LESSON PLAN TEMPLATE FOR THE AGENDA FOR EDUCATION IN A DEMOCRACY
Name:____Megan Tilley___________________Date:_____________________________
Unit Essential Question: What vocabulary words/characteristics can be used to describe the piece of artwork shown or that you created? Why is it important to plan out what you want to do before starting the final project?_
Lesson Topic: Silhouettes with Personal Meaning: Background of piece______Class:___5th
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?
As a class we will be practicing Equal Access through showing what we known in a pre-assessment in order to make sure that all students have the same equal knowledge base as we will work on sharing knowledge with each other to fill the gaps that some students might have. (Pre-assessment was giving during the first lesson). We are also making sure to support a nurturing pedagogy as everyone’s projects are to be respected by classmates and each piece should have personal meaning to its artist or illustrate something that they like to do.
STANDARDS (www.cde.state.com)
Content:
Art: (1.1) Visual arts connect multiple characteristics of art.
(1.2) Visual arts communicate the human experience.
(2.2) Specific methods of planning support the development of intended meaning.
(3.1) Use artistic media and expression to communicate personal and objective points of view.
(3.3) Apply an understanding of art processes and creative thinking to plan and create art.
(4.1) Artists, viewers, and patrons assign intended meaning to works of art.
Literacy and Numeracy:
Write clearly and coherently for a variety of purposes and audiences.
Democracy and 21st Century Skills:
1. Planning and reflecting to improve.
2. Cooperative learning for a common purpose.
OBJECTIVES
Content:
SWBAT depict something about themselves through means of designing a 2-D silhouette with a background showing an understanding of the artistic process through planning, implementing, and reflecting.
Students will have a choice on the media they want to use in their background, either watercolor or chalk pastels or a combination.
Literacy and Numeracy:
SWBAT write clearly and coherently to describe their work and why they chose the design they did.
Democracy and 21st Century Skills:
SWBAT finish planning and begin work on final piece where upon they will reflect on their project with a partner for the purpose of building planning, reflection skills to allow for later improvements and build cooperative skills.
ASSESSMENTS
Content:
Completion of 2-D silhouette artwork with a landscape background and completion of planning packet.
Literacy and Numeracy:
Clearly articulated thought process on questions in the planning packet.
Democracy and 21st Century Skills:
Completion of written answers to the planning packet in the reflection section with a partner.
KEY VOCABULARY
Content
Silhouette, 2-D, 3-D, geometric, free-form/organic, landscape, still-life, portrait, sculpture, genre
Literacy and Numeracy
Meaning/purpose, detail,
Democracy and 21st Century Skills
plan, reflection, emotion, take-away (what was learned)
HIGHER ORDER QUESTIONS – for this lesson
Content
What vocabulary words/characteristics can be used to describe the piece of artwork shown or that you created?
Why is it important to plan out what you want to do before starting the final project?
Literacy and Numeracy
What is the purpose of the piece?
Why did you choose the design you did?
Democracy and 21st Century Skills
Why is planning important?
What is something you learned from this project about yourself?
How could you improve your final piece if you redo the project?
LESSON FLOW
Anticipatory Set – Purpose and Relevance
Warm up question.
Pre-Assessment
Discussion about question.
Building Background
Link to Experience: In your last projects have you seen any themes in your choice of subject? Do you do a lot of animals or sports subjects, ect? How does that help describe who you are? Link to planning packets that have been done for previous projects? Link this to their final assessment packet they will have to fill out.
Link to Learning: Did planning help you come up with more ideas that were better thought out than your first idea? What did you learn from reflection back on your piece.
Activity Name
Studio Work Time…… Think, Plan, Create, and Reflect.
Instructional Input Includes:
Demo/ lecture, and some discussion.
Models of Teaching:
One on one instruction during studio time and Interactive presentation.
SIOP Techniques:
I do, we do, you do.
