Habitableplanet Lesson1jonathanandlizzy

LessonPlan
Title:_________YourHabitablePlanet__________________
Length:___Six90minuteclassperiods___
Note:
Beforeyouplanandwriteartexperiencespreassessyourstudentsbasedontheproposedconcepts,enduringunderstandings,andobjectives
oftheunit/lesson(s).Youmayalsogatherthisinformationfrom(previous)teachers,byreviewingalreadycompletedartwork,consultingcurriculum
materials,etc.,togetabetterunderstandingofwhatcontentstudents
alreadyknow
and
whatthey
will
needtoknow
tobesuccessful.
PreAssessment:
Thiswillneedtobedonepriortoteachingyourlesson.
Outlinethemethodyouwillusetodeterminetheskill/knowledgelevelofyourstudentsbasedontheconcepts/enduringunderstandings/objectivesofthelesson.
(Hint:turntheseintoquestions.)Bespecificindescribingwhatyouwouldrecognizeasproficientskill/knowledge.
TheteachersreviewedblogswrittenbyColoradoStatestudents(Art326)aboutwhatwastaughtthepreviousyear
LastyeartheydidaunitcalledDiscoveryourselfaseriesofuniqueselfportraits
Narrativesofthemselvesusingsymbolstoillustrate
illustratingnarratives
paint
foundobjects
collage
sculpture(usingcardboard,pipecleaners,feathers,beadsetc)
Theteachersevaluatedthestudentsbasicdrawing,painting,andbrainstorming/criticalthinkingskillsshownintheirbrainstormingandcreation
ofsketchbookcoverslastclassperiod.
Givenprompts,WTSBATbrainstormidealworlddesignsthatareoriginal?
Givenmedia,WTSBATcomposeanacrylicpaintingthatdemonstratestheinherentcharacteristicsandexpressivefeaturesofart?
Shownartworkbycontemporaryartistsandbyfellowstudents,WTSBATmakeandexplaininferencesabouttheinfluencesandintentoftheartwork?
Givenmedia,WTSBATcreateapaintingoftheiridealworld/habitatonacanvasthatiscriticallythoughtout?
Usingtheirartwork,WTSBATreflectuponanddiscussthecompositionalstrengthsandweaknessesoftheirwork,aswellaschallengesandsuccessesintheirprocess?
InquiryQuestions:
Whyisplanninganimportantaspectofart?
Whatdrivesanartisttochooseonethingoveranother?
Wheredoideascomefrom,andhowdotheyevolve?
Whywouldanartistwanttomakeartabouttheworldinwhichheorshelives?
DiscoveryBoard:
Writeasentenceaboutonenewthingyoulearnedtodayandhowyouwilluseitinyourpainting.
Whatisonenewthingthatyoulearnedaboutlightandshadow?
Whyisitimportanttospendtimeplanningoutartworkbeforeevenstartingthefinalproduct?
Whatdidyouchangeinyourpaintingtoday?
Whatisthemostimportantthingyoulearnedfromthiswholeproject?
Critique:
Whatdoyoulikeaboutthispiece?
Whatdoyoudislike?
Whatwouldyoudodifferently?
Whatarethedifferencesbetweenyouroriginalideaandyourfinalpiece?
Howwelldoesitshowforeground/middleground/background?Lightdirection?Colormixing?
Why?Wheredoyouseethesethingshappening?Howdoyouknowthatthistechniqueisbeingused?
Performance:
Whatwillstudentsaccomplishasaresultofthislesson?
Thiscanbepresentedtostudentsintheformofastory.Inthisnarrativethestudentstakeonaroleandcreatealearningproductaboutaspecifictopicfora
certainaudience.(RAFTRole/Audience/Format/Topic)
Studentswillbebrainstormingintheirsketchbooksandthencreatingadetailed,wellthoughtoutacrylicpaintingofthehabitatoftheirinvented
planet.
