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EDU 543 VAPA Lesson Plan

Lesson Name and Content Area


Grade Level: 2nd

Candidate Name: Crystal Pope

Describe the students in this class: Use your fieldwork school for
information. (view their web site and find supporting information)
The students that I have observed during Visual and Performing Arts lessons
are in the 2nd grade. Their average age is 7 years old. There are 16 boys and 15
girls in the classroom. The average socio-economic status in the class is
middle-class. The average income per household is $42, 506. Students in Mrs.
Banks classroom have a good teacher-student relationship. Mrs. Banks uses
shared power and responsibility in the classroom with the students. She
provides opportunities for her students to assume responsibility and to
participate in making decisions; she also encourages them to come to her or
turn to a shoulder partner with any questions they may have about a lesson, to
ensure that their questions get answered. Mrs. Banks uses Positive Behavior
Supports as a preventative approach to school discipline and student
misbehavior. She uses the token economy as her positive behavior support.
She passed out tickets that were redeemable for prizes at the student store in
her room. Mrs. Banks has minimal background experience in Visual Arts, but
enjoys drawing, and encourage is her students to do the same even if they feel
they are not good at drawing. She incorporates Visual Arts in her lessons as
often as possible. Some of the learning opportunities were during group
projects, collaborative learning, and field trips. For students in 2nd grade, the
Visual and Performing Arts developmental need is for students to perceive and
respond to works of art, objects in nature, events, and the environment; and
use the vocabulary of the Visual Arts to express their observations. Students
also need to continue to expand their understanding of the elements of art and
apply them as they learn to use basic tools and art-making processes, such as
printmaking and collage.

Potential high risk


students, issues, or
anticipated difficulties
with engaging students
in this learning
opportunity.

Students:
Immature
behavior
Aggressive
Behavior
Attention Deficit
Disorder
Issues:
Students not
understanding
the vocabulary
Students painting
one another
Students
Students
throwing
vegetables
Anticipated
Difficulties:
Students get
bored learning
about famous
artists.
Male students
may not be
interested in
painting with
vegetables.

State Adopted Content Standard(s)


History/Social Science Content Standards
Biographies: People Who Made a Difference

How do these standards


integrate across the
curriculum?

2.5 Students understand the importance of individual action and


character and explain
how heroes from long ago and the recent past
have made a difference in others' lives
(e.g., from biographies of Abraham
Lincoln, Louis Pasteur, Sitting Bull, George Washington Carver, Marie Curie,
Albert Einstein, Golda Meir, Jackie Robinson, Sally Ride).
2. Students pose relevant questions about events they
encounter in historical
documents, eyewitness accounts,
oral histories, letters, diaries, artifacts,
photographs, maps,
artworks, and architecture.

Visual and Performing Arts Content Standards


Visual Arts 1.0 - Artistic Perception
Students perceive and respond to works of art, objects in nature, events, and
the environment. They also use the vocabulary of the visual arts to express
their observations.
1.2 Students will perceive and discuss difference in mood created by
warm and cool
colors.
Visual Arts 2.0 Creative Expression
Students apply artistic processes and skills, using a variety of media to
communicate meaning and intent in original works of art.
2.2 Demonstrate beginning skill in the use of art media, such as oil
pastels, watercolors, and tempera.

History/Social Science
Content Standards
Biographies: People Who
Made a Difference
2.5 Students understand the
importance of individual
action and character and
explain
how heroes
from long ago and the
recent past have made a
difference in others' lives
(e.g., from
biographies of Abraham
Lincoln, Louis Pasteur,
Sitting Bull, George
Washington Carver,
Marie Curie, Albert Einstein,
Golda Meir, Jackie Robinson,
Sally Ride).
2. Students pose relevant
questions about events they
encounter in historical
documents, eyewitness
accounts, oral histories,
letters, diaries, artifacts,
photographs, maps,
artworks, and architecture.
Explanation:
This standard links to the
visual arts lesson because it
explains the importance of
people (artist) who made a
difference in history.

2.4 Create a painting or drawing, using warm or cool colors


expressively.

(VA-Gr.2-1.2) Students will perceive and describe repetition and balance in


Mattises masterpiece, Vegetables. (VA-Gr.2-1.1)
Academic learning goals (objectives)

Students will know that patterns are found in art, nature and our
environment, and will be provided the opportunity to experience
recognition and construction of patterns.
Students will learn how the use of cool and warm colors can affect their
mood.
Students will identify the elements of line, shape, texture, and space in
Matisses masterpiece, Vegetables.

