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?

The following presentation (discussed in seminar) can be viewed for additional clarification and review: Unit and Lesson Planning (PowerPoint)

Lesson Plan Writing Guidance (A guide to help you refresh how to write a lesson plan)

Lesson Plan Template (This is the template that you should use to write the FULL LESSON PLANS for submitting to your university coach and post on your e-portfolio. It is the same format that you practiced in ART326 and EDUC466)

Additional lesson plan (for the ones that you do not need to post on your e-portfolio):

Compact Lesson Plan (word)     Compact Lesson Plan (pdf)

Other Resources for your lesson plan writing:

Studio-habits-chart

Teaching for Voice Handout (word)     Teaching for Voice Handout (pdf)

Quick Resource Guide For Unit Development latest edits (word)     Quick Resource Guide For Unit Development latest edits (pdf)

Art Learning (word)     Art Learning (pdf)

New Bloom’s Taxonomy (word)     New Bloom’s Taxonomy (pdf)

DOK_Chart (pdf)

DOK_Hess_Cognitive_Rigor (pdf)

Instructional Accommodations Linked to Student Characteristics (pdf)

A Listing of Instructional Strategies and Methods (word)     A Listing of Instructional Strategies and Methods (pdf)

Strategy Thinking List (word)     Strategy Thinking List (pdf)

Standards-Studio Thinking Lesson Plan (pdf)

Storyboard Template (word)     High School Abstraction Storyboard (word)     Personal Geography 7th Grade Storyboard Template (word)

Procedures and Assessment Example Lesson Plan (word)     Procedures and Assessment Example Lesson Plan (pdf)

Lesson Plan

Hero Shrine Lesson Plan (word)        Hero Shrine Lesson Plan (pdf)

Pre-Assessment: Before you plan and write art experiences; pre-assess your students based on the proposed concepts, enduring understandings, and objectives of the unit/lesson(s). You may also gather this information from (previous) teachers, by reviewing already completed art work, consulting curriculum materials, etc., to better understand what content students already know and what they will need to know to be successful.

Are students able to?

1. Define and/or demonstrate brush, flat wash and graded wash techniques.
2. Explain and or demonstrate pinch, slab and coil techniques.
3. Identify art work by Henri Rousseau, Paul Klee or Franz Marc.

Performance: (What is RAFT) (The end at the beginning!) What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative the students take on a role (mad scientist) and create a learning product (painting and sculpture) about a specific topic (morphed monster) for a certain audience (friend). (RAFT – Role / Audience / Format / Topic)

Consider this 4th grade art experience: “You are a ‘mad scientist’ that wants to create a ‘monster’ morphed by combining two animals (a cat and tiger becomes a catger) for your best friend. After you complete a painting of this creature you sculpt a three-dimensional version of this new animal. As you develop your ideas you research artists and artwork for inspiration, including: Henri Rousseau, Paul Klee and Franz Marc.”

Concepts: (Art Concept List) Consider a concept as a big idea. Because concepts are “big ideas” they are timeless, transferrable and universal. (Look for concepts in the standards, content specific curriculum, etc.) Examples of concepts used in art might include: Composition, Patterns, Technique, Rhythm, Paradox, Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and Observation.

 

	Two-dimensional, three-dimensional, artistic intent, media manipulation, representation, planning, abstraction, concept/ideas

Enduring/Essential/Big Understandings: (Connection Verbs) Enduring Understandings show a relationship between two or more concepts; connected with anactive verb. The best enduring understandings not only link two or more concepts; but demonstrate why this relationship is important. Like concepts, they are timeless, transferrable and universal.

Artistic intention can be achieved my manipulating reality (representation)to create abstraction. (Create: Create works of art that articulate more sophisticated ideas, feelings, emotions, and points of view about art and design through an expanded use of media and technologies / GLE) Art work created in two-dimensions can be transformed into three-dimensions providing the viewer with a new way to understand a concept/idea. (Create: Develop and build appropriate mastery in art-making skills / GLE) Planning leads to the successful realization of an artist’s concepts/ideas. (Transfer: Recognize, interpret, and validate the creative process builds ideas / GLE)

Align Standards / PGCs / GLEs to Enduring Understandings.

Enduring Understandings synthesize what students should understand—not just know or do—as a result of studying a particular area of art. Moreover, they articulate what students should “revisit” over the course of their lifetimes in relationship to art. (As you develop your enduring understanding consider the overall purpose of this lesson for this particular group of students; how the lesson fits into the curriculum [curricular relevance] or is appropriate for the students’ developmental level and is age appropriate [age level traits]. This does not need to be written into your understanding.)

