance elements that contribute to the artworks unique character, technique or style. (How will you get students started as they enter the room? What will be the first task they must engage in to capture their interest?)
[Teachers will open a discussion about what Expressionism is and how students can express themselves through art. Students will be encouraged to share their feelings and what they would paint by the way they feel. Teachers will show an emotion card and ask students what emotion is being depicted and what they would paint? Teachers will introduce the artist Jackson Pollock and show the class his artwork. Students will then be asked the education practice - line of inquiry questions. Teachers will then have students choose three pieces of chart paper to paint on, sizes will vary. Then students will listen to different types of music that will affect the “mood” of the class i.e. Zen, Classical and Heavy Metal. Students will paint several paintings while the different songs are playing.]
Materials: (List all of the physical, textual, visual, auditory materials, technology, etc. that will be called upon for use in this lesson.)
[Tempera paint, paint brushes, photos of Jackson Pollock’s artworks, chart paper cut into different sizes, music and emotion cards.]
CREATE A SKILL ACTIVITY: a good skill activity helps students to improve their ability to control an art medium. (Do Now/Starter with Anticipatory Set/Motivation)
[Teachers will then have students choose three pieces of chart paper to paint on, sizes will vary. Then students will listen to different types of music that will affect the “mood” of the class i.e. Zen, Classical and Heavy Metal. Students will paint several paintings while the different songs are playing.]
Introduction to New Material (I Do/We Do) (Lesson Objective)
DESIGN A CREATIVE ACTIVITY: a creative activity allows individuals to find their own outcome of expression using their acquired skills.
(How will you express to students what the learning goals for the lesson are?)
[Teachers will discuss to students, as a class, that they will be learning about primary and secondary colors, different ways to utilize their brushes to make line strokes and teachers will show students emotion cards with colored backgrounds for extra emphasis to build on the color/emotion connection.]
Guided Practice of Lesson Task
How will you show students what you want them to engage in?
[Teachers will model with facial expressions and have children modeling their own facial expressions while their peers have to guess what type of emotion they are displaying.]
What will you model in terms of language forms/target language?
[The target language for the beginning of the class would be colors with emotions and connecting the two.]
How will you set them up to “notice” some language?
[Teachers will repeat words, acknowledge new descriptive words children use and ask scaffolding questions to build on their vocabulary.]
(How will you assess that students are ready to begin the independent work portion of the lesson?)
[I will asses students based on their prior knowledge of colors, expression of feelings, language development and the use of language and interpretation throughout the activity.]
Differentiation of Lesson Task
(What will students be engaged in for the bulk work portion of the lesson?
How will it be differentiated for students at different proficiency levels (process/product/content)?
How will students be grouped/paired?
What choices will students have about their learning?)
[Children will be grouped in 3 tables of 5 students. Children will be paired 2 strong verbal communicators with 3 weak or shy peers. Children will have all primary and secondary colors placed on each table. Before sitting, children will choose 3 pieces of chart paper each cut in different sizes. The rest of the lesson refer back to the activity above.]
Feedback on Lesson Task
(What will you do to watch and provide on-the-spot feedback to students as you circulate or target a particular group?
What language do you want to see or hear being used in this portion of the lesson? Did you try performing this same task yourself to determine this?
What possible difficulties/errors/misconceptions can you predict may come up? How can or have you built these into your original guided practice?
What are some model answers you are expecting?)
[I will walk around the classroom with positive re-enforcement and ask questions like what feeling do you get while listening to this type of music? What colors do that feeling make you want to use? How would you paint that feeling? The language I want to hear is, I’m mad so I will use red paint and press hard because I’m mad. Some errors that may occur would be children just paint quickly and be done with the activity and teachers should scaffold the activity so that the students become engaged and willing to want to participate. Model answers would be red means mad so I will use red, blue makes me feel sad so I will listen to the song and see if I feel sad etc.]
CREATE A FOLLOW-UP ACTIVITY: a follow-up activity seeks to connect the creative process to other content areas.
Homework Extension:
(What will they be asked to practice when they go home related to the lesson?)
[When students go home, they can put on their favorite song and paint/draw to it just like the class activity. Students can bring in their works and we can discuss them as a class, anonymously.]
REFLECTION AND CONTEXTUAL INFORMATION
REFLECTION:
Make a list of questions that you would ask to encourage reflection after the art experience or museum visit?
[What music did you like? How did that music make you feel? What colors did you use? Which song was your least favorite? Why?]
Create a hands-on activity that calls upon reflective imagination, based on memory of the museum visit or an art activity. (such as) Ask students to draw something they remember.
[Children could draw their painting with crayons to use a different medium and ask questions like how did you feel when you painted and how did you feel when you drew your artwork? Where the feelings the same or where they different? Why? ]
Reflection on Learning:
(What will you do to invite students to share back what they did or learned during the lesson?
How do you intend to create awareness about what they have learned-will learning be on display in the classroom or in an online forum?)