AttentionResearchers:YourCreativeThinkingLabsareupandrunningsuccessfully!Welldone.Yourfirstmissionistoresearch,designand
createabrandnewplanetforEarthsinhabitantstoliveonafterthemeteorhits!Allresearcherswillneedtocometogethertodecidewhat5
characteristicsthenewplanetwillneedfortheinhabitantstosurviveTheneachresearcherwilldesignandcreatetheirnewworldby
planning/sketching,drawingandfinallypaintingtheirbrandnewIdealWorldandHabitattheywouldwanttolivein!
Concepts:
Listthe
bigideas
studentswillbeintroducedtointhelesson.
Theseideasareuniversal,timelessandtransferable
.Examplesofconceptsusedinartmightinclude:Composition,Patterns,Technique,Rhythm,Paradox,
Influence,Style,Force,Culture,Space/Time/Energy,Line,Law/Rules,Value,Expressions,Emotions,Tradition,Symbol,Movement,Shape,Improvisation,andObservation
Lookforconceptsinthestandards,content
specificcurriculum,etc.
Improvisation
Law/Rules
Space/Time/Energy
ArtisticIntention
EnduringUnderstanding(s):
EnduringUnderstandings
showarelationshipbetweentwoormoreconcepts
connectedwithanactiveverb.Thebestenduringunderstandingsnotonlylinktwoormoreconceptsbutdemonstratewhythisrelationship
isimportant.Likeconcepts,theyaretimeless,transferableanduniversal.
AlignStandards,PreparedGraduateCompetencies(PGCs)andGradeLevelExpectations(GLEs)toEnduringUnderstandings.
Artistsusetheinherentcharacteristicsandexpressivefeaturesofarttocommunicatemeaninginallformsofart.
Planningandrefinementisanessentialcomponentincreatingartinallitsforms.
Worksofartreflecttheexperiencesoftheartist.
Individualaestheticandempatheticawarenessdevelopedthroughengagementwithartcanleadtounderstandingandappreciationofself,others,
thenaturalworld,andconstructedenvironments.
Standards:(Alllessonsshouldaddressallstandards.)
1.ObserveandLearnto
Comprehend
2.
EnvisionandCritiqueto
Reflect
3.InventandDiscoverto
Create
4.RelateandConnectto
Transfer
Objectives/Outcomes/LearningTargets:
Objectives
describealearningexperience
witha
conditionbehavior(measurable)criterion.
Alignedto:BloomsStandardsGLEsArtlearningand,whenappropriate,Numeracy,LiteracyandTechnology.
Shouldbewrittenas:
Objective.(Blooms:_____Standard:_____GLE:_____Artlearning:_____Numeracy,Literacy,and/orTechnology)
5CategoriesofObjectives:
o
Ideation
o
Inherentcharacteristics/expressivefeatures(elementsandprinciples)
o
Media/techniques
o
Arthistory/culture
o
Reflection/assessment
GiventheRAFTpromptfromthislesson,TSWBATbrainstormidealworlddesignsthatareoriginalandwellthoughtout.(CreatingReflectGLE2IdeationLiteracy)
Shownartworkbycontemporaryartistsandbyfellowstudents,TSWBATmakeandexplaininferencesabouttheinfluencesandintentoftheartwork.(Analysing
ComprehendGLE2Arthistory/cultureLiteracy)
Usingpreliminarysketches,TSWBATcreateanacrylicpaintingwithaforeground,middleground,andbackground,lightandshadowwithaclearlightdirection,anduseof
mixingprimarycolorstocreatetheirowncolorsinaneffectivecomposition.(ApplyingComprehendGLE3ExpressivefeaturesandInherentcharacteristicsnumeracy)
Givenacrylicpaint,TSWBATcreatetheillusionof3dimensionalitybyusinglightandshadowfromaspecific,identifiablelightsourceintheiracryliclandscape.(Applying
ComprehendGLE3Media/techniques)
Givenacrylicpaintingmaterials,TSWBATcomposeanacrylicpaintingthatdemonstratestheinherentcharacteristicsandexpressivefeaturesofart.(CreatingCreateGLE1
Inherentcharacteristics/expressivefeatures)
Givenacrylicpaintingmaterials,TSWBATcreateapaintingoftheiridealworld/habitatonacanvasthatiscriticallythoughtoutandincorporatesthe5requiredcomponents
decidedonbytheclasswater,air/atmosphere,shelter,plants,andanothercomponentoftheirownchoice.(CreatingCreateGLE3Media/techniques)
Usingtheircompletedacrylicpaintings,TSWBATreflectuponanddiscusstheuseofspaceandvalueintheirownartwork.(EvaluatingTransferGLE1Reflection/
assessmentLiteracy)
Differentiation:
Explain
specifically
howyouhaveaddressedtheneedsofexceptionalstudentsatbothendoftheskillandcognitivescale.Describethestrategiesyouwilluseforstudentswhoarealreadyproficientandneedgrowth
beyondwhatyouhaveplannedfortherestoftheclass,aswellasmodificationsforstudentswithphysicaland/orcognitivechallenges.
