Lesson+Planning+-+Elememtary+Art

=Lesson Planning=

Teaching Artist Lesson Planning Template - Art in Action Project Work


 * Lesson Title (Examples):**


 * Subject/Course:**


 * Standards/Eligible Content:**


 * Identify Big ideas/Concepts in Creating Essential Questions:**


 * 1) “What is the big picture or the life-long learning that I want my students to walk away with?” Once you are clear with this for yourself, you can then be clear with your students.
 * 2) These should also be connected with math and reading as much as possible.
 * 3) Go to SAS to locate big ideas/essential questions for content areas.
 * 4) There are 4 areas of PA Arts/Humanities Standards:
 * 9.1 Performance (creating/recreating works in the arts)
 * 9.2 Historical and Cultural (understanding the context of a work in the arts)
 * 9.3 Criticism (evaluating works in the arts)
 * 9.4 Aesthetics (Responding to works in the arts and analyzing your own responses to noticing)


 * Age Appropriate/Developmental Research Examples of Big Ideas in Visual Art**
 * Ages 3 through 6 (depending their level of pre-representational and representational development):
 * Near and Far, Special Places, Animal Stories, Family Stories, Transportation, Stories and Emotions, Same and Different, Short and Tall, Sorting, Things that Touch, Mixing, Grouping, Emotions, Relationships, Dividing Space, Thick and Thin, Long/Short, Bumpy/Smooth, Bright/Dull, Scratchy/Soft, Pointy/Straight, Zig-Zag/Straight, Inside Spaces, Hiding Places, Outside Spaces, Still and Moving, The Community, Places Inside Other Places, Fast and Slow, etc.
 * Grades K - 1 (same areas under Age 3 to 6 category in addition to below):
 * Symbols, Things that Move, Art Materials & Movement, Things that Are Special, Organizing, Communication, Things People Do
 * Grades K - 2:
 * Coming soon...
 * Grades K - 3
 * Coming soon...
 * Grades 3 - 4
 * Coming soon...
 * Grades 5 - 6
 * Coming soon...


 * Concept(s):**


 * Competencies(s):**


 * Vocabulary:**

Objectives:

 * 1) Objectives include behavorial (what is observable and measurable).
 * 2) They include what students are learning about materials and the concepts that are being learned/taught.
 * 3) It is strongly recommended that objectives incorporate not only arts learning but also interdisciplinary math and reading concepts as per [|SAS].
 * 4) 2 - 3 objectives are recommended for the lesson plan.

Sample Objectives:

 * Students will create a scientific drawing that utilizes a variety of lines and shapes to express different emotions and describe the emotions in their work.
 * Students will create visual diagrams through a series of storyboards that communicate a historical event.
 * Students will create a visual collage map that tells the story of someone they would like to travel through time.
 * Students will understand how to create the major structures of common plants through a series of watercolors that show warm and cool colors.
 * Students will analyze the form of the lobster and learn about the lobster through senses of touch and seeing patterns and textures.


 * Essential Questions**:
 * 1) are concepts in the form of questions.
 * 2) lead to personal and group inquiry and inspire other questions.
 * 3) help inspire critical and creative thinking.
 * 4) are based on big idea(s) (such as identity, connections, our place in the environment, etc.)
 * 5) cross boundaries into different disciplines.
 * 6) do not inspire 'yes' or 'no' or right or wrong answers.
 * 7) are broad and allow students to have different interpretations.
 * 8) organize conceptual frameworks for key concepts in curriculum.

> emissions) influence artists and their work?
 * Essential Questions (Examples):**
 * What are the ways plants and animals can be represented in art?
 * Where can geometric shapes be found in our surroundings?
 * Why do people move?
 * How does our knowledge of the changes in today's world (climate change, globalization, carbon
 * Why do people invent things?
 * What is the purpose of art/math/writing in different cultures?
 * What value does poetry and art have in developing thoughts and feelings?
 * How do museums/collections/artists tell a story?
 * How can I express my thoughts and feelings in art and writing? (written and oral)
 * How can I make my writing more interesting with art?
 * How can I make writing numbers more interesting with art?
 * What makes a story a myth or folk tale?
 * Why are the arts important in the world?
 * How can multimedia art create digital stories about the environment?
 * How can wiggly, straight, crooked and other lines be used in art to show how we feel?
 * How are the arts important in making math connections?
 * What is the connection between writing and art?
 * How do stories, images and writing teach us about ourselves?

3 class periods of 40 minutes each
 * Duration (Example):**

oil pastels, watercolor set, misc. watercolor brushes, 12 x 16" white bristol paper, Zoom Q3 camera, document camera, sketchbooks
 * Materials (Example):**

How to Make Lessons Relevant to Kids
1. Get to know what kids in the age group you are working with like... Do research on their favorite programs, foods, activities, etc.. The more you know the easier it is to make meaningful connections with them.

1. Anticipatory set /Topic Questions/Dialogue - Understand prior student learning (This is just the way you introduce the lesson)
 * Instructional Procedures:**
 * Example 1 (skill/concept based): Last week you explored collaging your imaginary stories together. What do you remember about what you/we did?
 * Example 2 (imagination based): If you could be an animal, what would you be? How big would you be? What colors would you be? Do you have a pattern? Is there anything else that is special about you (in your animal form)? Can you show me how you would move? Do you have any other special traits? What is the most unusual place you would find the animal? (i.e. elephant in an elevator, snakes in the dryer, etc.) What are some ways we could write a story about your animal?
 * Example 3 (their world/interests): How many of you have ever seen a wombat? What do you know about wombats?
 * Example 4 (popular culture) How many of you have seen the Wiggles? What is your favorite show?
 * Example 5 (their feelings) How many of you have ever seen someone do something nice for someone else? What did they do? What did you learn?
 * Example 6 (materials and inquiry-based) How many of you have ever made something out of paper? How many ways can I change this piece of paper? Can you show me one way? (this could be repeated to keep passing the paper around giving other students a chance to add ideas).

2. Association Stage/Recap (Children explore) 3. Visualization Stage/Recap (Children relate their idea to the materials or questions) 4. Transition

Suggested Instructional Strategies:
Demonstration Discussion Materials Exploration/Inquiry Lecture (Usually the least effective)

Assessment:

 * Assessment matches the objective and reflects how the objective has been met. It is included in the presentation of the closure.
 * Resources:[| http://delicious.com/cnischal/Assessment] and []
 * Text: Beattie, Donna Kay (1997). Assessment in Art Education. ISBN#0-87192-363-7
 * Rubric Generator:[| http://rubistar.4teachers.org/index.php]

**Process Indicators (Examples):**
** References ** Burton, J. (1996). //Art: Teaching and learning.// Unpublished. PA Department of Education. SAS. Smith, N. (1993). //Experience & art: Teaching children to paint.// New York: Teachers College Press. Smith, N. (1998). //Observation drawing with children: A framework for teachers.// New York: Teachers College Press. MORE COMING SOON....

** Original Works Not Contributed by Members or Cited on this page are Copyright 2011 Camille Dempsey **