LESSON PLAN TEMPLATE FOR THE AGENDA FOR EDUCATION IN A DEMOCRACY
Name:___Megan N. Tilley ___Date:__________10/7/14_____________________
Unit Essential Question:___What are the first steps in learning to drawing the human figure? How can you practice drawing skills to improve your skills on your own and in class?
Lesson Topic: Human Figure Drawing Packet __Class:___Fundamentals of Design__
PLANNING THE LESSON
With Democracy and Social Justice at the Center of Instruction
Focusing on the National Network for Educational Renewal (NNER) Mission – the 4-Part Agenda for Education in a Democracy
EQUAL ACCESS ENCULTURATION NURTURING PEDAGOGY STEWARDSHIP
To Knowledge In Democratic Society Safe and Caring for All of the Mission
What are you and your students doing today to advance the 4-Part Mission? Connections:
With which part(s) of the Agenda does this lesson connect most clearly? And how?
Today we focus on building skills on drawing realistic depictions of facial features. These skills rely on observational skills and analyzing what is being observed. This supports in some part the Enculturation developing some of the needed skills for the 21st century work force. This lesson also supports Equal Access by providing all students with the same material and tools to copy the techniques used to depict the facial features realistically.
STANDARDS (www.cde.state.co)
Content:
Observe and Learn to Comprehend: Visual art has inherent characteristics and expressive features.
Literacy and Numeracy:
Use logic and rhetoric to analyze and critique ideas.
Democracy and 21st Century Skills:
Work Ethic: Manage Time Effectively
OBJECTIVES
Content:
SWBAT observe examples of facial features that have been drawn and copy without tracing in the column next to each image.
Literacy and Numeracy:
SWBAT analyze each image and apply gesture drawing and knowledge on value to mimic the images down to the pencil strokes and values.
Democracy and 21st Century Skills:
SWBAT self guide themselves through a packet of facial features in a timely manner for the purpose of learning to manage time effectively.
ASSESSMENTS What is your evidence of achieving each objective? How will students know and demonstrate what they have learned in each of the areas, all of the objectives?
Content:
Students will be assessed on their ability to complete the facial feature packet creating each drawing as closely to the original as possible.
Literacy and Numeracy:
The closer the students’ drawing is to the original supports their observation and analysis of each image.
Democracy and 21st Century Skills:
Completing the packet in a timely manner and turning it in on time.
KEY VOCABULARY
Content
Mimic, Value, Shading, Cross-hatching, Stippling
Literacy and Numeracy
Observation, Copy, Analysis
Democracy and 21st Century Skills
Time Management, Self guide
HIGHER ORDER QUESTIONS – for this lesson
Content
· Why would copying drawings of facial features help you learn to draw the human figure?
Literacy and Numeracy
· How does close observation help the artist draw accurately even when the left-brain is working against the right brain?
Democracy and 21st Century Skills
· Why would learning self-guiding and time management practices on school assignments be important for life after high school?
LESSON FLOW: This is the actual planning of the lesson activities.
Anticipatory Set – Purpose and Relevance
Question of the day.
Pre-Assessment
Give me a thumps up or down on if the video on how to draw the eye realistically was helpful?
· Warm up drawing of the nose
Building Background
Link to Experience/ Learning: Linked to experience from Thursday of following along with a video and drawing a realistic eye after first drawing an eye without instruction. Today we will do another version of that.
Activity Nam: Facial Features Drawing Exercises Packet
Anticipatory Set
Draw one of the nose drawings together. Utilizing common/simple shapes to help define outer contour lines and surface contours.
Models of Teaching:
SIOP Techniques: I do, We do, You do, One on One during work time.
Guided Practice: Work time in class with help circulating around the room.
Reading , Writing, Listening, Speaking
Checking for Understanding: Checking drawings being done in class for progress and correct observation skills while providing further instruction and questing when applicable.
Questioning Strategies: Utilizing Bloom’s Taxonomy – questions should progress from the lowest to the highest of the levels of the cognitive domain (knowledge, comprehension, application, analysis, synthesis, evaluation and creativity).
