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LESSON PLAN FORMAT

University of North Texas

Art Education

I. Lesson Title: Adaptive storytelling


Lesson Number: 2
Grade Level: 10-12
Time Frame: four days. 45 minutes each day.
Enduring Idea: Teamwork
II. Lesson Rationale:
By looking at A Polite Winter by James Jean and Kenichi Hoshine, students will be able to learn
how to tell an abstract story and create the art work to coincide with it. In learning to do such a thing
students will also learn, and exhibit a desired amount of teamwork to achieve such a goal. Learning to
utilize teamwork for this project will help prepare students for future projects at the college level as
well as some life situations.
III. Key Concepts:
Teamwork can be used to tell a narrative
IV. Essential Question: How can we tell a narrative as a team?
V. Lesson Objectives:
1. After the lesson, stds. will demonstrate the ability to write a narrative as a team and complete
accompanying artwork.
2. After the lesson, stds. will comprehend the tools to work as a team in a creative setting.
VI. Specific Art Content:
Students will create an abstract story and accompanying artworks as a class in the style of the
Surrealist Exquisite Corpse.
VII. Resources & Materials for Teacher:
www.politewinter.com
www.jamesjean.com
www.kenichihoshine.com
VIII. Resources & Materials for Students:
www.politewinter.com
www.jamesjean.com
www.kenichihoshine.com
White board, markers, sketchbooks, index cards, tape, pencil, paint, charcoal, pastels, paper,
watercolors, pencils, markers, ink, brushes, easels,
IX. Instruction and Its Sequencing:
Day of the Lesson :Day One
1. Introduction/Motivation
view A Polite Winter on computer
explain how adaptive narrative works

give examples of how to proceed

2.

Guided Practice
instructor starts with one sentence
each student adds a sentence with an index card
re-arrange individual sentences if needed
finalize narrative with student participation
each student picks a sentence that is not their own

3. Independent Practice
Students will exhibit the ability to work as a team as they create the abstract story needed for
the project.
4.

Closure
explain plans for the next day
"think about what your image will be because we start sketching next class!"
stds. leave their card with instructor before leaving
clean classroom
push in chairs

5.

Formative Evaluation
participation
brought good narrative ideas
interacted with other stds. while planning

6.

Classroom Management Procedures


website prepared to show
index cards and markers on each table
instructor collects narrative cards

Day of the Lesson :Day Two


1. Introduction/Motivation
explain the sketch process for narrative
show James Jean sketch examples
2.

Guided Practice
instructor does quick thumbnail demo
students split into groups
groups must be based on location in story
with group help, stds. plan image for their narrative
create thumbnails
stds. get instructor approval of thumbnail
stds. start sketching in depth
fully rendered sketch

color samples encouraged but not necessary


sketches must be done before class end
final instructor approval

3. Independent Practice
4.

Closure
stds. start to clean and put supplies back
while stds. clean instructor explains next class
"start thinking of medium you want to use. Anything you want! The supply cabinet is open!"
when done cleaning, if time allows, stds. view the different styles of James Jean and Kenichi
Hoshine
remain seating until class ends

5.

Formative Evaluation
class participation
shows great teamwork when working with group
overall sketchbook process/ideation
time management

6.

Classroom Management Procedures


have multiple website ready to view
have stds. narrative cards out and ready
supplies for sketching on each table
sketchbooks out if left in class

Day of the Lesson :Day Three


1.

Introduction/Motivation
introduce this part of project
pass out paper for each stds.
return cards with student narrative

2.

Guided Practice
students will be create images based on their sketches for their narrative sentence
stds. can choose their own medium
encourage stds. to work with previous group to make sure story will flow
keep reminding students to be creative, but follow narrative
stds. should take small breaks to admire classmate's work. Get motivated
A Polite Winter will be available to view
stds. must work on artwork until almost class end
"Don't rush, we will have half of next class to finish".

3. Independent Practice

4.

Closure
artwork must be placed on drying rack
stds. clean up all supplies
"come ready to work next class. We finish our art right when class starts!"

5.

Formative Evaluation
stds. have 100% completed their image
stds. followed their sketch
stds. supported each other

6.

Classroom Management Procedures


supply closet ready for stds.
paper cut and ready for stds.
keep reminding we are telling a story
create art with stds to help motivate

Day of the Lesson :Day Four


1. Introduction/Motivation
stds. get their art
Students scan their art into the computer.
2.

Guided Practice
stds. will finish any artwork that needed to be digitally finished.
instructor will walk around keeping them focused to finish
Instructor will explain the process of uploading images to website.