Guided Practice:
Studio days will be provided with one on one feedback. Students will only have one or two class periods to finish this project.
Checking for Understanding:
Get one on one feedback during studio time and check in with students during class demos. Also use the pre-assessment at the beginning of class to know where gaps need to be filled.
Independent Practice:
students will be allowed to come in after class hours after checking for a specific time that is okayed by the teacher.
Accommodations, Modifications, and Student Adjustments
Silhouettes are pretty simple but for those that have difficulty with this can simplify their designs even more and chose a media that better suites their needs if absolutely needed.
Review and Assessments of All Objectives
Content:
SWBAT depict something about themselves through means of designing a 2-D silhouette with a background showing an understanding of the artistic process through planning, implementing, and reflecting.
Students will have a choice on the media they want to use in their background, either watercolor or chalk pastels or a combination.
Literacy and Numeracy:
SWBAT write clearly and coherently to describe their work and why they chose the design they did.
Democracy and 21st Century Skills:
SWBAT finishing planning and begin work on final piece where upon they will reflect on their project for the purpose of building planning, reflection skills to allow for later improvements.
Closure
Students will do a shortened reflection on this project with a longer reflection on the next silhouette project which will be in 2-D
Next Step
Planning the 3-D version and completing the final assessment packet.
Name:____Megan Tilley___________________Date:_____________________________
Unit Essential Question: What vocabulary words/characteristics can be used to describe the piece of artwork shown or that you created? Why is it important to plan out what you want to do before starting the final project?_
Lesson Topic: Silhouettes with Personal Meaning: Background of piece______Class:___5th
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?
As a class we will be practicing Equal Access through showing what we known in a pre-assessment in order to make sure that all students have the same equal knowledge base as we will work on sharing knowledge with each other to fill the gaps that some students might have. (Pre-assessment was giving during the first lesson). We are also making sure to support a nurturing pedagogy as everyone’s projects are to be respected by classmates and each piece should have personal meaning to its artist or illustrate something that they like to do.
STANDARDS (www.cde.state.com)
Content:
Art: (1.1) Visual arts connect multiple characteristics of art.
(1.2) Visual arts communicate the human experience.
(2.2) Specific methods of planning support the development of intended meaning.
(3.1) Use artistic media and expression to communicate personal and objective points of view.
(3.3) Apply an understanding of art processes and creative thinking to plan and create art.
(4.1) Artists, viewers, and patrons assign intended meaning to works of art.
Literacy and Numeracy:
Write clearly and coherently for a variety of purposes and audiences.
Democracy and 21st Century Skills:
1. Planning and reflecting to improve.
2. Cooperative learning for a common purpose.
OBJECTIVES
Content:
SWBAT depict something about themselves through means of designing a 2-D silhouette with a background showing an understanding of the artistic process through planning, implementing, and reflecting.
Students will have a choice on the media they want to use in their background, either watercolor or chalk pastels or a combination.
Literacy and Numeracy:
SWBAT write clearly and coherently to describe their work and why they chose the design they did.
Democracy and 21st Century Skills:
SWBAT finish planning and begin work on final piece where upon they will reflect on their project with a partner for the purpose of building planning, reflection skills to allow for later improvements and build cooperative skills.
ASSESSMENTS
Content:
Completion of 2-D silhouette artwork with a landscape background and completion of planning packet.
Literacy and Numeracy:
Clearly articulated thought process on questions in the planning packet.
Democracy and 21st Century Skills:
Completion of written answers to the planning packet in the reflection section with a partner.
KEY VOCABULARY
Content
Silhouette, 2-D, 3-D, geometric, free-form/organic, landscape, still-life, portrait, sculpture, genre
Literacy and Numeracy
Meaning/purpose, detail,
Democracy and 21st Century Skills
plan, reflection, emotion, take-away (what was learned)
HIGHER ORDER QUESTIONS – for this lesson
Content
What vocabulary words/characteristics can be used to describe the piece of artwork shown or that you created?