Studentsmuststillmeettheobjectives
.
Differentiation:
(Multiplemeansforstudentstoaccesscontentand
multiplemodesforstudenttoexpress
understanding.)
Extensionsfordepthandcomplexity:
Access
(Resourcesand/orProcess)
Expression
(Productsand/orPerformance)
Allowstudentstoexpresstheirbrainstormingideasinwriting
orinwords
Written/verbalbrainstorming
Requireonly3ofthe5criteriadecidedbytheclassintheir
finalpainting
Access
(Resourcesand/orProcess)
Expression
(Productsand/orPerformance)
Havethestudentbrainstorm/sketchtheirworldfromdifferent
perspectives.
Allowthestudentsbringinresearchtheyhavefoundfrom
outsideofclass.
Encouragethestudenttocomeupwithandincludeatleast2
moreessentialfactorsforthefunctionalityoftheirplanet
Literacy:
Listterms(vocabulary)specifictothetopicthatstudentswillbeintroducedtointhelesson
anddescribehowliteracyisintegratedintothelesson.
Thumbnailsketchesdiscussthatthesearesmallsketchesusedtoplanoutdifferentideasandcompositions
Compositionbrieflydiscusstheimportanceofusingtheinherentfeaturesandcharacteristicsofart
Vocabularystudentswillbelearningtermsandmeaningslikeforeground,middleground,background,atmosphericperspective
Literacyisalsointegratedbyencouragingstudentstowriteoutabrainstorminglistofwordsandideasfortheirplanethabitat
Materials:
Mustbegradelevelappropriate.
List
everythingyouwillneedforthislesson,includingartsuppliesandtools.(Thesearethematerialsstudentswilluse.)
Listallmaterialsinabulletedformat.
Sketchbooks
Pencils
Contemporaryartistsforexamplesviapowerpoint(seedetailsbelow)
ClassCriteria(5)listedforstudentstoseeatalltimes
Acrylicpaint
Paintbrushes
Canvas
Watercups
Newspaper
Papertowelsfromclassroom
PostitnotesforDiscoveryBoard
Resources:
List
allvisualaidsandreferencematerial(books,slides,posters,etc.Bespecificincludetitle,artist,etc.
Makereferencetowherethematerialcanbefound.
(Thesearetheresourcesusedbytheteacherto
support/developthelesson.)
Listallresourcesinabulletedformat.
VincentCallebaut
AsianCairns
VladimirKush
OceanSprout
JacekYerka
LoadingCities,BrontosaurusCivitas
TimGagnon
HeavySnowCoveredTrees
timelapsevideo:https://www.youtube.com/watch?v=jC9RNNju9gU
Preparation:
Whatdoyouneedtoprepareforthisexperience?
Liststepsofpreparationinabulletedformat.
