1.
NAME: Kelley Schotte
2.
TITLE OF LESSON:
Artistic Exploration
3.
GRADE LEVEL (S): 5th
grade
4.
STANDARDS:
·
NATIONAL VISUAL ARTS
STANDARDS: Content standard 1:
Understanding and applying media, techniques, and processes.
·
SHOWME VISUAL ARTS
STANDARDS: Goal 1.Students in
Missouri public schools will acquire the knowledge and skills to gather,
analyze and apply information and ideas. Goal 2. Students in Missouri public
schools will acquire the knowledge and skills to communicate effectively within
and beyond classroom.
·
GRADE LEVEL
EXPECTATIONS (GLEs):S.III.1.A.
Discuss and develop answers to questions about art, such as: Who decides what
makes an artwork special, valuable or good. S.V.1.B. Compare and contrast two
artworks on: Time, place, subject matter, Media, Use of elements, Theme,
Purpose of art in culture, Use of materials and technology.
5.
RATIONALE and GOALS FOR
THIS LESSON:
·
Why is this
important to teach? It is important to teach students how to
“scratch” and where to scratch for ideas. This project leads them through this
process, while educating their peers about the art that interests them.
·
What do you hope to
accomplish? I hope to show students
that they can easily teach one another. I also hope to accomplish excitement
for art exploration that is based on the students’ interest.
6.
ENDURING BIG IDEA:
(Define the BIG IDEA)
·
What is the big idea
that is being investigated in this lesson? Artistic exploration based on the students artist/time period/style
choice through research
·
How will you connect
the big ideas about art and artists’ work with the art making part of this
lesson? Students will learn the
connection between the artist/time period/style they choose with the art piece
they make. They will be learning the in’s and out’s of that process and making
their own art piece to reflect what they have learned from that artist/time
period/style.
7.
ESSENTIAL QUESTIONS:
·
What questions guide
the lesson? Students need to be
asking, “What am I interested in as an artist? What inspires me? How can I show
this through my art?”
·
What will students
discover and investigate? Students
will investigate the artist/time period/style of their choice. They will also
investigate how this choice can inspire their work.
·
What will you ask
that will guide the purposeful exploration of materials that will produce
meaningful content to the creative production? “What is it about this artist/time period/style that
inspires you? What have you learned from it that can be applied in your work?
Is there a particular message or idea that you want your art to convey?”
8.
KNOWLEDGE BASE AND KEY
CONCEPTS:
·
What will students
learn and KNOW about art and art making from this lesson?
o
Information and
background on their artist/time period/style.
o
Need techniques with
the media of their choice.
o
How to present information
to their peers.
o
How and where to
scratch for information and inspiration.
·
What will they learn
from the art history and criticism discussion?
o
Students will learn to
actively engage with other art by provide constructive criticism of their
research and art work.
o
Students will be
engaged in the learning about one particular artist/time period/style and all
of its history.
·
What will they learn
from the art production part of the lesson?
o
Students will learn new
techniques in the media of their choice, while using their inspiration to
produce their own piece.
9.
OBJECTIVES:
o
TSW research an
artist/time period/style of their choice.
o
TSW present information
to their peers using voice threads technology.
o
TSW create an artwork
inspired by their research using the media of their choice.
o
TSW learn about their
peer’s choice, as well as view their art, give constructive criticism through
the use of voice threads.
10. VOCABULARY:
·
Voice Thread- online
interactive presentation classroom.
·
More vocabulary
opportunities will arise as they research, they will be addressed at that time.
11. LESSON VIGNETTE: Ideally the art teacher as well as
the computer teacher would actually carry out this lesson. During computer
specials, students will learn how to research their artist/time period/style.
They will then learn how to step-by-step use voice threads to create a
presentation and respond to others presentations. Both the computers teacher
and myself will be actively working together as well as providing feedback in
real time and on their voice thread presentation.
·
Anticipatory Set-
o
Students will view a
voice threads presentation from the teachers’ choice of artist/time
period/style. They will also be able to view the teachers’ art created from the
inspiration gained in the process.
o
What questions can
you ask the students that will engage them and lead them to an understanding of
the ideas in the lesson? Look as
some of the examples of art around the room~ what do you like and dislike about
them? Which ones inspire you? Which ones make you curious to know about their
story/artist/history?
o
What questions will
you pose about the art they view? When
you are looking at the art, I want you to answer this question, “Could this
artist/art work inspire me to make my own art?”
o
What questions will you
use to put students in a position to understand the concepts, skills and
techniques involved in your studio activity? As you find the top 6 pieces that interest you, ask yourself the
following questions: What do they have in common? Are they made during the same
time period? Are they made by the same artist? Are they the same style of art?