Vocabulary:
Design
Shape
Warm Colors Pattern
Mood

Cool Colors
Texture

What specifically will


students be able to know
or do?
Students will learn that
patterns are found in all
areas of their lives, in art,
nature, and in their
environment; and will learn
how to recognize and
construct various patterns.
The students will learn
about cool and warm colors,
and how these colors can
affect their mood. The
students will learn to
identify the elements of line,
shape, texture, and space in

Materials, Technology, other Resources


Reproduction (poster) of Matisses Vegetables.
Tape and Highlighter
Colored Paper Packets: Make a pattern on an 8 1/2" x 11" sheet of paper to
divide the paper by rectangles and squares. Use this pattern to cut red,
orange, yellow, blue, green, violet colored construction paper into squares and
rectangles of various sizes. These should be grouped together by cool and
warm color schemes and so that each packet has enough to fill an 8 1/2" x 11"
sheet of paper.
Glue sticks
Tempera paints: yellow, orange, red, blue, green, violet
Folded layers of paper toweling
Newspaper
Vegetables: Bell Pepper, mushroom, squash, carrot, cauliflower, potato,
radish, etc.
Cutting board
Knife
8 1/2" x 11" sheets of white paper, student smocks or paint shirts
Assessment:

Students know how the painting makes them feel, and demonstrates
this using key vocabulary words.
Students know what the design looks like and recognize patterns in the
painting, and demonstrate this during think-pair-share.
Students know how to use pattern in background, and warm or cool
color schemes, and demonstrates this on their completed vegetable
print.
Students can self-assess (critique) their artwork using a formal rubric.

Instructional Strategies:
The teacher will use direct instruction when teaching this lesson by explaining
and demonstrating the lesson before the student start working on the
assignment. The teacher will set clear cut goals and make sure that the
students can interpret and reiterate what he/she has explained. The teacher
will demonstrate what it is that the students need to do and learn to make sure
that students understand what we are trying to accomplish. Their assignments
will be in order of the lessons. These assignments will give students an ample
amount of time to practice what they have learned. By doing direct
instruction, the students will have a better understanding of the material being
presented to them and will more likely use their time wisely during the lessons.
After the lesson has been taught, the teacher will use a combination of whole
group discussion and guided discovery to increase the depth and breadth of
the lesson.

the Matisse masterpiece


Vegetables. The students
will also learn the
vocabulary associated with
identifying, and painting
patterns.
Rationale: Why did you
select these materials?
The poster of Matisses
Vegetables, colored paper
packets, tempera paints,
and vegetables are key
components of the lesson.
Without these materials the
students would not be able
to properly create a pattern
print.

Why did you select this


evidence of learning and
how will it show student
competence?
This evidence of learning
was selected because
students are able to show
their knowledge of the
lesson by demonstrating
what theyve learned in
their artwork. If students do
not show competence in
their artwork, then the
teacher will know that either
the student was having
difficulties or was not paying
attention. However, at the
end of the assignment,
student will be able to judge
their own work and have
other students judge their
work as well.
Rationale: Why did you
select these strategies?
I selected Direct Instruction
because when it is used
appropriately, direct
instruction enables the
teacher to communicate
complex
knowledge/information at
the students' level. Direct
instruction also allows the
teacher to present
information that is not
readily available to the