[After the critique at the end of the day students will sit in a circle with their works displayed throughout the classroom and teachers will ask a series of questions which will reflect upon what the students did, how they felt, what they enjoyed and what they disliked.]
Commentary on Day 1
(What did I notice today about my content learning goals?
[Children comprehended the lesson and had a lot to say about the artwork.]
What did I notice about my language goals?
[The language goals were met, a couple of children had trouble putting colors to feelings, but as the week went on, they began to show progression.]
Were students active in using the target language today?
[Yes, almost all students had a comment about the artwork, the activity or their feelings.]
What did I observe as effective and what is my evidence for that claim? What can you say about how the class as a whole, and how particular students did?
[Children were identifying feelings based on the music then painting. One child while listening to the heavy metal music said it made him feel angry so he said he wanted to use red because it made him mad.]
What did I observe as needing improvement and what is my evidence?
[Improvements would be altering groups so children can be with other peers and personalities.]
What can you say about how the class as a whole, and how particular students did?
[The class did wonderful, we created a lot of artwork, discussed at least one of each students artworks and the class had tons to say about their peers paintings.]
Where do I need to go tomorrow?)
[Build on line and splatter/drip style of painting.]
CONTEXTUAL INFORMATION:
What kind of connections can you make to link the visual arts to curriculum?
[Children understand their feelings and emotions and how to express themselves through art.]
What kind of information, reading, research or demonstration can you use after or before a visual arts unit of study?
[How an art piece is put together, what lines are being made, what shapes the artist has created, intentional or not. The different colors portrayed and the feeling/ emotion the artwork evokes.]
LIST CONTEXTUAL INFORMATION:
author: Jan Greenberg, Sandra Jordan, Robert Andrew
book title: Action Jackson
artists name: Jackson Pollock
title of artwork: Number 5, 1948
web site: www.jackson-pollock.org
ASSESSMENT
Create and attach an age/grade specific rubric with 3 assessment levels for your lesson.
[1. Language: 1- single words based on what they see, 2- short sentences, 3- full/ complete sentences.
2. Understands and Identifies feelings: 1- 1-2 emotions, 2- 3 emotions, 3- 4+ emotions.
3. Color Identification: 1- 1-2 colors, 2- 3-4 colors, 3- 5+ colors.]
Checking for Understanding of Task
(How will you assess that students are ready to begin the independent work portion of the lesson?
[Based on their language skills, color identification and knowledge of self.]
What data did you collect during or at the conclusion of the lesson to review in order to ascertain where students are in their language and content learning?)
[Children build language through repetition and meaningful conversation. As a teacher it is my job to present work which is meaningful to the student so that they aspire to want to learn more.]
Planned Modifications
For Day 2
[Review primary and secondary colors, differences between lines and splatter/drip and how to achieve this look on their art. Teachers should review emotions with mirrors so that children can see their expressions.]
For Day 3
[Observe artworks from day one and day three, compare and contrast as a class, what line is being displayed? What different size paper was used? What emotion is displayed?]
YOUR NAME: Thomas Morris
Chose an art work to guide your lesson: (On the basis of what knowledge about students’ linguistic, cultural or community assets did you determine this content/language focus?
[I based this lesson on self expression through art with the intent of language development, color identification and identifying ones emotions.]
ARTWORK TITLE: Number 5, 1948
ARTIST: Jackson Pollock
MEDIUM: Oil and enamel paint on canvas
VISUAL ELEMENTS/IDEAS/THEMES [ACEI 2.5]
BRAINSTORMING: Describe ideas, themes, and visual elements that you identify in the work-of-art.
[What do you see? What do you notice? What is the story? Does this portray an emotion when looking at it? How would you get these kinds of brush strokes on a canvas? What colors does Pollock use?]
KEY IDEAS: (What is the overarching idea that this mini-unit/ learning segment addresses?)
[Colors used to express emotion; types of lines formed with the paint and feelings the painting addresses. ]
ORGANIZE IDEAS INTO THEMES: Identify unifying content areas, visual relationships and points-of-view. (What is the content understanding you want to develop in this learning segment? Choose 1-2 clear and focused content understandings.)
[What colors and brush strokes to use to create a feeling. How to express yourself through art. ]
MAKE A LIST OF THE IMPORTANT VISUAL ELEMENTS and DESIGN PRINCIPLES THAT ARE BEING USED IN THE WORK OF ART UNDE STUDY:
(Content-specific: What are the content/discipline words to teach, practice and use in this learning segment?) Visual elements: line, shape, color, texture, size, value, form, space.
[Line, color, size, small, large, rough, drip, splatter, happy, sad, mad and confused.]
(What is the (visual) language function that students will be working towards developing in this learning segment? Choose 1 language function.) Design principles: movement, balance, rhythm, emphasis, unity, focus, scale, composition, harmony, contrast, unity.
[Focus- Where do students first look when viewing this artwork? Why?]
State the age or grade of the students AND describe the learning capacity (gifted, average, learning disabilities) you are planning for.
[Pre- School 4-5 years old, average.]