Bringpencils,sketchbooks,acrylicpaint,brushes,watercups,newspaper,postitnotes
Packthesesuppliesinto6separatebags,oneforeachtable
Postpicturesandinformationfromtheaboveartists/artworkintoapowerpointandbringtoclassonaflashdrive
Safety:
Bespecificaboutthesafetyproceduresthatneedtobeaddressedwithstudents.
Listallsafetyissueinabulletedformat.
ClassroomrulesapplyduringArttimethestudentswillbeheldtothesameexpectations.
(ex:norunning,nothrowingmaterials,respectyourneighborsspace...etc)
Actionto
motivate/InquiryQuestions:
Describehowyouwillbeginthelessonto
stimulatestudentsinterest
.Howwillyoupiquetheircuriosityandmaketheminterestedandexcitedaboutthelesson?
Whatinquiryquestionswillyoupose?
Bespecific
aboutwhat
youwillsayanddo
tomotivatestudentsandgetthemthinkingandreadytoparticipate.Beawareofthevaryingrangeoflearningstyles/intelligencesofyourstudents.Someideasmightinclude:tellingastory,
posingaseriesofquestions,roleplaying,etc.
AlongwithInquiryquestionsandtheRAFT,wewillbefocusingonshowingdepthona2Dsurfacethroughforeground,middlegroundand
background.Thiswillexcitethestudentsandallowthemtoseedistanceintheirpaintings!
InquiryQuestions:
RAFT:
AttentionResearchers:YourCreativeThinkingLabsareupandrunningsuccessfully!Welldone.Yourfirstmissionistoresearch,designand
createabrandnewplanetforEarthsinhabitantstoliveonafterthemeteorhits!Allresearcherswillneedtocometogethertodecidewhat5
characteristicsthenewplanetwillneedfortheinhabitantstosurviveTheneachresearcherwilldesignandcreatetheirnewworldby
planning/sketching,drawingandfinallypaintingtheirbrandnewIdealWorldandHabitattheywouldwanttolivein!
WhatarethingsthatyouneedrightnowonEarthtosurvive?
Askstudentstocreatetheirownlistof5essentialthingsforsurvivalthattheywillallneedtoaddressinthedevelopmentoftheirownworld.
Theycanbrainstormalistofideastogetherandtheneachvotefortheirtop3choices.
Ideation/Inquiry:
Ideationisthecreativeprocessofgenerating,developing,andcommunicatingnewideas,whereanideaisunderstoodasabasicelementofthoughtthatcanbevisual,concreteorabstract.
Listanddescribeinquiry
questions
and
processesyouwillengagestudentsintohelpthemdevelopideasandplansfortheirartwork.
Askstudentstocreatetheirownlistof5essentialthingsforsurvivalthattheywillallneedtoaddressinthedevelopmentoftheirownworld.
Instruction:
Giveadetailedaccount
(inbulletedform)
of
what
youwillteach.
Besuretoincludeapproximatetimeforeachactivityandinstructionalmethodology:skills,lecture,inquiry,etc.
Includemotivationand
ideation/inquirywhereappropriateincludingwhatstudentwillunderstandasaresultoftheartexperience
Day
1
Instruction
Theteacherwill...(Be
specific
aboutwhatconcepts,
information,understandings,etc.willbetaught.)
Identify
instructionalmethodology.KNOW(Content)andDO(Skill)
1. Sitinacirclewithallofthestudentsatthefrontofthe
room.Haveeveryonegoaroundoneatatimeandsaytheir
name,givearatingfrom110oftheirenergyleveland
enthusiasm,andanswerWheredoideascomefrom,and
howdotheyevolve?
(CooperativeLearningSocialskills)
2. Askthestudents:Whatarethingsthatyouneedrightnow
onEarthtosurvive?
Learning
Studentswill...i.e.:exploreideationbymakingconnections,
comparing,contrastingsynthesizepossibilitiesforeachpainting
techniqueetc.(Be
specific
aboutwhatwillbethe
intendedresult
ofthe
instructionasitrelatestolearning.)