· Where are the deep shadows and what do they imply about the surface?
· Why do shadows help define the curve or sharpness of a surface?
· How can you use this to your advantage?
Independent Practice:
Continue working on packet outside of class time if needed. Will be given at least one whole class period to work if not more.
Accommodations, Modifications, and Student Adjustments
· If students are still struggling continue one on one instruction with those that need that time.
· Allow for students to draw lightly on the drawings to find simple contours and shapes (make sure they do so in pencil so they don’t cover up the shading they will need to finish the drawing).
· Have students who are excelling to help fellow students who are struggling, providing their fellow students with a different outlook or explanation that may help things click.
Review and Assessments of All Objectives
Content: Were you able to observe the drawings closely to provide yourself with better drawings of each feature?
Literacy and Numeracy: What were you able to see in your close analysis of each drawing? Did you find more or less to depict? How so?
Democracy and 21st Century Skills: Did you find a specific way you preferred to work through the packet? Why did you choose to complete the packet that way in particular? How does this apply to your knowledge of left and right brain functions?
Closure
Where there features that were more difficult than others? Which ones and why?
Can you start to see improvement in your drawing abilities?
Next Step
We are working our way to drawing your self-portraits.
Post-Lesson Reflection ( For the Teacher)
1. To what extent were all objectives achieved?
2. What changes would you make if you teach the lesson again?
3. What do you envision for the next lesson?
4. To what extent does this lesson achieve the Mission of the Agenda for Education in a Democracy? To what extent does this lesson achieve the 21st Century Skills?
Name:___Megan N. Tilley ___Date:__________10/7/14_____________________
Unit Essential Question:___What are the first steps in learning to drawing the human figure? How can you practice drawing skills to improve your skills on your own and in class?
Lesson Topic: Human Figure Drawing Packet __Class:___Fundamentals of Design__
PLANNING THE LESSON
With Democracy and Social Justice at the Center of Instruction
Focusing on the National Network for Educational Renewal (NNER) Mission – the 4-Part Agenda for Education in a Democracy
EQUAL ACCESS ENCULTURATION NURTURING PEDAGOGY STEWARDSHIP
To Knowledge In Democratic Society Safe and Caring for All of the Mission
What are you and your students doing today to advance the 4-Part Mission? Connections:
With which part(s) of the Agenda does this lesson connect most clearly? And how?
Today we focus on building skills on drawing realistic depictions of facial features. These skills rely on observational skills and analyzing what is being observed. This supports in some part the Enculturation developing some of the needed skills for the 21st century work force. This lesson also supports Equal Access by providing all students with the same material and tools to copy the techniques used to depict the facial features realistically.
STANDARDS (www.cde.state.co)
Content:
Observe and Learn to Comprehend: Visual art has inherent characteristics and expressive features.
Literacy and Numeracy:
Use logic and rhetoric to analyze and critique ideas.
Democracy and 21st Century Skills:
Work Ethic: Manage Time Effectively
OBJECTIVES
Content:
SWBAT observe examples of facial features that have been drawn and copy without tracing in the column next to each image.
Literacy and Numeracy:
SWBAT analyze each image and apply gesture drawing and knowledge on value to mimic the images down to the pencil strokes and values.
Democracy and 21st Century Skills:
SWBAT self guide themselves through a packet of facial features in a timely manner for the purpose of learning to manage time effectively.
ASSESSMENTS What is your evidence of achieving each objective? How will students know and demonstrate what they have learned in each of the areas, all of the objectives?
Content:
Students will be assessed on their ability to complete the facial feature packet creating each drawing as closely to the original as possible.
Literacy and Numeracy:
The closer the students’ drawing is to the original supports their observation and analysis of each image.
Democracy and 21st Century Skills:
Completing the packet in a timely manner and turning it in on time.
KEY VOCABULARY
Content
Mimic, Value, Shading, Cross-hatching, Stippling
Literacy and Numeracy
Observation, Copy, Analysis
Democracy and 21st Century Skills
Time Management, Self guide
HIGHER ORDER QUESTIONS – for this lesson
Content
· Why would copying drawings of facial features help you learn to draw the human figure?