students from other sources


or by other means. It is also
be an excellent way for a
teacher to communicate
enthusiasm for the subject
and arouse the students'
interest. In addition, direct
instruction can be used to
focus the students' attention
on relevant content and to
assist the students in
connecting new information
to current knowledge and
past experiences.
Student Learning Activities:
Activity One:
Step 1:
Explain to students that today they will be learning about a famous artist. Ask
students if they know the name of any artist. Tell students that art is an
important part of our culture because we can learn many things from studying
art. Display a poster with the reproduction of Vegetables. Conceal the title of
the art with a sticky note. Have children look at the reproduction and share
their personal responses to the artwork. Encourage observations with openended questions such as:
What do you see?
Do you see anything that looks familiar? Describe it. (Encourage all
responses and have children point to the vegetables they are
identifying)
What colors do you see?
What color stands out the most? Explain why you think this is so?
How does this artwork make you feel?
What do you think the white shapes are supposed to be?
What do you think the name of this masterpiece might be?
Step 2:
Record all responses and observations on a large piece of chart pad paper. Post
the paper alongside the poster. Use a highlighter to note key vocabulary
words. Add vocabulary words to be introduced in this lesson and define those
terms for students. Ask students if they can explain what a pattern is. Explain
to students that patterns are found in art, nature, and our environment. Show
them the patterns in Vegetables. Tell them that today they are going to have
the opportunity to make their own patterns. Point out the use of warm colors in
Vegetables. Ask the students if they think they know which colors are cool and
which colors are warm. Show some examples of cool colors and warm colors.
Teaching Tip: Use visuals such as a warm colored blanket to show warm and an
ice-cold glass of blue colored beverage to show cold.
Step 3:
Conclude this session by sharing with children any information you have
gathered about Matisse, this piece and related works.
Activity Two:
Step 1:
Explain to the students that they will be putting together their own print
using cut blocks of color and real vegetable stamps. Share with
students what is expected from them for this activity.

Rationale: Why did you


select these activities?
Activity one is necessary
because students need an
understanding of the arts.
They need to know what
warm color, cool color,
texture, mood, shape/form,
and design means are
essential to the primary
lesson (activity two).
Having an understanding
before the primary lesson
will help the students, as
well as the teacher, enjoy
the lesson to follow.
Activity two is the primary
lesson. This lesson tests
students knowledge of
warm and cool color
schemes, and pattern
recognition, tests their
listening and
comprehension skills, as
well as utilize their artistic
skills. Students will be able
to show their skills while
painting an original piece.
The beauty of this activity is
that not every students
work will be the same.
Some students will try to
copy the picture verbatim,
while others will put their
own touch to their painting.
How will they help
students accomplish the
lesson goal and
standard?
The activities help the
students accomplish the

Have key steps written on the board.


Divide the students into two groups. One will use a cool colored
background and one will use a warm colored background.
Pair students up so each pair have one doing cool colors and one doing
warm colors.
Have two workstations set up: one for cool and one for warm.
Demonstrate the process by making a model print in front of the
students. Check for understanding.

Step 2:
a. Enlist the aid of students in distributing the materials. Each student
will receive a cool
packet or a warm packet of colored paper pieces, a white
piece of construction paper, and a glue stick.
b. Once all the supplies are passed out and students are ready with
their smocks or
painting shirts on, demonstrate arranging pieces on a
page.
c. Working at their desks students will arrange their blocks of color to fit
on their page and glue them on. When they are ready for the next step they
will go to the workstations and do the printing. Students will wear their
smocks for this activity. Have them practice
dipping a vegetable into
paint and pressing firmly on the practice sheet.
d. When the students feel comfortable printing, have them create a
pattern onto the
blocked background using the vegetable stencils. Dont
forget to have students write
their names on their work.
Step 3:
Teaching Tip: Consider playing music during this time to enforce the
idea of rhythm in patterns.
(Etc.)
Student Work:
1. Students critique a reproduction of a masterpiece artwork, and create a
KWL Chart of what they know about art.
2. Students correlate vocabulary words with information on KWL chart,
and complete vocabulary definitions.
3. Students create their own vegetable pattern print using a packet of
colored paper pieces, a white piece of construction paper, a glue stick,
Tempera paints: yellow, orange, red, blue, green, violet, folded layers of
paper toweling, and cut vegetables: Bell Pepper, mushroom, squash,
carrot, cauliflower, potato, radish, etc.
4. At the end of the assignment, students will critique their artwork, and
the artwork of two other classmates using a formal rubric.

Student Grouping

lesson goals by learning


about a famous artist, by
knowing what warm and
cool color schemes do to
their mood, by recognizing
and creating artistic
patterns, by creating their
own version of a print
pattern, and learn the
vocabulary associated with
visual arts to express their
observations. The students
will demonstrate their
artistic perception and
creative expression.