(What language skills is this learning segment teaching, practicing, and assessing? Choose no more than 2—use WIDA Standards for English language proficiency development.)
[ ]
AIMS / GOALS / OBJECTIVES [ACEI 3.1]
(What will students produce for you to assess both content understanding and language skills at the end of this learning segment? It should be in one modality-L, S, R or W. )
[Students will create works of art based on a medium of tempera paint, paint brushes and different size art paper. Students will be encouraged to critique works of art at the end of each day focusing on language development, interpretation skills and emotions based on color recognition.]
What is your aim? Aims are general statements that give direction or intent to educational action. Students will understand, learn or know…
[Students will understand emotions through color recognition.]
What is your goal? Goals are statements of educational intention which are more specific than aims. (Evidence of how this learning segment builds on students’ assets/lives)
Students will be able to identify and make…
[Students will be able to identify primary and secondary colors as well as create works of art based on understanding their own feelings.]
What is your content objective? Objectives are statements of education intention which state outcomes. (measurable) (On the basis of what student data did you determine there was a need for a focus on these objectives?)
(What will students leave the lesson understanding that they didn’t know before? This is your goal for student learning about content. How it will be measured will appear in the assessment of learning at the end of the lesson.)
[Students will be able to identify primary and secondary colors. They will be able to understand their own emotions, expressing them verbally and create art based on these emotions. Students will be able to identify colors that correlate with emotions and use them to design their art.]
Students will create, list or choose…
[Students will create art while listening to music and choose the emotion that the music makes them feel, and then they will paint their work.]
What is your language objective?
(What language will the students be asked to practice/learn in this lesson?
How does it link to students’ needs that you have noted?
This is your language learning goal. How it will be measured will need to be provided as part of the student tasks. (Ingredients: vocabulary phrases, grammatical forms, language function, sub-skill/modality = Language you want to see/hear students using)
[Students identifying colors blue, yellow, red, green, purple, orange, black, grey and white. Emotions of mad, happy, sad, sick, confused, thinking and giving those emotions a color to represent them, like mad could be red, sad blue etc. Expressive language also used would be large, small, spill, splatter, drip.]
( What content area standards is this learning segment driving towards? Choose no more than 2—may be from Common Core and/or NY State Standards. )
What Common Core Arts Standards does your Lesson plan address?
http://www.aep-arts.org/resources-2/common-core-and-the-arts/
[1. Expresses oneself and represents what h/she knows, thinks, believes and feels through visual arts.
a) Experiments with a variety of mediums and methods of using art materials.
b) Shows an interest in what can be created with tools, texture, color and technique.
d) Chooses materials and subjects with intent and purpose.
e) Paints, draws and constructs models based on observations.
2. Responds and react to visual arts created by themselves and others.
a) Expresses an interest in drawing, sculptures, models, paintings, and art creations of others.
b) Identifies similarities and differences among samples of visual arts.
c) Shares opinions about visual arts, creations, and experiences. ]
What NY Arts Standard does your Lesson Plan address? The Arts Standards for New York.htm http://www.p12.nysed.gov/ciai/arts/artstand/home.html
[Standards 1, 2, 3]
INQUIRY/REFLECTION AND CONTEXT [ACEI 3.3]
ARTISTIC LINE OF INQUIRY: Create an ARTISTIC LINE-OF-INQUIRY that focuses on at least one visual element the artist has used to cause an effect on our senses or understanding about the subject matter of the painting. In practice the artwork is the thesis or argument that is realized through the use of visual elements that make up the artist’s language. What kind of question does the artwork invoke?
[How does Jackson Pollock’s us of line and colors evoke meaning (emotion)?]
EDUCATION PRACTICE – LINE OF INQUIRY: Make a list of questions that open meaning. (Teaching Questions) In Theory – an ordering of questions so as to develop a particular argument. THINGS TO CONSIDER: Which questions NEED to come first? Which questions build on each other? Can you create questions that address different learning modalities? Such as, how can children’s experience with the language of the arts, help to build literacy or logical thinking.
[What do you see? What area of the art do you look at first? What type of lines do you see? Are there lines? How do you think Pollock created these marks on the page? What colors do you see? How do these colors make you feel? How does this painting as a whole make you feel?]
CREATIVITY/SKILLS ACTIVITY/FOLLOW-UP ACTIVITIES [ACEI 3.4] Opening
ACTIVITY: Create your own art activities that use visual, musical, theatrical or dance elements that contribute to the artworks unique character, technique or style. (How will you get students started as they enter the room? What will be the first task they must engage in to capture their interest?)
[Teachers will open a discussion about what Expressionism is and how students can express themselves through art. Students will be encouraged to share their feelings and what they would paint by the way they feel. Teachers will show an emotion card and ask students what emotion is being depicted and what they would paint? Teachers will introduce the artist Jackson Pollock and show the class his artwork. Students will then be asked the education practice - line of inquiry questions. Teachers will then have students choose three pieces of chart paper to paint on, sizes will vary. Then students will listen to different types of music that will affect the “mood” of the class i.e. Zen, Classical and Heavy Metal. Students will paint several paintings while the different songs are playing.]
