LESSON PLAN TEMPLATE FOR THE AGENDA FOR EDUCATION IN A DEMOCRACY
Name:___Megan N. Tilley ___Date:______________10/7/14_________________
Unit Essential Question: How do graded and tonal values differ? Why would these value techniques be used in two-dimensional artwork? Could these be applied to other artistic processes? If so how would you use them?
Lesson Topic:__Graded and Tonal Values with Pencil____Class:__Drawing: Period 3________
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?
This class focuses mainly on equal access, but does allow for some enculturation. Today students are practicing value application to drawings in order to create the illusion three-dimensional space in drawings. By sculpting their subject first and then drawing it they are able to make further and deeper observations while experiencing difficulties during the artistic process and apply problem-solving skills.
STANDARDS (www.cde.state.co.edu)
Content:
Demonstrate competency in traditional and new art media, and apply appropriate and available technology for the expression of ideas.
Literacy and Numeracy:
Write clearly and coherently while using logic and rhetoric to analyze and critiques ideas.
Democracy and 21st Century Skills:
Apply logical reasoning and analytical skills.
OBJECTIVES
Content:
SWBAT be able to construct a three dimensional version of an artistic term (from the word bank) and then create a drawing using graded and tonal values with drawing pencils.
Literacy and Numeracy:
SWBAT define their term using complete sentences and correct spelling, while still presenting their term in a three-dimensional and creative way.
Democracy and 21st Century Skills:
SWBAT trouble-shoot and solve the difficulties that arise during the artistic process through problem solving for the purpose of developing and applying logical reasoning and analytical skills.
ASSESSMENTS
Content:
· Drawing representing their word sculpture.
· Should contain examples of graded and tonal value systems with at least 5 different values.
Literacy and Numeracy:
· Completion of the paper word sculpture with correct spelling
· Definition of word chosen written on the back of their drawing using full sentences.
Democracy and 21st Century Skills:
· Observation of students during their work-time on their paper word sculpture
· One on one touch basis with each student during work periods.
KEY VOCABULARY
Content (Word Bank):
Fold/Crease, Tear/Rip, Cut, Wrinkle, Pencil, Charcoal, Tonal, Graded, Value, Contrast, Half-Tone, Back Shadow, Object Shadow, Highlight, Reflected Light, Horizon Line, Contour, Line Variation, Still Life, Texture, Form, Repetition, Unity, Balance, Cast Shadow, Space,
Literacy and Numeracy
Definition, Spelling, Analyze, Critique
Democracy and 21st Century Skills
Logical reasoning, Analytical, Trouble-shooting
HIGHER ORDER QUESTIONS – for this lesson
Content:
· How do graded and tonal values differ?
· Why would these value techniques be used in two-dimensional artwork?
· Could these be applied to other artistic processes? If so how would you use them?
Literacy and Numeracy
· Why must an artist or any professional in their industry need to use correct spelling and grammar when writing in or about one of their works?
Democracy and 21st Century Skills
· How did logical reasoning and trouble-shooting help you through your artistic process with this piece?
· What have you learned about your work process?
· What do you need to improve on and what did you do really well?
LESSON FLOW: This is the actual planning of the lesson activities.
Anticipatory Set – Purpose and Relevance
Briefly introduce my background as a sculptor.
What is a sculpture?
Why would we have you make a sculpture in a drawing class?
· It is helpful for many artists to feel the contours of what they are drawing. It provides a deeper understanding of the subject. Sculpting your subject and then observing the shadows to help draw more accurately. The more close observations you make as an artist the more accurate you can portray your subject.
Pre-Assessment
Raise your hand if you have had any experience with creating a sculpture?
Building Background
Link to Experience:
Discuss use for graded value and tonal value in a draw.
Link to Learning:
Where would each be most applicable to create the illusion of 3-D.
Activity Name Paper Sculpted Word Drawing
Anticipatory Set
Show power point with examples. Show my example.
Instructional Input
Remember everyone’s’ artistic process is different just as the inspiration is different for each artist. You are too select one word from the word bank. Depict your word in a creative way providing multiple surfaces for light value changes. To sculpt your word use only paper, pencils, and clear tape.
Once you have finished sculpting your word then draw your word in your sketchbook using both graded and tonal value scales. Make sure you have at least 5 different values. In your sketchbook write down in your own words define the word you chose
Models of Teaching:
SIOP Techniques: I do, We do, You do, individual practice.
Guided Practice:
Work one on one with students during work time in class. Provide help when need to solve problems, but try to ask more questions and guide than coming to the rescue.
Reading, Writing, Listening, Speaking:
Use correct spelling to sculpt your word and complete sentences to define your chosen term.