UNDERSTAND
1. Listeningcritically,thinkingindependently,andgivingreasons
andevaluatingevidence.
2. Thinkingindependently,makingplausibleinferences,
predictionsorinterpretations.
3. Listeningcritically:theartofsilentdialogue
StartTime
8:15
8:20
8:23
3.
4.
RAFT:AttentionResearchers:YourCreativeThinkingLabs
areupandrunningsuccessfully!Welldone.Yourfirst
missionistoresearch,designandcreateabrandnewplanet
forEarthsinhabitantstoliveonafterthemeteorhits!All
researcherswillneedtocometogethertodecidewhat5
characteristicsthenewplanetwillneedfortheinhabitants
tosurviveTheneachresearcherwilldesignandcreate
theirnewworldbyplanning/sketching,drawingandfinally
paintingtheirbrandnewIdealWorldandHabitatthey
wouldwanttolivein!
Showexampleworksfromcontemporaryartists(seefull
listinResourcessectionofplan)andbrieflydiscusstheir
approachtocreatingaworld
Askthestudents:
Wouldyouwanttoliveinthisworld?
Whydoyouthinktheartistmadethisworld?
Howdoyouthinktheartistplannedthispiece?
Askstudentstocreatetheirownlistof5essentialthingsfor
survivalthattheywillallneedtoaddressinthe
developmentoftheirownworld.Theycanbrainstormalist
ofideastogetherandtheneachvotefortheirtop3choices.
Writetheseonthewhiteboardandtellthestudentsthat
thesethingswillberequiredcomponentsoftheplanetthat
theyarecreating.
Havestudentswritetheseintheirsketchbooks
Handoutsketchbooksandhavethemstart
brainstorminghowtheywillbuildandportraytheirplanet.
Shortworktimesketching/brainstorming
4.
Comparinganalogoussituations:transferringinsightstonew
contexts
5.
Comparinganalogoussituations:transferringinsightstonew
contexts
6.
Analyzingorevaluatingarguments,interpretations,beliefs,or
theories
7.
Developingconfidenceinreason
5.
6.
7.
Bringstudentsattentiontofrontforshortinstructionabout
portrayingdepth
Startbyaskingquestions/havingtheminitiatethe
learning:Howdoyouknowhowfarawaysomethingisin
reallife?Howcanyoucreatetheillusionofdepthona2d
surface?
Explainoverlapping,foreground,middleground,and
background
Overlapping:whenObject1isbehindObject2,youcant
8:25
8:30
8:40
8:50
8.
seethepartofObject1thatisbehindObject2,eventhough
youstillknowitsthere.
Foreground:thepartofthepainting/scenethatisclosestto
theviewer,whichisthereforeinthebottomsectionofa2d
representationofspace
Middleground:thepartofthepainting/scenethatisa
middledistancefromtheviewer,whichisthereforeinthe
middlesectionofa2drepresentationofspace
Background:thepartofthepainting/scenethatisfarthest
fromtheviewer,whichisthereforeinthetopsectionofa
2drepresentationofspace
Demonstrateoverlappingonwhiteboardusingshapesand
erasing
Showsamecontemporaryartworksusedearlier(see
Resourcescategoryfordetails)andexplainhowtheyuse
theseHavethestudentsdescribehowforeground,middle
groundandbackgroundareused/andhowtheycanbeused
intheirworks.
Continuedworktimedevelopingideasandsketches
8.
9.
9. Cleanuponepersonfromeachtablecollectsmaterialsand
putsthembackinthebags,theotheronerecycles
newspaperandcleansoutwatercolorcupsinsink
PutblankDiscoveryBoardpostitnotesateachspot
duringcleanup
10. (Reflectiveactivity)Gallerywalkstudentstakeaquick
walkaroundtheclassandlookateachothersworkfrom
theday
11. (Reflectiveactivity)Havestudentswritearesponsetothe
DiscoveryBoardpromptontheirpostitnoteandputiton
theboard,thensitquietlyuntildismissalforrecess
Prompt:Writeasentenceaboutonenewthingyoulearned
todayandhowyouwilluseitinyourpainting.