Materials: (List all of the physical, textual, visual, auditory materials, technology, etc. that will be called upon for use in this lesson.)
[Tempera paint, paint brushes, photos of Jackson Pollock’s artworks, chart paper cut into different sizes, music and emotion cards.]
CREATE A SKILL ACTIVITY: a good skill activity helps students to improve their ability to control an art medium. (Do Now/Starter with Anticipatory Set/Motivation)
[Teachers will then have students choose three pieces of chart paper to paint on, sizes will vary. Then students will listen to different types of music that will affect the “mood” of the class i.e. Zen, Classical and Heavy Metal. Students will paint several paintings while the different songs are playing.]
Introduction to New Material (I Do/We Do) (Lesson Objective)
DESIGN A CREATIVE ACTIVITY: a creative activity allows individuals to find their own outcome of expression using their acquired skills.
(How will you express to students what the learning goals for the lesson are?)
[Teachers will discuss to students, as a class, that they will be learning about primary and secondary colors, different ways to utilize their brushes to make line strokes and teachers will show students emotion cards with colored backgrounds for extra emphasis to build on the color/emotion connection.]
Guided Practice of Lesson Task
How will you show students what you want them to engage in?
[Teachers will model with facial expressions and have children modeling their own facial expressions while their peers have to guess what type of emotion they are displaying.]
What will you model in terms of language forms/target language?
[The target language for the beginning of the class would be colors with emotions and connecting the two.]
How will you set them up to “notice” some language?
[Teachers will repeat words, acknowledge new descriptive words children use and ask scaffolding questions to build on their vocabulary.]
(How will you assess that students are ready to begin the independent work portion of the lesson?)
[I will asses students based on their prior knowledge of colors, expression of feelings, language development and the use of language and interpretation throughout the activity.]
Differentiation of Lesson Task
(What will students be engaged in for the bulk work portion of the lesson?
How will it be differentiated for students at different proficiency levels (process/product/content)?
How will students be grouped/paired?
What choices will students have about their learning?)
[Children will be grouped in 3 tables of 5 students. Children will be paired 2 strong verbal communicators with 3 weak or shy peers. Children will have all primary and secondary colors placed on each table. Before sitting, children will choose 3 pieces of chart paper each cut in different sizes. The rest of the lesson refer back to the activity above.]
Feedback on Lesson Task
(What will you do to watch and provide on-the-spot feedback to students as you circulate or target a particular group?
What language do you want to see or hear being used in this portion of the lesson? Did you try performing this same task yourself to determine this?
What possible difficulties/errors/misconceptions can you predict may come up? How can or have you built these into your original guided practice?
What are some model answers you are expecting?)
[I will walk around the classroom with positive re-enforcement and ask questions like what feeling do you get while listening to this type of music? What colors do that feeling make you want to use? How would you paint that feeling? The language I want to hear is, I’m mad so I will use red paint and press hard because I’m mad. Some errors that may occur would be children just paint quickly and be done with the activity and teachers should scaffold the activity so that the students become engaged and willing to want to participate. Model answers would be red means mad so I will use red, blue makes me feel sad so I will listen to the song and see if I feel sad etc.]
CREATE A FOLLOW-UP ACTIVITY: a follow-up activity seeks to connect the creative process to other content areas.
Homework Extension:
(What will they be asked to practice when they go home related to the lesson?)
[When students go home, they can put on their favorite song and paint/draw to it just like the class activity. Students can bring in their works and we can discuss them as a class, anonymously.]
REFLECTION AND CONTEXTUAL INFORMATION
REFLECTION:
Make a list of questions that you would ask to encourage reflection after the art experience or museum visit?
[What music did you like? How did that music make you feel? What colors did you use? Which song was your least favorite? Why?]
Create a hands-on activity that calls upon reflective imagination, based on memory of the museum visit or an art activity. (such as) Ask students to draw something they remember.
[Children could draw their painting with crayons to use a different medium and ask questions like how did you feel when you painted and how did you feel when you drew your artwork? Where the feelings the same or where they different? Why? ]
Reflection on Learning:
(What will you do to invite students to share back what they did or learned during the lesson?
How do you intend to create awareness about what they have learned-will learning be on display in the classroom or in an online forum?)
[After the critique at the end of the day students will sit in a circle with their works displayed throughout the classroom and teachers will ask a series of questions which will reflect upon what the students did, how they felt, what they enjoyed and what they disliked.]
Commentary on Day 1
(What did I notice today about my content learning goals?
[Children comprehended the lesson and had a lot to say about the artwork.]
What did I notice about my language goals?
[The language goals were met, a couple of children had trouble putting colors to feelings, but as the week went on, they began to show progression.]
Were students active in using the target language today?
[Yes, almost all students had a comment about the artwork, the activity or their feelings.]
What did I observe as effective and what is my evidence for that claim? What can you say about how the class as a whole, and how particular students did?
[Children were identifying feelings based on the music then painting. One child while listening to the heavy metal music said it made him feel angry so he said he wanted to use red because it made him mad.]