Objectives / Outcomes / Learning Targets & Standards: (Objectives up close!) What will be learned? All objectives must be:

• Clearly measurable (outcome-based; avoid understand, appreciate, learn, know)
• Aligned to Bloom’s Taxonomy (new) (Blooms Taxonomy,DOK_Chart, DOK_Hess_Cognitive_Rigor)
• Aligned with State Standards
• Aligned to Grade Level Expectation(s) (GLE)
• Aligned to Art learning
• Aligned to Literacy, Numeracy and/or Technology

Standards: (All lessons should address all standards.) (Prepared Graduate Competencies in Visual Arts, VA Grade Level Expectations – I Can, Visual Arts Standards)

1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer

Where appropriate include relevance to interdisciplinary teaching, literacy and numeracy, and technology applications, and/or educational theory. Objectives cover the following areas of Art learning:

• Conceptual/ideation/personal grounding
• Expressive features and characteristics of art (Elements/principles of art)
• Historical/multicultural content
• Materials(s)/technique(s)
• Critical reflection/aesthetics/transfer
• Assessment/evaluation

Condition>>>>>>>>>>>>>>>>>>>>>Behavior>>>>>>>>>>>>>>>>>>>>>>>>Criterion

Using preliminary sketches, the student will be able to create an imaginary animal using color and repetition to emphasize expression. (Bloom’s: Create / Standard: Create / GLE: Use media to express and communicate ideas / Art learning: Conceptual-Ideation and Expressive features) Given acrylic paint, the student will be able to employ the appropriate use of dry brush, flat wash and graded wash techniques in their painting. (Bloom’s: Applying / Standard: Create / GLE: Materials and processes can be used in traditional, unique, and inventive ways / Art learning: Materials and techniques) Using clay, student will be able to use pinch, slab and coil techniques to create a three-dimensional representation of a two-dimensional model. (Bloom’s: Applying / Standard: Create / GLE: Materials and processes can be used in traditional, unique, and inventive ways / Art learning: Materials and techniques / Technology) Shown a variety of images, students will be able to identify art work with animal subject matter created by Henri Rousseau, Paul Klee or Franz Marc. (Bloom’s: Remembering / Standard: Comprehend / GLE: Works of art articulate and express different points of view / Art learning: Historical and multicultural content) Using completed artwork, students will be able to write an artist statement as a short story describing how and why their artwork (monster) was developed. (Bloom’s: Create / Standard: Reflect / GLE: The critique process informs judgments about works of art / Art learning: Critical reflection / Literacy) Using completed artwork, students will be able to interpret by discussing in specific ways how artistic decisions inform the meaning in the art work of their peers. (Bloom’s: Evaluate / Standard: Transfer / GLE: Viewers and patrons make personal meaning and infer artistic intent / Art learning: Assessment-Evaluation / Literacy)

Differentiation: (Instructional Accommodations Linked to Student Characteristics)Explain specifically how you have addressed the needs of exceptional students at both ends of the skill and cognitive scale. Describe the strategies you will use for students who are already proficient and need growth beyond what you have planned for the rest of the class, as well as modifications for students with physical and/or cognitive challenges. Students must still meet the objectives; but access, process and product are reconsidered. (This is NOT about doing more or less.)

Differentiation	Access (Resources and/or Process)	Expression (Products and/or Performance)
(Multiple means for students to access content and multiple modes for student to express understanding.)	KWL Chart / Concept Map /Pair-share	Use a KWL chart / concept map to assist in organizing ideas for creating their monster. Work in pairs to develop ideas and when creating their artwork.
Extensions	Access (Resources and/or Process)	Expression (Products and/or Performance)
(For depth and complexity.)	Camera, I-movie, Computer	Create a documentary about “the making of my monster.”

Literacy: List terms specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated into the lesson

	Vocabulary: Two-dimensional, three-dimensional, artistic intent, media manipulation, representation, planning, abstraction, concept/ideas, dry brush, flat wash, graded wash Literacy integration: Concept map, concept list, written short story

Materials: Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the materials students will use.) List all materials in a bulleted format.

Resources: List all visual aids and reference material (books, slides, posters, etc.) Be specific; include title, artist, etc. Make reference to where the material can be found. (These are the resources used by the teacher to support/develop the lesson.) List all resources in a bulleted format.

Preparation: What do you need to prepare for this experience? List steps of preparation in a bulleted form

• Does the physical set-up of the room need to be modified?
• Are your visual aids ready to use?
• What materials/resources need to be gathered?
• What do you need to know?
• What safety concerns need to be addressed with students?

Safety: Be specific about the safety procedures that need to be addressed. List all safety issues in a bulleted format.

Action to motive / Inquiry Questions: (Inquiry and Making Art, Motivation-Space and perspective) Describe how you will begin the lesson to stimulate student’s interest. How will you pique their curiosity and make them interested and excited about the lesson? What inquiry questions will you pose? Be specific about what you will say and do to motivate students and get them thinking and ready to participate. Be aware of the varying range of learning styles of your students. Some ideas might include: telling a story, posing a series of questions, role-playing, etc.