3.

Independent Practice
Students will upload their artwork as they finish
They continue to work on their art through out the class
With 20 minutes left in class, the students will gather and focus while we look over the class
website to make sure everything is complete
Once every agrees the website is done the instructor will publish
Students can share the site link as they please

1.

Closure
stds. return supplies
stds. clean room
congratulate stds. on job well done
ask if they have any questions
stds. remain seated until class dismissed.
hook for next project

2.

Formative Evaluation
finished project
participated in critique
helped hang art

3.

Classroom Management Procedures


artwork out ready for stds. to get
supplies out and ready
explain how to use the webhost

X. Summative Assessment and Evaluation:


I want to know how students will work as a team when creating a story as a group.
I want students to exemplify the desire to create as a team while pushing each other to do
better.
I want to know if they learn the importance of teamwork in everyday life.
I will know if they accomplished their goals through a systems of rubrics and checklists.
I will record this with the art they created as well as the story the have written as a class.
XI. Interdisciplinary Connections:
English
XII. References & Resources:
www.politewinter.com
www.jamesjean.com
www.kenichihoshine.com
XIII. Art TEKS
Foundations: observation and perception. The student develops and expands visual literacy skills
using critical thinking, imagination, and the senses to observe and explore the world by learning about,
understanding, and applying the elements of art, principles of design, and expressive qualities. The
student uses what the student sees, knows, and has experienced as sources for examining,
understanding, and creating original artwork.
The student is expected to:
A. analyze visual characteristics of sources to illustrate concepts, demonstrate flexibility in solving
problems, create multiple solutions, and think imaginatively;
B. compare and contrast the elements of art, including line, shape, color, texture, form, space, and
value, as the fundamentals of art in personal artwork;
C. compare and contrast the principles of design, including emphasis, repetition/pattern,
movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artwork; and
D. explore the suitability of art media and processes and select those appropriate to express specific
ideas such as content, meaning, message, and metaphor relating to visual themes to interpret the
expressive qualities of artwork.
Creative expression. The student communicates ideas through original artwork using a variety of
media with appropriate skills. The student expresses thoughts and ideas creatively while challenging

the imagination, fostering reflective thinking, and developing disciplined effort and progressive
problem-solving skills.
The student is expected to:
A. create original artwork using multiple solutions from direct observation, original sources,
experiences, and imagination in order to expand personal themes that demonstrate artistic intent;
B. solve visual problems and develop multiple solutions for designing ideas, creating practical
applications, clarifying presentations, and evaluating consumer choices in order to make successful
design decisions;
C. use an understanding of copyright and public domain to appropriate imagery constituting the main
focal point of original artwork when working from images rather than direct observation or
imagination;
D. create original artwork to communicate thoughts, feelings, ideas, or impressions;
E. collaborate to create original works of art; and
F. select from a variety of art media and tools to express intent in drawing, painting, printmaking,
sculpture, ceramics, fiber art, design, digital art and media, photography, jewelry, and mixed
media.

XIV. National Art Standards


NAEA;
1. Content Standard: Understanding and applying media, techniques, and processes
Achievement Standard, Proficient:
Students
a. apply media, techniques, and processes with sufficient skill, confidence, and
sensitivity that their intentions are carried out in their artworks
b. conceive and *create works of visual art that demonstrate an understanding of how
the communication of their ideas relates to the media, techniques, and processes they
use
3. Content Standard: Choosing and evaluating a range of subject matter, symbols, and ideas
Achievement Standard, Proficient:
Students
a. reflect on how artworks differ visually, spatially, temporally, and functionally, and
describe how these are related to history and culture
b. apply subjects, symbols, and ideas in their artworks and use the skills gained to solve
problems in daily life
5. Content Standard: Reflecting upon and assessing the characteristics and merits of their work
and the work of others
Achievement Standard, Proficient:
Students
a. identify intentions of those creating artworks, explore the implications of various
purposes, and justify their analyses of purposes in particular works
b. describe meanings of artworks by analyzing how specific works are created and how
they relate to historical and cultural contexts
c. reflect analytically on various interpretations as a means for understanding and
evaluating works visual art
6. Content Standard: Making connections between visual arts and other disciplines

Achievement Standard, Proficient:


Students
a. compare the materials, *technologies, media, and processes of the visual arts with
those of other arts disciplines as they are used in creation and types of analysis
b. compare characteristics of visual arts within a particular historical period or style
with ideas, issues, or themes in the humanities or sciences