Checking for Understanding:
· Definition correctly defined
· Graded and tonal values used appropriately in drawing done in sketchbook.
Independent Practice:
Continue working on drawing in sketchbook in class on Thursday and at home if time is still needed.
Accommodations, Modifications, and Student Adjustments
· If student has difficulty writing clearly they can define it verbally when turning in the assignment.
· Choice of method to work with sculpting the paper is left to the student allowing them to assess their own motor skills. (ie. If scissors are too difficult to use they can tear or fold….ect)
· Allow students to ask their neighbors for help problem solving in a think pair share situation if needed.
Review and Assessments of All Objectives
Content: Was the sculpting project helpful to understand the contours of a three-dimensional object resulting in shadows? Why or why not?
Literacy and Numeracy: Review definitions of terms upon turning in the assignments.
Democracy and 21st Century Skills: What did you learn from your brief sculpture experience? How can you apply what you learned from this to later work? What about outside the classroom?
Closure
Discuss the techniques used and the importance they have to create the illusion of three-dimensional space in a drawing.
Next Step
We are working towards applying value to a finished drawing.
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: How do graded and tonal values differ? Why would these value techniques be used in two-dimensional artwork? Could these be applied to other artistic processes? If so how would you use them?
Lesson Topic:__Graded and Tonal Values with Pencil____Class:__Drawing: Period 3________
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?
This class focuses mainly on equal access, but does allow for some enculturation. Today students are practicing value application to drawings in order to create the illusion three-dimensional space in drawings. By sculpting their subject first and then drawing it they are able to make further and deeper observations while experiencing difficulties during the artistic process and apply problem-solving skills.
STANDARDS (www.cde.state.co.edu)
Content:
Demonstrate competency in traditional and new art media, and apply appropriate and available technology for the expression of ideas.
Literacy and Numeracy:
Write clearly and coherently while using logic and rhetoric to analyze and critiques ideas.
Democracy and 21st Century Skills:
Apply logical reasoning and analytical skills.
OBJECTIVES
Content:
SWBAT be able to construct a three dimensional version of an artistic term (from the word bank) and then create a drawing using graded and tonal values with drawing pencils.
Literacy and Numeracy:
SWBAT define their term using complete sentences and correct spelling, while still presenting their term in a three-dimensional and creative way.
Democracy and 21st Century Skills:
SWBAT trouble-shoot and solve the difficulties that arise during the artistic process through problem solving for the purpose of developing and applying logical reasoning and analytical skills.
ASSESSMENTS
Content:
· Drawing representing their word sculpture.
· Should contain examples of graded and tonal value systems with at least 5 different values.
Literacy and Numeracy:
· Completion of the paper word sculpture with correct spelling
· Definition of word chosen written on the back of their drawing using full sentences.
Democracy and 21st Century Skills:
· Observation of students during their work-time on their paper word sculpture
· One on one touch basis with each student during work periods.
KEY VOCABULARY
Content (Word Bank):
Fold/Crease, Tear/Rip, Cut, Wrinkle, Pencil, Charcoal, Tonal, Graded, Value, Contrast, Half-Tone, Back Shadow, Object Shadow, Highlight, Reflected Light, Horizon Line, Contour, Line Variation, Still Life, Texture, Form, Repetition, Unity, Balance, Cast Shadow, Space,
Literacy and Numeracy
Definition, Spelling, Analyze, Critique
Democracy and 21st Century Skills
Logical reasoning, Analytical, Trouble-shooting
HIGHER ORDER QUESTIONS – for this lesson
Content:
· How do graded and tonal values differ?
· Why would these value techniques be used in two-dimensional artwork?
· Could these be applied to other artistic processes? If so how would you use them?
Literacy and Numeracy
· Why must an artist or any professional in their industry need to use correct spelling and grammar when writing in or about one of their works?
Democracy and 21st Century Skills
· How did logical reasoning and trouble-shooting help you through your artistic process with this piece?
· What have you learned about your work process?
· What do you need to improve on and what did you do really well?
LESSON FLOW: This is the actual planning of the lesson activities.
Anticipatory Set – Purpose and Relevance
Briefly introduce my background as a sculptor.
What is a sculpture?
Why would we have you make a sculpture in a drawing class?
· It is helpful for many artists to feel the contours of what they are drawing. It provides a deeper understanding of the subject. Sculpting your subject and then observing the shadows to help draw more accurately. The more close observations you make as an artist the more accurate you can portray your subject.
Pre-Assessment
Raise your hand if you have had any experience with creating a sculpture?