What did I observe as needing improvement and what is my evidence?
[Improvements would be altering groups so children can be with other peers and personalities.]
What can you say about how the class as a whole, and how particular students did?
[The class did wonderful, we created a lot of artwork, discussed at least one of each students artworks and the class had tons to say about their peers paintings.]
Where do I need to go tomorrow?)
[Build on line and splatter/drip style of painting.]
CONTEXTUAL INFORMATION:
What kind of connections can you make to link the visual arts to curriculum?
[Children understand their feelings and emotions and how to express themselves through art.]
What kind of information, reading, research or demonstration can you use after or before a visual arts unit of study?
[How an art piece is put together, what lines are being made, what shapes the artist has created, intentional or not. The different colors portrayed and the feeling/ emotion the artwork evokes.]
LIST CONTEXTUAL INFORMATION:
author: Jan Greenberg, Sandra Jordan, Robert Andrew
book title: Action Jackson
artists name: Jackson Pollock
title of artwork: Number 5, 1948
web site: www.jackson-pollock.org
ASSESSMENT
Create and attach an age/grade specific rubric with 3 assessment levels for your lesson.
[1. Language: 1- single words based on what they see, 2- short sentences, 3- full/ complete sentences.
2. Understands and Identifies feelings: 1- 1-2 emotions, 2- 3 emotions, 3- 4+ emotions.
3. Color Identification: 1- 1-2 colors, 2- 3-4 colors, 3- 5+ colors.]
Checking for Understanding of Task
(How will you assess that students are ready to begin the independent work portion of the lesson?
[Based on their language skills, color identification and knowledge of self.]
What data did you collect during or at the conclusion of the lesson to review in order to ascertain where students are in their language and content learning?)
[Children build language through repetition and meaningful conversation. As a teacher it is my job to present work which is meaningful to the student so that they aspire to want to learn more.]
Planned Modifications
For Day 2
[Review primary and secondary colors, differences between lines and splatter/drip and how to achieve this look on their art. Teachers should review emotions with mirrors so that children can see their expressions.]
For Day 3
[Observe artworks from day one and day three, compare and contrast as a class, what line is being displayed? What different size paper was used? What emotion is displayed?]
Teacher Candidate Thomas Morris
Date of Scheduled Visit
Name/Address of School - Bushwick United Head Start
Age Group - 3-4 year olds
Cooperating Teacher
Room Number - 4
Title of the Lesson Shapes Collage
Brief Description of the lesson - Children will be given a certain number of primary colored shapes and will be encouraged to glue their shapes on their paper creating a collage. Then children will be encouraged to discuss what they see within their collage.
Developmental Focus (What developmental domains or skills will this lesson address? Are you working to help children achieve a particular milestone?) Am I focused on helping children learn and grow in a particular domain set in the NYS Early Learning Standards?)
The domains which will be addressed in this lesson are Physical Fine Motor, Language, Cognitive, Mathematics and the Arts.
Objective(s) (What will children know, or demonstrate as a result of this learning experience?
Children will learn three basic shapes, triangle, circle and square. Children will also be learning primary colors red, blue and yellow as well as the concept of a collage and layering objects to create an artwork.
Connection to Standards (if applicable) (Be sure to specify which set of standards you are working with to construct your learning activity)
Common Core Standards – Physical 7.a 7.b Language 8.a 9.c Cognitive 11.d Mathematics 21.b Arts 33
Relevance/Rationale (Why are the objectives of this lesson important with regard to supporting the development, growth and learning of infants and toddlers?) Children will be building on their fine motor skills through manipulation of the shapes and gluing. Children will be looking at their artwork when it is complete and discussing what they see and what it means to them. While working on their collage, children will be focusing on the placement and structure of their collage as well as what color shapes they use and why.
Time Needed – 15 minutes
Instructional Context (Is this activity a whole group learning experience, or an activity designed for an individual or small group?)
This is a small group learning experience.
Procedure (step by step) (will the children be participating in the activity in a whole group, small group, or individually? How will you get children’s attention? What will happen during the lesson – what will they do? What will you do?)
In the art center there will be cut outs of blue triangles, yellow circles and red squares with glue and white paper to paste them on. Children will be encouraged to choose any shapes to glue onto the white paper to create a collage. Throughout the process of gluing, teachers will be asking questions as to what colors they are using, what shapes they are using and what they potentially want to design for their collage. After children have completed gluing their shapes, teachers will ask them questions again; these can be anywhere from how many blue triangles did you use developing math skills as well as asking students what they see or what the collage represents to them.
Resources/Materials Needed -Red squares, blue triangles and yellow circles and glue.
Room modifications (what changes, if any, will you need to make to the physical environment to enrich this experience?)
No room modifications are necessary; the classroom is set up with a large art center with multiple materials on hand.
Plan for differentiated instruction/Instructional modifications (How will you support the individual needs of children?)