Literacy and Numeracy
· How does close observation help the artist draw accurately even when the left-brain is working against the right brain?
Democracy and 21st Century Skills
· Why would learning self-guiding and time management practices on school assignments be important for life after high school?
LESSON FLOW: This is the actual planning of the lesson activities.
Anticipatory Set – Purpose and Relevance
Question of the day.
Pre-Assessment
Give me a thumps up or down on if the video on how to draw the eye realistically was helpful?
· Warm up drawing of the nose
Building Background
Link to Experience/ Learning: Linked to experience from Thursday of following along with a video and drawing a realistic eye after first drawing an eye without instruction. Today we will do another version of that.
Activity Nam: Facial Features Drawing Exercises Packet
Anticipatory Set
Draw one of the nose drawings together. Utilizing common/simple shapes to help define outer contour lines and surface contours.
Models of Teaching:
SIOP Techniques: I do, We do, You do, One on One during work time.
Guided Practice: Work time in class with help circulating around the room.
Reading , Writing, Listening, Speaking
Checking for Understanding: Checking drawings being done in class for progress and correct observation skills while providing further instruction and questing when applicable.
Questioning Strategies: Utilizing Bloom’s Taxonomy – questions should progress from the lowest to the highest of the levels of the cognitive domain (knowledge, comprehension, application, analysis, synthesis, evaluation and creativity).
· Where are the deep shadows and what do they imply about the surface?
· Why do shadows help define the curve or sharpness of a surface?
· How can you use this to your advantage?
Independent Practice:
Continue working on packet outside of class time if needed. Will be given at least one whole class period to work if not more.
Accommodations, Modifications, and Student Adjustments
· If students are still struggling continue one on one instruction with those that need that time.
· Allow for students to draw lightly on the drawings to find simple contours and shapes (make sure they do so in pencil so they don’t cover up the shading they will need to finish the drawing).
· Have students who are excelling to help fellow students who are struggling, providing their fellow students with a different outlook or explanation that may help things click.
Review and Assessments of All Objectives
Content: Were you able to observe the drawings closely to provide yourself with better drawings of each feature?
Literacy and Numeracy: What were you able to see in your close analysis of each drawing? Did you find more or less to depict? How so?
Democracy and 21st Century Skills: Did you find a specific way you preferred to work through the packet? Why did you choose to complete the packet that way in particular? How does this apply to your knowledge of left and right brain functions?
Closure
Where there features that were more difficult than others? Which ones and why?
Can you start to see improvement in your drawing abilities?
Next Step
We are working our way to drawing your self-portraits.
Post-Lesson Reflection ( For the Teacher)
1. To what extent were all objectives achieved?
2. What changes would you make if you teach the lesson again?
3. What do you envision for the next lesson?
4. To what extent does this lesson achieve the Mission of the Agenda for Education in a Democracy? To what extent does this lesson achieve the 21st Century Skills?
Rubric for Facial Features Packet:
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Teaching Reflection:
It is startling how easy it is to get nervous about teaching no matter how many times you have taught before. With every new environment, I can seem to be experiencing my nerves all over again. HoweverOverall, my first lesson taught in a hHigh sSchool classroom went much better overall than I thought, and it helped me become more comfortable with improvising on the spot.
Leading up to this lesson it was a little bit of a mess. Originally I was informed I would teach the lesson on Thursday, October 9,Ninth while my mentor teacher was gone. However, at the last minute the week before I was informed I would teach the lesson on Tuesday and then it would be followed by aa classroom work--day on on Thursday, which was to be my during the time I had scheduled my observation day with Liz Urban. This added an extra level of stress sincedue to the fact that Liz was suppose to observe me teach an entire lesson. How was I suppose to teach the lesson for observation after already teaching it once without being plain repetitive? How was I going to fulfilll fill my lesson observation without a full lesson? This all became reinforcement that you must be flexible when teaching as the schedule constantly changes. has the habit of changing consistently. In the long run, I think this ended up helping me for the better. I was able to think of another technique to use for the facial features lesson and tied it into the beginning of Tuesday’s beginning of the lesson, whichand still allowed the students as much of the periodas long of a period as possible to work on their packets as possible. This in turn allowed one- on- one time with the students, which seemed to be more beneficial than teaching techniques to the whole class.