Explain how you will use


this work sample.
After the history lesson of
famous artist, students will
research, at home or at
school, a art masterpiece.
They will bring a picture in
to use later as a reference.
After the visual arts activity
one, the students will do an
activity on warm colors and
cool colors and how they
affect your mood in class to
make sure that students
understand the process
involved. For homework,
the students will do a
worksheet of the new
vocabulary to reiterate what
the teacher has taught
them. The students are
encouraged to use their
notes from class and the
dictionary, if necessary. At
the end of the assignment,
students will critique their
own work and fellow
classmates work using a
formal rubric.
Rationale: Why did you

For activity one, the lesson will begin with the teacher explaining the lesson in
a whole group discussion. The teacher will engage the students in teacher talk
and model completing the response and observations chart using think alouds,
with the assistance of the students. The teacher will end with whole group
discussion on Matisses masterpiece Vegetables.
For activity two, the lesson will begin with the teacher giving direct instruction
to the whole group. After instruction, the teacher will change to guided
discovery, as the students experiment and learn to make their own vegetable
prints.

Progress Monitoring of Student Learning:


The teacher will listen for appropriate connections and solicit ideas from
students during discussions, to assess their understanding of the materials.
The teacher will listen to each group for appropriate use of key vocabulary, as
they work with their neighbor for help and understanding. Simultaneously, the
teacher will walk around the classroom to assess students visually. Students
will be encouraged to keep a portfolio of their artwork so that the teacher can
monitor students progress throughout the year.

Difficulties:

Students may have difficulties understanding the vocabulary


Students may have difficulties arranging their blocks of color to fit on
their page
Students may have difficulties dipping a vegetable into paint and
pressing firmly on the paper

Solving Difficulties:

select this type of


grouping (ex. whole
group, small groups,
boys, girls, ELA/ELD)?
I chose to use whole
grouping because explaining
the assignment to the
students as a whole is much
easier than breaking them
up and repeating myself to
the different groups. I also
chose to break the students
up into small groups
because this would help the
students with disabilities
and the English Language
Learners. Being in a group
with fluent English speakers
would help the EL learners.
I chose for students to do
their class work
independently, because this
way I know that they
understand the lesson.
Finally, I chose to put the
students in pairs to use the
materials to experience
both moods (warm and cool
color schemes) during the
lesson, and this also teaches
students how to share.
How will you monitor
how the students are
doing with learning this
lesson?
During the lesson I will
check for understanding by
asking questions,listen for
appropriate connections,
and solicit ideas from
students. I will listen to each
group for appropriate use of
key vocabulary. I will also
walk the classroom to
monitor if students are
grasping the material. For
long term goals, I will keep a
portfolio of students
artwork to evaluate their
progress.
Why do you think these
might be potential
problems?
I feel that these might be
potential problems, because
if students are not
interested in visual arts,
then grasping the

The teacher will go over the vocabulary with the students to give them
a better understanding. The teacher will also give students a worksheet
to give them greater knowledge of the vocabulary.
The teacher will demonstrate how to arrange their blocks of color to fit
on their page. Once students are ready to work on their own, the
teacher will arrange the blocks of color onto paper with the students,
using an Elmo or overhead projector for all students to see.
The teacher will demonstrate how to dip the vegetables into the paint
and press them firmly onto the paper. Once the students are ready to
work on their own, the teacher will dip the vegetables into the paint and
press them firmly onto the paper with the students, using an Elmo or
overhead projector for all students to see.

vocabulary might be a little


difficult. I also feel that
students may be a little
heavy handed when they
dip their vegetables into the
paint. They should use very
small amounts of paint, and
not soak the vegetables in
the paint. If this occurs, then
students would have
difficulties applying pressure
without destroying the
pattern. Lastly, I feel that
students are going to try too
hard to produce an exact
replica of the masterpiece
they viewed instead of
creating their own
masterpiece.

Adaptations:
The teacher will use an Elmo or overhead projector as he/she feels necessary. The teacher will front load
vocabulary and instructions to ELD and Special Needs students. The teacher will also write the directions on
the board and give them orally so that all students can comprehend.
ELD Learner:

Rationale:

ELD students work best when they are grouped with students who are fluent in
English. Grouping them this way encourages ELD students to speak English.
ELD students will not get much accomplished if they are grouped together, and
they will most likely not understand the material being taught. Therefore, they
need someone who can interpret or better explain the information to them. If
necessary, the teacher will rearrange students to better accommodate the ELD
students. The teacher will also give students handouts with the vocabulary and
instructions so that they can go over them beforehand and use concrete
examples to activate their background knowledge.