Building Background
Link to Experience:
Discuss use for graded value and tonal value in a draw.
Link to Learning:
Where would each be most applicable to create the illusion of 3-D.
Activity Name Paper Sculpted Word Drawing
Anticipatory Set
Show power point with examples. Show my example.
Instructional Input
Remember everyone’s’ artistic process is different just as the inspiration is different for each artist. You are too select one word from the word bank. Depict your word in a creative way providing multiple surfaces for light value changes. To sculpt your word use only paper, pencils, and clear tape.
Once you have finished sculpting your word then draw your word in your sketchbook using both graded and tonal value scales. Make sure you have at least 5 different values. In your sketchbook write down in your own words define the word you chose
Models of Teaching:
SIOP Techniques: I do, We do, You do, individual practice.
Guided Practice:
Work one on one with students during work time in class. Provide help when need to solve problems, but try to ask more questions and guide than coming to the rescue.
Reading, Writing, Listening, Speaking:
Use correct spelling to sculpt your word and complete sentences to define your chosen term.
Checking for Understanding:
· Definition correctly defined
· Graded and tonal values used appropriately in drawing done in sketchbook.
Independent Practice:
Continue working on drawing in sketchbook in class on Thursday and at home if time is still needed.
Accommodations, Modifications, and Student Adjustments
· If student has difficulty writing clearly they can define it verbally when turning in the assignment.
· Choice of method to work with sculpting the paper is left to the student allowing them to assess their own motor skills. (ie. If scissors are too difficult to use they can tear or fold….ect)
· Allow students to ask their neighbors for help problem solving in a think pair share situation if needed.
Review and Assessments of All Objectives
Content: Was the sculpting project helpful to understand the contours of a three-dimensional object resulting in shadows? Why or why not?
Literacy and Numeracy: Review definitions of terms upon turning in the assignments.
Democracy and 21st Century Skills: What did you learn from your brief sculpture experience? How can you apply what you learned from this to later work? What about outside the classroom?
Closure
Discuss the techniques used and the importance they have to create the illusion of three-dimensional space in a drawing.
Next Step
We are working towards applying value to a finished drawing.
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?
Paper Word Sculpture I created as an example for the Students:
Teaching Reflection:
During this lesson I felt slightly more comfortable and less concerned about being observed. I didn’t realize it during my first lesson/observation, but the thought of having someone observe me made me incredible nervous. This shouldn’t surprise me as I have experienced this while in the work force over the last four years. I have never done will being micro managed with someone looking over my shoulder. I do far better if told what to do and what is expected, but then left to do it on my own until I am done. I benefit from my finished work being analyzed and critiqued, but I understand this is not necessarily the best process for education to take. Knowing this now I hope I can work on my nerves in order to be more comfortable being observed.
After being observed and thinking back to my performance there are definitely some things to work on. When I am nervous I tend to rush through the subject and veer away from my higher order questions on my lesson plan. This means I need to engage students more in conversations as a class and ask my highly thought out questions. Also I need to remember the power of the handout! I think this would have been very helpful for students during their paper sculptures and the drawings of those sculptures. Lastly, I need to work on setting clearer expectations for students. Rubrics will help with this and maybe getting the students involved in the process of creating the rubric will create even clearer expectations. I could even add some pictures of examples to the rubrics for a better self-assessment gauge. Through this experience I just need to be more confident in my own knowledge. I know more than my students in my content and need to let it shine through when delivering my lessons.
During this lesson I felt slightly more comfortable and less concerned about being observed. I didn’t realize it during my first lesson/observation, but the thought of having someone observe me made me incredible nervous. This shouldn’t surprise me as I have experienced this while in the work force over the last four years. I have never done will being micro managed with someone looking over my shoulder. I do far better if told what to do and what is expected, but then left to do it on my own until I am done. I benefit from my finished work being analyzed and critiqued, but I understand this is not necessarily the best process for education to take. Knowing this now I hope I can work on my nerves in order to be more comfortable being observed.
After being observed and thinking back to my performance there are definitely some things to work on. When I am nervous I tend to rush through the subject and veer away from my higher order questions on my lesson plan. This means I need to engage students more in conversations as a class and ask my highly thought out questions. Also I need to remember the power of the handout! I think this would have been very helpful for students during their paper sculptures and the drawings of those sculptures. Lastly, I need to work on setting clearer expectations for students. Rubrics will help with this and maybe getting the students involved in the process of creating the rubric will create even clearer expectations. I could even add some pictures of examples to the rubrics for a better self-assessment gauge. Through this experience I just need to be more confident in my own knowledge. I know more than my students in my content and need to let it shine through when delivering my lessons.