Why is it important to plan out what you want to do before starting the final project?
Literacy and Numeracy
What is the purpose of the piece?
Why did you choose the design you did?
Democracy and 21st Century Skills
Why is planning important?
What is something you learned from this project about yourself?
How could you improve your final piece if you redo the project?
LESSON FLOW
Anticipatory Set – Purpose and Relevance
Warm up question.
Pre-Assessment
Discussion about question.
Building Background
Link to Experience: In your last projects have you seen any themes in your choice of subject? Do you do a lot of animals or sports subjects, ect? How does that help describe who you are? Link to planning packets that have been done for previous projects? Link this to their final assessment packet they will have to fill out.
Link to Learning: Did planning help you come up with more ideas that were better thought out than your first idea? What did you learn from reflection back on your piece.
Activity Name
Studio Work Time…… Think, Plan, Create, and Reflect.
Instructional Input Includes:
Demo/ lecture, and some discussion.
Models of Teaching:
One on one instruction during studio time and Interactive presentation.
SIOP Techniques:
I do, we do, you do.
Guided Practice:
Studio days will be provided with one on one feedback. Students will only have one or two class periods to finish this project.
Checking for Understanding:
Get one on one feedback during studio time and check in with students during class demos. Also use the pre-assessment at the beginning of class to know where gaps need to be filled.
Independent Practice:
students will be allowed to come in after class hours after checking for a specific time that is okayed by the teacher.
Accommodations, Modifications, and Student Adjustments
Silhouettes are pretty simple but for those that have difficulty with this can simplify their designs even more and chose a media that better suites their needs if absolutely needed.
Review and Assessments of All Objectives
Content:
SWBAT depict something about themselves through means of designing a 2-D silhouette with a background showing an understanding of the artistic process through planning, implementing, and reflecting.
Students will have a choice on the media they want to use in their background, either watercolor or chalk pastels or a combination.
Literacy and Numeracy:
SWBAT write clearly and coherently to describe their work and why they chose the design they did.
Democracy and 21st Century Skills:
SWBAT finishing planning and begin work on final piece where upon they will reflect on their project for the purpose of building planning, reflection skills to allow for later improvements.
Closure
Students will do a shortened reflection on this project with a longer reflection on the next silhouette project which will be in 2-D
Next Step
Planning the 3-D version and completing the final assessment packet.
Partner Reflection Sheet
Name:______________________________________________ Class code: ________________
Name: ______________________________________________
List one thing per artist that could have been done better:
List one thing per artist that was done well:
Name: ______________________________________________
List one thing per artist that could have been done better:
List one thing per artist that was done well:
Student Work Examples
Thoughts & Reflections After Class
This lesson went very well. All the objectives were clearly laid out for the students as were the expectations for the background. In my demo I made sure to show students both watercolor and pastels. During the demo I showed students how to successfully combine the two mediums. However, I expected more students to be excited at this concept and instead it turned out most students wanted to do with or not both. I still would teach this lesson before the black portion if I ever did this project again, but it went pretty well.
With the choices and freedom given to provide personal meaning to each student I was able to see the nurturing pedagogy and democracy in the classroom through their reflection. I will absolutely use this type of reflection again. Having two students reflect together and give each other tips and suggestions works very well and I think they get more out of it than just writing an artist statement. Our next lesson is all focusing the final assessment and the 3-D silhouette. I am interested to see how the students do with this project, but I am worried about their cutting skills being able to handle the harder material.
With the choices and freedom given to provide personal meaning to each student I was able to see the nurturing pedagogy and democracy in the classroom through their reflection. I will absolutely use this type of reflection again. Having two students reflect together and give each other tips and suggestions works very well and I think they get more out of it than just writing an artist statement. Our next lesson is all focusing the final assessment and the 3-D silhouette. I am interested to see how the students do with this project, but I am worried about their cutting skills being able to handle the harder material.