I will group the students this


way because ELD students
learn best with this type of
grouping. Putting ELD
students together will set
them back more than
helping them. They need to
hear and see English being
spoken fluently in order for
them to practice speaking
themselves. I plan to give
the students handouts
before the lesson so that
they can take a look at the
material and be able to
activate background
knowledge before the lesson
begins.
Rationale:

Special Needs Learner:


While planning art projects for special needs students, the teacher must think
through where the student will work. Students with physical disabilities will find
it easy to do an art project if all the materials they require are well within reach
and in the same place. In addition, students with attention deficits will also
benefit from this, and this will help them not to get distracted. The teacher
should provide the students with oral and written instructions so that they are
able to understand what is being asked of them. The teacher should group the
students with all other students to encourage cooperative learning. Special
Needs students need for their activities to be concise and short whenever
possible, since prolonged or multi-step projects can be particularly frustrating
for them. Whenever possible, the teacher should provide them with concrete
items they can touch, hear, smell, etc.

Special Needs learners learn


and work best when they
are able to express
themselves artistically.
Grouping the students with
students who do not have
disabilities will make them
feel like their disability is not
a big deal.

Student with Behavior Issues:

Rationale:

The teacher must remember there is a reason for every behavior. And although
many behaviors can be the result of a students family life or peers, often
behavior issues are the result of a student struggling in school. These students
do not respond well to reasoning, physical punishment, excessive isolation,
taking away privileges and social reinforcement, and verbal/social rewards.
Therefore, the teacher should apply some academic strategies that have been
shown to shape student behavior in powerful and positive ways. The teacher
should use behavior management strategies such as:

Establish consistent classroom routines.


Model mutual respect and positive behaviors.
Seat the students in an area of the room with minimal distractions.
Avoid personalizing behaviors.
Prepare students prior to any change in routine.
Provide a cooling off period

Putting students with


behavior issues close to the
teacher or grouping them
with students who stay on
task will encourage the
student to stay on task
themselves. Giving them a
task that they are interested
in will also help the students
stay on task.

Reflection:
While planning instruction for a diverse population in this content, I have learned to respect and appreciate
the different cultural and stylistic differences and become aware of unconscious assumptions and behaviors
that may influence our interactions. It has also increased my instructional creativity, innovation, and problemsolving skills. I have learned that in order to properly conduct a visual and performing arts lesson plan all
students need to be included. Having students learn about different cultures gives them an appreciation for
the visual arts. Having a lesson that integrates with other subject areas broadens the students knowledge
base and makes them think in greater depth and breadth. This guides students to think outside of the box,
and have an open mind about things that are different from themselves.
The area of the lesson plan that was easiest for me was the student work section. I enjoyed being creative
and designing my own worksheets for the students to complete. Designing and creating your own worksheet
can be cheaper and more efficient for you and the students, because you get to input the information you feel
your students should master on the worksheets.
The area of the lesson plan that I feel that I need knowledge/skill in order to present the lesson in a proficient
matter to my students is in the actual are of art. My basic art skills are very weak, and I would need to have
time to practice before presenting an art lesson to the students. A little more knowledge and input in this area
would better my classroom instruction for my students.

Use form below for finding out about your students prior to planning
your lessons/fieldwork
Skill needed for TPA 1 and 2
Getting to know your students - Work Backwards: What questions can you ask to
get the information in this case study? Turn each statement into a question and
provide a source or a person you could ask to get this information.
Chan is a 10-year-old fourth-grade English learner. He is from Cambodia and lives with a single mother, two younger
brothers, and a baby sister. His mother works long hours and is often not home when he returns from school. His extended
family in the United States includes one aunt and two grown cousins and his grandparents. Chans family immigrated to
the United States two years ago. His written Cambodian language is mostly forgotten, but he is to communicate with his
family orally.
Chan reads English two years below grade level. He has difficulty using correct grammar when writing or speaking. Chan
is a happy and social boy who enjoys friends. He is well liked and works well in small groups. He is seldom or never
absent from school. The CELDT results indicate an overall score in the beginner to early intermediate range, and he has
been identified as an English learner.

Question 1: How old is Chan?


2. What grade is Chan in?
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17

Who would you ask? Or what source would you


check?