(CooperativeLearningGroupProcessing)
theories
Developingintellectualgoodfaithorintegrity
10. Comparingandcontrastingideaswithactualpractice,noting
significantsimilaritiesanddifferences.
11. Thinkingpreciselyaboutthinking:usingcriticalvocabulary.
9:00
9:30
9:35
9:40
Day
2
1.
Sitinacirclewithallofthestudentsatthefrontofthe
enthusiasm,andanswerWhatdrivesanartisttochoose
onethingoveranother?
a. Brieflymentionthatpersistenceandrepetitionare
vitalforcreatingaqualityworkofart,andthis
appliestotheirplanningprocessandthecreation
ofroughdraftsbeforetheymaketheirfinalacrylic
painting.
2.
3.
4.
Studiowarmup:comestraightbacktotheirroughdrafts
fortheirpaintings.Theycanedit,improve,ormakeanew
oneiftheywant.
Jonathanwillexplainhowtomakethingslook3dusinga
specificlightsource,shading,highlights/castshadows
a. Bringinaballandastronglight,turnofftheroom
lights,thenaskstudentsquestionsaboutwhat
valuedifferencestheyseeacrossit
b. Drawontheboard:spherewithanarrowshowing
thelightdirection.Askwhetheranypartofthe
objectisgoingtolookdarkerorlighter.Show
wherelightwouldbebouncingoffandexplainthat
itsbecauseoftheangleinrelationtothelight
source.Samethingwiththeshadow.
c. Shadethedarkerpartsofthesphere,transitioninto
highlightsaccurately
i.
[Demonstratepencilshadingtechniques
suchashatching/crosshatching]
d. Connectthisshadingdemotopaintingexplain
thatallofthesemethodsofusingvaluetoshow
depthandlightdirectioncanbeappliedto
painting,justthesamethingbutdonewithtinting/
shadingacolor
Worktimecontinueroughdraftsandideation
Listeningcritically,thinkingindependently,andgivingreasons
2.
Thinkingindependently,makingplausibleinferences,and
comparingandcontrastingideaswithactualpractice
theories,andlisteningcritically,thinkingindependently,and
givingreasonsandevaluatingevidence
3.
4.
Thinkingindependently,makingplausibleinferences,and
comparingandcontrastingideaswithactualpractice
5.
Developingintellectualgoodfaithorintegrity.
5.
1.
Cleanuponepersonfromeachtablecollectsthe
sketchbooksandhandsthemtoLizzytoputaway,then
8:15
8:25
8:55
9:15
cleansupthenewspaperofftheirtableandrecyclesit.One
persondumpsthewatercupsfromwatercolorandwashes
offbrushes.Thefinalpersoncollectsanyotherdrawing
suppliesandputsthembackinthebag.
a. PutblankDiscoveryBoardpostitnotesateach
spotduringcleanup
6.
Day
3
Gallerywalkstudentswillsetouttheirsketchbooks
openedtotheirfavorite/mostcompleteroughdraft,then
brieflywalkaroundandseewhateveryoneelseisdoing.
7. Discoveryboardprompt:Whatisonenewthingthatyou
learnedaboutlightandshadow?
a. Askstudentswhofinishbeforetheresttoshare
theiranswerwiththeclasswhiletheywait.
enthusiasm,andanswerWhywouldanartistwantto
makeartabouttheworldinwhichheorshelives?
2. GeneralQ/A:
Whoremembersforeground,middlegroundandbackground?AND
whowouldliketoexplainittotheclass?
Whatisonethingyoucantellmeaboutlightandshadow?(callona
fewstudentsfordifferentanswers)
3. Worktimeforroughdraftpaintings
4. Asthestudentswerefinishingtheirroughdrafts
Checktoseeifandpushisneededinthedifferentareas.