By observing each child and their fine motor skills, teachers can guide them by the hand over shoulder method to build on their motor skills. Also teachers consistently saying the colors and shapes of the materials will help build on students’ knowledge. Students that have a hard time distinguishing what they see in the collage may need guidance by teachers talking about the process and giving them insight to what they were talking about during the activity.
Method of assessing children’s growth and learning (What methods will you employ to document, or provide evidence of children’s growth and learning? Specify the assessment tools that will be used to provide you with evidence of children’s learning, or that objectives have been met)
While this activity is taking place, teachers will write down anecdotal documentation specific for each child and their developmental levels so that they may focus on other activities to that particular students needs.
Follow-up/Extension Activities (How can I provide an opportunity to remediate, reinforce, or expand on students’ learning today in class?)
At the end of the day I will bring the students collages that are complete to the rug. As a class, we will discuss what other students see, the shapes, the colors as well as looking past the basic shapes and colors and diving into the imaginative and the image as a whole.
Any additional information that would be helpful for the observer to know:
We will do this activity as a large group instruction where each student will choose a colored shape and place it on a large sheet of paper. After each student has glued their shape onto the paper, we “as a class” will discuss what shapes, colors and images we see. This will reinforce the activity with the students and encourage them to create their own collage in the art center.
Date of Scheduled Visit
Name/Address of School - Bushwick United Head Start
Age Group - 3-4 year olds
Cooperating Teacher
Room Number - 4
Title of the Lesson Shapes Collage
Brief Description of the lesson - Children will be given a certain number of primary colored shapes and will be encouraged to glue their shapes on their paper creating a collage. Then children will be encouraged to discuss what they see within their collage.
Developmental Focus (What developmental domains or skills will this lesson address? Are you working to help children achieve a particular milestone?) Am I focused on helping children learn and grow in a particular domain set in the NYS Early Learning Standards?)
The domains which will be addressed in this lesson are Physical Fine Motor, Language, Cognitive, Mathematics and the Arts.
Objective(s) (What will children know, or demonstrate as a result of this learning experience?
Children will learn three basic shapes, triangle, circle and square. Children will also be learning primary colors red, blue and yellow as well as the concept of a collage and layering objects to create an artwork.
Connection to Standards (if applicable) (Be sure to specify which set of standards you are working with to construct your learning activity)
Common Core Standards – Physical 7.a 7.b Language 8.a 9.c Cognitive 11.d Mathematics 21.b Arts 33
Relevance/Rationale (Why are the objectives of this lesson important with regard to supporting the development, growth and learning of infants and toddlers?) Children will be building on their fine motor skills through manipulation of the shapes and gluing. Children will be looking at their artwork when it is complete and discussing what they see and what it means to them. While working on their collage, children will be focusing on the placement and structure of their collage as well as what color shapes they use and why.
Time Needed – 15 minutes
Instructional Context (Is this activity a whole group learning experience, or an activity designed for an individual or small group?)
This is a small group learning experience.
Procedure (step by step) (will the children be participating in the activity in a whole group, small group, or individually? How will you get children’s attention? What will happen during the lesson – what will they do? What will you do?)
In the art center there will be cut outs of blue triangles, yellow circles and red squares with glue and white paper to paste them on. Children will be encouraged to choose any shapes to glue onto the white paper to create a collage. Throughout the process of gluing, teachers will be asking questions as to what colors they are using, what shapes they are using and what they potentially want to design for their collage. After children have completed gluing their shapes, teachers will ask them questions again; these can be anywhere from how many blue triangles did you use developing math skills as well as asking students what they see or what the collage represents to them.
Resources/Materials Needed -Red squares, blue triangles and yellow circles and glue.
Room modifications (what changes, if any, will you need to make to the physical environment to enrich this experience?)
No room modifications are necessary; the classroom is set up with a large art center with multiple materials on hand.
Plan for differentiated instruction/Instructional modifications (How will you support the individual needs of children?)
By observing each child and their fine motor skills, teachers can guide them by the hand over shoulder method to build on their motor skills. Also teachers consistently saying the colors and shapes of the materials will help build on students’ knowledge. Students that have a hard time distinguishing what they see in the collage may need guidance by teachers talking about the process and giving them insight to what they were talking about during the activity.
Method of assessing children’s growth and learning (What methods will you employ to document, or provide evidence of children’s growth and learning? Specify the assessment tools that will be used to provide you with evidence of children’s learning, or that objectives have been met)
While this activity is taking place, teachers will write down anecdotal documentation specific for each child and their developmental levels so that they may focus on other activities to that particular students needs.
Follow-up/Extension Activities (How can I provide an opportunity to remediate, reinforce, or expand on students’ learning today in class?)
At the end of the day I will bring the students collages that are complete to the rug. As a class, we will discuss what other students see, the shapes, the colors as well as looking past the basic shapes and colors and diving into the imaginative and the image as a whole.
Any additional information that would be helpful for the observer to know:
We will do this activity as a large group instruction where each student will choose a colored shape and place it on a large sheet of paper. After each student has glued their shape onto the paper, we “as a class” will discuss what shapes, colors and images we see. This will reinforce the activity with the students and encourage them to create their own collage in the art center.