ReflectingLooking back on this lesson I feel I have learned even more. There are a few things I have noticed I have a hard time doing. First, and the biggest, thing is asking a student to repeat the directions backd to me instead of me repeating the directions to them. Second, is to ask more questions of the students tying their previous knowledge and current knowledge together. After teaching or even during my lesson, I started seeing this as somethingis I wanted to bring into the classroom more more. I want my art classes to be unique and different from other art classrooms. I realized I want to bring in more discussions, and especially bringing in deeper thought questions that tie art skills to 21st century skills for life after hHigh sSchool. For example, using the question of the day as one of my higher order questions to spark short discussions. There may not be any one right answer, but it would provoke the students to think. and then use it to spark and short discussion.
This has been an amazing learning experience, but I am discovering some difficulties along the way. I learned so much from my first lesson and I want to change the art room environment and the path the lessons take, but how much can I actually change, as this is not my classroom. These students have been trained for specific routine,habits and schedule so how much do we risk changing things as an observer/student teacher before students’ become confused or disengaged from their education? After all, we are creatures of habit and students are no exception. For now, I will focus on havingworking to have students repeat directions and asking students more questions. When I can, I will aim to ask higher order questions.
It is startling how easy it is to get nervous about teaching no matter how many times you have taught before. With every new environment, I can seem to be experiencing my nerves all over again. HoweverOverall, my first lesson taught in a hHigh sSchool classroom went much better overall than I thought, and it helped me become more comfortable with improvising on the spot.
Leading up to this lesson it was a little bit of a mess. Originally I was informed I would teach the lesson on Thursday, October 9,Ninth while my mentor teacher was gone. However, at the last minute the week before I was informed I would teach the lesson on Tuesday and then it would be followed by aa classroom work--day on on Thursday, which was to be my during the time I had scheduled my observation day with Liz Urban. This added an extra level of stress sincedue to the fact that Liz was suppose to observe me teach an entire lesson. How was I suppose to teach the lesson for observation after already teaching it once without being plain repetitive? How was I going to fulfilll fill my lesson observation without a full lesson? This all became reinforcement that you must be flexible when teaching as the schedule constantly changes. has the habit of changing consistently. In the long run, I think this ended up helping me for the better. I was able to think of another technique to use for the facial features lesson and tied it into the beginning of Tuesday’s beginning of the lesson, whichand still allowed the students as much of the periodas long of a period as possible to work on their packets as possible. This in turn allowed one- on- one time with the students, which seemed to be more beneficial than teaching techniques to the whole class.
ReflectingLooking back on this lesson I feel I have learned even more. There are a few things I have noticed I have a hard time doing. First, and the biggest, thing is asking a student to repeat the directions backd to me instead of me repeating the directions to them. Second, is to ask more questions of the students tying their previous knowledge and current knowledge together. After teaching or even during my lesson, I started seeing this as somethingis I wanted to bring into the classroom more more. I want my art classes to be unique and different from other art classrooms. I realized I want to bring in more discussions, and especially bringing in deeper thought questions that tie art skills to 21st century skills for life after hHigh sSchool. For example, using the question of the day as one of my higher order questions to spark short discussions. There may not be any one right answer, but it would provoke the students to think. and then use it to spark and short discussion.
This has been an amazing learning experience, but I am discovering some difficulties along the way. I learned so much from my first lesson and I want to change the art room environment and the path the lessons take, but how much can I actually change, as this is not my classroom. These students have been trained for specific routine,habits and schedule so how much do we risk changing things as an observer/student teacher before students’ become confused or disengaged from their education? After all, we are creatures of habit and students are no exception. For now, I will focus on havingworking to have students repeat directions and asking students more questions. When I can, I will aim to ask higher order questions.