Enter room dressed as a mad scientist. “Open” computer to show images created by Rousseau, Marc and Klee (projected on the wall), describing what the images are about and how I might create a new monster using these images as inspiration. As I am “thinking out loud” I will list and sketch on the whiteboard what my monster would like to model brainstorming techniques. Ask: “How am I, a mad scientist, like an artist?”

Ideation / Inquiry: (Generating Ideas, Ideation-Conversation Game, Inquiry and Making Art) Ideation is the creative process of generating, developing, and communicating new ideas; where an idea is understood as a basic element of thought that can be visual, concrete or abstract. List and describe inquiry questions andprocesses you will engage students in to help them develop ideas and plans for their artwork.

		Work with students to create a concepts map. Concept map design:http://www.wikihow.com/Make-a-Concept-Map

1. Brainstorm a list of important topics.
2. Choose the most important concept.
3. Link the key word to the second most important words from your list.
4. Link the second key words to less important words.
5. Explain the relationship between the terms.

Motivation and idea generation are essential components to a successful art lesson. Time should be spent carefully planning this aspect of the art experience. Once each of these parts of the lesson is developed, they can be copied and pasted into the procedures.

Procedures: (A Listing of Instructional Strategies and Methods ) Give a detailed account (in bulleted form) of how you will present the lesson logically and sequentially. Include how you will present and convey your thoughts to the students. Include how you will handle clean-up and safety considerations. Be specific in every area. You also need to identify the methodology used for teaching each procedure (see examples below). Consider scripting questions to ensure student involvement. Remember to provide visual aids to focus student learning for every step of the lesson such as:

• Reproductions (Lecture, discussion or critique)
• Charts (Cooperative groups to categorize)
• Posters (Guided critique)
• Written directions (on the board or a poster board) (Skills)
• Key concepts (Skills, brainstorming)
• Overheads (Skills, lecture, small group discussion)
• Hand-outs (Skills)
• Slides (Lecture)
• Power Point presentation (Lecture, skill, inquiry, technology, discussion)
• Discussion of the historical, culturally, social impact of an art movement or assignment to create an artwork as a social commentary (Inquiry)
• Students create an original artwork (Skills, inquiry, could be technology, constructivist)
• Students produce thumbnail sketches (Inquiry, brainstorming)

Day

Instruction – The teacher will… (Bespecific about what concepts, information, understandings, etc. will be taught.) Identify instructional methodology.

Learning – Students will… i.e.: brainstorm to generate ideas; describe detail to develop observation skills, etc. (Bespecific about what will be theintended result of the instruction as it relates to learning.)

Time

Authentic art experiences often take several class periods. Objectives, assessment, preparation, etc. are provided for the entire lesson, although these components may not be all addressed in the first day of the lesson; therefore procedures should be broken down, if necessary, into days of instruction: What procedures will happen Day 1? Day 2? Day 3?   Procedures for all days do not need to be complete before instruction begins; all other parts of the lesson plan DO NEED TO BE COMPLETE.

Student reflective / inquiry activity: Sample questions and/or activities (i.e. games, gallery walk, artist statement, interview the artist) intended to promote deeper thinking, reflection, and refined understandings precisely related to the grade level expectations.

How will students reflect on their learning? A participatory activity that involves students in finding meaning, inquiring about materials and techniques, and reflecting about their experience as it relates to concepts, enduring understandings, objectives, standards, and grade level expectations of the lesson

Explain specifically what students are going to do to reflect on their learning. Include any materials developed for the reflective activity in your plan. Consider how you might use prompts to encourage reflection.

Students will develop and write a short story about the creation in their monster. Student will compose their story using the following prompts:

 Part 1: -Discuss creature’s name. Why this name? How does appearance relate to name?

               -Step by step, describe the process of morphing two animals to create this new creature.

               -Describe the place this monster lives.

Part II: -Describe how you developed your ideas and the types of artistic decisions you made when you painted and sculpted your creature.

Post-Assessment (teacher-centered): Include assessment instrument. Explain how you will measure whether students have achieved the objectives and grade level expectations specified in your lesson plan. All objectives must be addressed in this section. What specific indicators will you use to assess student success? Each objective MUST have a corresponding assessment that is clearly aligned. Rubrics are required for supervisor observations. A broad range of assessment is possible including:

• In progress evaluation of student work/understanding
• Verbal conversations as work is in progress
• Discussion
• Guided critique
• Questionnaire
• Artist’s statement
• Peer critique in writing
• Written analysis
• Games
• Interviews
• Checklist
• Completion of technique (artwork)
• Demonstration of skill (artwork)
• Rubric
• Written exam

Self-Reflection: After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently. Specifically address:

• To what extent were lesson concepts, enduring understandings, and objectives achieved? (Utilize assessment data to justify your level of achievement.)
• What changes, omissions, or additions to the lesson would you make if you were to teach again?
• What do you envision for the next lesson? (Continued practice, reteach content, etc.)

Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.