Teacher Candidate Thomas Morris
Date of Scheduled Visit
Name/Address of School Bushwick United Head Start
Age Group 4-5 year olds
Cooperating Teacher
Room Number 4
Title of the Lesson Impressionism Smartboard
Brief Description of the lesson - Children will learn about Impressionism, viewing an artwork and recognizing the foreground and the background as well as learn about the artist Claude Monet. Children will view works by the artist and use the Smartboard to create Impressionist works of art.
Developmental Focus (What developmental domains or skills will this lesson address? Are you working to help children achieve a particular milestone?) Am I focused on helping children learn and grow in a particular domain set in the NYS Early Learning Standards?)
Physical, Language, Cognitive, Mathematics, Science and Technology and The Arts.
Objective(s) (What will children know, or demonstrate as a result of this learning experience?
(Keeping conversation focused on the learning objectives, not the technology objectives.) Focusing on colors, shapes, what objects are in the foreground the background, where to begin when painting and why. Developing fine motor skills.
Creative thinking process and giving the art a title that fits the speaker and what they see. Discussion of what they see in the art, what they saw first and how it grabbed their attention.
Connection to Standards (if applicable) (Be sure to specify which set of standards you are working with to construct your learning activity)
Common Core Standards - Social-Emotional 1b, 2c Physical 7a, 7b Language 8ab, 9c Cognitive 11a, 12b Mathematics 21a, 21b Science and Technology 24, 26, 28
Social Studies 29, 32 The Arts 33, 36
Relevance/Rationale (Why are the objectives of this lesson important with regard to supporting the development, growth and learning of infants and toddlers?)
Students will learn how to use fine motor skills to create different brush strokes when painting. Children will also learn the importance and idea of foreground and background of an image which will help build on identification as well as explanation of why the artist made their work a particular way. Lastly, children will develop a keen eye for observation and expression through vocabulary that means something to them.
Time Needed – 25 min
Instructional Context (Is this activity a whole group learning experience, or an activity designed for an individual, or small group?)
This activity is a large group activity.
Procedure (step by step) (will the children be participating in the activity in a whole group, small group, or individually? How will you get children’s attention? What will happen during the lesson – what will they do? What will you do?)
Teachers will open a discussion about Impressionism displaying pictures of Impressionist art on the Smartboard. Children will be encouraged to answer questions about the pictures being displayed. Teachers will then show students a picture of Claude Monet using the web address http://www.mightybook.com/MightyBook_free/artgallery/gallery.swf Which displays Monet’s artworks as well as talks about the movement of Impressionism. Teachers will then show students on the Smartboard Monet’s Water Lilies8 and ask students questions pertaining to color, what they see etc. This will continue with the second photo Landscape At Giverny where teachers will scaffold questions leading up to the discussion of what is in the foreground and background. Teaches will then open the link http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks1/art/perspective/index.htm That shows different types of perspectives based on foreground and background. Teachers will select students to come up to the board and use the perspectives while discussing the concepts of foreground and background. Teachers will then return to the Landscape At Giverny photo where students will then be able to come up to the board and circle using the painting tools what is in the fore and backgrounds. Teachers will then open the painting canvas on the Smartboard and students, four at a time, will come up and paint a background. Once the background is complete, teachers will call on students again to come up to the Smartboard and apply a foreground. After this is completed, students will view the artwork as a class and will comment about the activity and give their artwork a title.
Resources/Materials Needed
Smartboard, slideshow of Claude Monet’s artworks, Interactive website that builds on perspectives and Smartboard art pad.
Room modifications (what changes, if any, will you need to make to the physical environment to enrich this experience?)
Class must have a Smartboard/ projector that are touch sensitive.
Plan for differentiated instruction/Instructional modifications (How will you support the individual needs of children?)
Teachers will model for the class before the lesson is given so that students will have a basic understanding of how a Smartboard works. Teachers will play games that reinforce front and back or foreground and background of images. Teachers will also guide students that need support through scaffolding questions to build on their understanding of the artworks.
Method of assessing children’s growth and learning (What methods will you employ to document, or provide evidence of children’s growth and learning? Specify the assessment tools that will be used to provide you with evidence of children’s learning, or that objectives have been met)
While this activity is taking place, teachers will write down anecdotal documentation specific for each child and their developmental levels so that they may focus on other activities to that particular student’s needs.
Follow-up/Extension Activities (How can I provide an opportunity to remediate, reinforce, or expand on students’ learning today in class?)
Lesson Extension: At the computer center, children can use tablets with a painting app to design their own Impressionist artworks. Once they are done, teachers can ask the questions such as what did you paint? What did you put in the background of your artwork? The foreground? What title would you give this painting? Then when the students are finished they can take a screenshot of their artwork so that the teacher can upload it onto the computer where students can build a portfolio of artworks.