Atthispointgivetheoptiontodrawontheircanvas
LIGHTLY,justoutline/mainareas(mappingouttheir
work)
5. ShortDemo:
a. Askthestudentsabouttheirexperiencewith
acrylic,colormixing,paintingoncanvas.Ask
whattheyknowandhavethemexplainasmuchas
theycan,notjustseeiftheyvedoneitbefore.
6.
7.
Comparingandcontrastingideaswithactualpractice,noting
significantsimilaritiesanddifferences.
Thinkingpreciselyaboutthinking:usingcriticalvocabulary.
1.
2.
theories.Comparingandcontrastingideaswithactualpractice,
notingsignificantsimilaritiesanddifferences.
3.
Thinkingindependently,makingplausibleinferences,
predictionsorinterpretations.
Thinkingindependently,makingplausibleinferences,
predictionsorinterpretations.Comparingandcontrastingideas
withactualpractice,notingsignificantsimilaritiesand
differences.
theories.Listeningcritically:theartofsilentdialogue.
4.
5.
9:30
9:35
9:40
8:15
8:20
8:25
8:45
8:50
b.
6.
Lizzytalksaboutthecolorwheel,showing
paintingexamplesandthecolorwheelwith
primary,secondary,intermediate,shadeandtint.
c. Lizzywilldemoacrylicpaints
ColormixingDependingonwhatisneededbasedon
theirpriorknowledge,showmixingprimariestomake
secondaries,addingwhitetomaketintsandblacktomake
shades.
Havethestudentsexploreandtestmaterialsfor
themselvesintheirsketchbooks.Theyaretryingtomakeas
manydifferentcolorsastheycanbyhavingtheoptionof
mixingred,yellow,blue,whiteandblack.
Worktimeformixingcolors.Thengiventheoptiontokeep
mixing,drawontheircanvasorfinishdetailsontheirrough
draft
sketchbooksandcanvasesandhandsthemtoJonathanto
putaway,thencleansupthenewspaperofftheirtableand
recyclesit.Onepersondumpsthewatercupsfrom
watercolororacrylicandwashesoffbrushes,aswellas
throwingawaypaintmixingplates.Thefinalperson
collectsanyotherdrawingsuppliesandputsthembackin
thebag.
a. PutblankDiscoveryBoardpostitnotesateach
spotduringcleanup
DiscoveryBoardPrompt:Whyisitimportanttospendtime
planningoutartworkbeforeevenstartingthefinalproduct?
6.
Generatingorassessingsolutions.Comparingandcontrasting
ideaswithactualpractice,notingsignificantsimilaritiesand
differences.
7.
8.
1.
andevaluatingevidence
7.
8.
9:00
9:30or9:35
9:40
Day
4
1.
Sitinacirclewithallofthestudentsatthefrontofthe
enthusiasm,andanswerWhydoesartexist?
a. Askthestudentssomeotherquickreview
questionsfromlastclass:
8:15
i.
2.
3.
4.
Whocanlistandexplainwhatprimary
colorsare?Secondary?Tertiary?
Brieflyshowexamplesoftheprocessofcreatinganacrylic
painting.ShowatimelapsevideoofTimGagnoncreatinga
winterlandscapeacrylicpainting
(https://www.youtube.com/watch?v=jC9RNNju9gU),so
theycanseetheuseofpaintinglayerslooselyandthenwith
moredetailoverthetop,asopposedtostartinginone
sectionofthepaintingwithdetailanworkingyourwayall
aroundwiththesamelevelofdetailthewholetime.This
canmessupproportions,loselandmarks,andcauseyouto
havetopainstakinglypaint
around
eachmainsubject,
insteadofpainting
behind
itfirstandthenpaintingthemore
detailedsubjectsthemselvesontop.
a. Havethestudentspointoutwhattheyare
observingthroughoutthevideo.
b. Explainthatitusuallyismosteffectivetostartby
looselycoveringlargeareasandthenaddinglayers
ofincreasingdetailaftereachlayerdries.Other
thanthis,theywillnotlearnpaintingtechniques.