What do I enjoy about all these pieces, their color choice, subject matter?
With these things in mind student and art teacher will sit down and pick one
specific artist/time period/style for the student to further research.
·
Body of lesson-
o
Day 1 Computer lab- begin research to learn more about your choice of
artist/time period/style.
o
Day 2 Computer lab- Learn how to create a voice thread presentation.
Homework to research at home, finding at
least 4 facts outside of class time.
o
Day 3 Computer lab- research further saving picture and information
that you feel need to be in your presentation.
o
Day 4 Computer lab- Complete voice threads presentation. (Required
minimum length- 2 minutes, using at least 7 different slides with picture and
information about your artist/time period/style.
o
Day 1 Art- Brain storm how your artist/time period/style has
inspired you. What would you like to make? How will your art reflect what you have
learned and how the artist/time period/style influenced you? What art supplies
do you need to carry out this project? One on one check in with the art
teacher.
o
Day 2-5 Art- create a piece of art that is inspired by your
artist/time period/style.
o
Day 5 art- complete artist statement
o
Day 4-5
art homework- view at least 10
classmates’ presentations. Commenting in a constructive manner somewhere in
their presentation.
o
Day 9 Computers-Type artist statement.
·
Closure-
o
Day 6 art- Live art gallery, students will spend time looking
at each other’s pieces reading their artist statements, and giving constructive
criticism on sticky notes as they view the art.
§
Turn in the
following:
§
Research notes
§
Final art piece with
artist statement
§
Sticky note feed back
left by your fellow artists.
§
Homework- Answer the following questions and turn in the
following art class:
§
If I could do this
project again, what would I change?
§
Who/what would I
research next time?
§
What was a great thing
one of my peers did with their art project?
12. ASSESSMENT/RUBRIC:
·
Students will be
assessed on the following:
1.
Researching their
artist- participation in and out of class.
2.
Creating a presentation
with the new technology of voice thread. Minimum length: 2 minutes, 7 different
slides.
3.
Providing constructive
criticism to peers presentations, minimum of 10 posts.
4.
Creating a piece of art
that reflect what you have learned, as well as how you are inspired by your
artist/time period/style.
5.
Create a reflective
artist statement ready for presentation.
6.
Actively engaging with
others artwork and providing feedback to all peers artwork.
7.
Completing a reflection
of what if.
13. STUDENT ENGAGEMENT AND ADAPTATIONS FOR SPECIAL NEEDS:
·
How will you
differentiate for your diverse classroom population? Knowing my students well, I will guide them toward
the topic that will challenge time as a researcher and an artist.
·
How will you keep
students engaged? Students will be
checking in with art and computer teachers throughout the process, as well as
being partnered with someone in class to give active feedback and ideas.
·
What will you do to
challenge students who are highly talented? Those who are highly talented will be challenged to step outside of
their creative box and push themselves with new ideas and techniques.
·
What have you
planned for those who finish early?
For those who finish early, they will need to spend sometime looking at what
their peers are doing, and then going back to their piece to assess what more
can they do to their piece. If more time is still available, they will be
challenged to create a game that teachers their peers about their artist/time
period/style, for example, a crossword, word search, word scramble for
vocabulary.
14. MATERIALS, TEACHING RESOURCES/REFERENCES:
·
Materials needed for
this project include internet access with the ability to record themselves
talking, Art supplies that each student chooses to work with, clay, paint,
drawing tools etc. Students need to be able to access www.voicethreads.com. The teacher will
need to gather a lot of artwork, and label them with artist, time period and
style for students to pick their choice.
15. PREPARATION REQUIRED:
·
What materials,
tools, and resources do you need for this class? Time needs to be spent in the computer lab with both
teachers making sure they can find websites that are safe, and reliable for
students to research with. Teachers also need to make sure all the voice thread
program elements are working correctly at school.
·
What do you need to
practice and prepare for this lesson? Both
teachers will prepare a presentation on their artist/time period/style as well
as a piece of art inspired by their research.
16. TEACHER REFLECTION: How will you know that this
lesson is successful and meaningful? List indicators.
·
Constant student
feedback is the number on indicator of what they are learning and what is
meaningful for them with this process.
This looks like a great lesson.
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