Date of Scheduled Visit
Name/Address of School Bushwick United Head Start
Age Group 4-5 year olds
Cooperating Teacher
Room Number 4
Title of the Lesson Impressionism Smartboard
Brief Description of the lesson - Children will learn about Impressionism, viewing an artwork and recognizing the foreground and the background as well as learn about the artist Claude Monet. Children will view works by the artist and use the Smartboard to create Impressionist works of art.
Developmental Focus (What developmental domains or skills will this lesson address? Are you working to help children achieve a particular milestone?) Am I focused on helping children learn and grow in a particular domain set in the NYS Early Learning Standards?)
Physical, Language, Cognitive, Mathematics, Science and Technology and The Arts.
Objective(s) (What will children know, or demonstrate as a result of this learning experience?
(Keeping conversation focused on the learning objectives, not the technology objectives.) Focusing on colors, shapes, what objects are in the foreground the background, where to begin when painting and why. Developing fine motor skills.
Creative thinking process and giving the art a title that fits the speaker and what they see. Discussion of what they see in the art, what they saw first and how it grabbed their attention.
Connection to Standards (if applicable) (Be sure to specify which set of standards you are working with to construct your learning activity)
Common Core Standards - Social-Emotional 1b, 2c Physical 7a, 7b Language 8ab, 9c Cognitive 11a, 12b Mathematics 21a, 21b Science and Technology 24, 26, 28
Social Studies 29, 32 The Arts 33, 36
Relevance/Rationale (Why are the objectives of this lesson important with regard to supporting the development, growth and learning of infants and toddlers?)
Students will learn how to use fine motor skills to create different brush strokes when painting. Children will also learn the importance and idea of foreground and background of an image which will help build on identification as well as explanation of why the artist made their work a particular way. Lastly, children will develop a keen eye for observation and expression through vocabulary that means something to them.
Time Needed – 25 min
Instructional Context (Is this activity a whole group learning experience, or an activity designed for an individual, or small group?)
This activity is a large group activity.
Procedure (step by step) (will the children be participating in the activity in a whole group, small group, or individually? How will you get children’s attention? What will happen during the lesson – what will they do? What will you do?)
Teachers will open a discussion about Impressionism displaying pictures of Impressionist art on the Smartboard. Children will be encouraged to answer questions about the pictures being displayed. Teachers will then show students a picture of Claude Monet using the web address http://www.mightybook.com/MightyBook_free/artgallery/gallery.swf Which displays Monet’s artworks as well as talks about the movement of Impressionism. Teachers will then show students on the Smartboard Monet’s Water Lilies8 and ask students questions pertaining to color, what they see etc. This will continue with the second photo Landscape At Giverny where teachers will scaffold questions leading up to the discussion of what is in the foreground and background. Teaches will then open the link http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks1/art/perspective/index.htm That shows different types of perspectives based on foreground and background. Teachers will select students to come up to the board and use the perspectives while discussing the concepts of foreground and background. Teachers will then return to the Landscape At Giverny photo where students will then be able to come up to the board and circle using the painting tools what is in the fore and backgrounds. Teachers will then open the painting canvas on the Smartboard and students, four at a time, will come up and paint a background. Once the background is complete, teachers will call on students again to come up to the Smartboard and apply a foreground. After this is completed, students will view the artwork as a class and will comment about the activity and give their artwork a title.
Resources/Materials Needed
Smartboard, slideshow of Claude Monet’s artworks, Interactive website that builds on perspectives and Smartboard art pad.
Room modifications (what changes, if any, will you need to make to the physical environment to enrich this experience?)
Class must have a Smartboard/ projector that are touch sensitive.
Plan for differentiated instruction/Instructional modifications (How will you support the individual needs of children?)
Teachers will model for the class before the lesson is given so that students will have a basic understanding of how a Smartboard works. Teachers will play games that reinforce front and back or foreground and background of images. Teachers will also guide students that need support through scaffolding questions to build on their understanding of the artworks.
Method of assessing children’s growth and learning (What methods will you employ to document, or provide evidence of children’s growth and learning? Specify the assessment tools that will be used to provide you with evidence of children’s learning, or that objectives have been met)
While this activity is taking place, teachers will write down anecdotal documentation specific for each child and their developmental levels so that they may focus on other activities to that particular student’s needs.
Follow-up/Extension Activities (How can I provide an opportunity to remediate, reinforce, or expand on students’ learning today in class?)
Lesson Extension: At the computer center, children can use tablets with a painting app to design their own Impressionist artworks. Once they are done, teachers can ask the questions such as what did you paint? What did you put in the background of your artwork? The foreground? What title would you give this painting? Then when the students are finished they can take a screenshot of their artwork so that the teacher can upload it onto the computer where students can build a portfolio of artworks.
art_(collage).pdf | |
File Size: | 24 kb |
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art_(painting).pdf | |
File Size: | 24 kb |
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art_(impressionism).pdf | |
File Size: | 28 kb |
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art_(expressionism).pdf | |
File Size: | 26 kb |
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art_(ceramics).pdf | |
File Size: | 27 kb |
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art_(photography).pdf | |
File Size: | 27 kb |
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