Theywilljustbeapplyingthecolormixingthatwe
learnedlastclass.
Showthemtheeaselsandhowtosetthemup/usethem.
Worktimeforpaintings
2.
Listeningcritically:theartofsilentdialogue.Analyzingor
evaluatingactionsorpolicies.
3.
Listeningcritically:theartofsilentdialogue.Analyzingor
evaluatingactionsorpolicies.
differences.
4.
5.
sketchbooksandcanvasesandhandsthemtoJonathanto
putaway,thencleansupthenewspaperofftheirtableand
recyclesit.Onepersondumpsthewatercupsandwashes
offbrushes,aswellasthrowingawaypaintmixingplates.
5.
8:25
8:45
8:50
9:35

Day
5
(Classhastotakepicturesinthemorning,sowewillbeginlater)
enthusiasm.
2. ClassMiniCritique:Wewilldisplayallartwork,doour
normalgallerywalk,thensittogetherandtalkabouteach
othersartwork(Askboththeartistandpeersthese
questionsabouttheirartworkandothersartwork).Thiswill
bebasedonpeoplevolunteeringtohavetheirpiece
critiqued.
Beforecritiquing,wewillexplainthatallfeedbackmustbe
constructive.Askthestudentswhythatsimportant.
Explainthatartistsworkisverypersonalandtheyputalot
ofthoughtandworkintoit,soitcanbereallyhurtfulto
makerudeorinsensitiveremarkswithoutbeing
constructiveandpolite.
a. Whatdoyoulikeaboutthispiece?
b. Whatdoyoudislike?
c. Whatwouldyoudodifferently?
d. Howwelldoesitshowforeground/middleground
/background?Lightdirection?Colormixing?
i.
Why?Wheredoyouseethesethings
happening?Howdoyouknowthatthis
techniqueisbeingused?
(CooperativeLearningFacetoface)
3.Allowstudentstorevisittheirwork,makingchangestheyseefit
afterhearingsuggestions,observingotherworksandreflectingon
whattheywouldliketokeeporchangeintheirownartwork.
4.Cleanuponepersonfromeachtablecollectsthesketchbooks
andcanvasesandhandsthemtoJonathantoputaway,thencleansup
thenewspaperofftheirtableandrecyclesit.Onepersondumpsthe
watercupsandwashesoffbrushes,aswellasthrowingaway
paintmixingplates.
1.
2.
significantsimilaritiesanddifferences,thinkingaboutthinking.
3.Generatingorassessingsolutions.Comparingandcontrastingideas
withactualpractice,notingsignificantsimilaritiesanddifferences.
Comparinganalogoussituations:transferringinsightstonewcontexts.
4.Developingintellectualgoodfaithorintegrity.
8:40
8:50
9:05
e.
Day
6
PutblankDiscoveryBoardpostitnotesateach
spotduringcleanup
5.DiscoveryBoardPrompt:Whatdidyouchangeinyourpainting
today?
f. Askstudentswhofinishbeforetheresttoshare
FINALDAY
room.Haveeveryonegoaroundoneatatimeandgivea
ratingfrom110oftheirenergylevelandenthusiasm.
g. Wewillthengivebriefinstructionsforworktime
andtheirpartnercritiquesaftertheyhavefinished.
2. Worktimetofinishpaintings
3. CLEANUP:studentswillindividuallycleantheirspaceas
theyfinishtheirpaintings.
4. Critique:Havethestudentscritiqueinpartnersvideoing
eachotheransweringthequestionsgiventothem
beforehand.
a. eachstudentwillfilloutaworksheetbeforethey
gotothecritiquearea
b. Havethestudentstaketurnsvideoingeachother
askingthequestionsontheworksheetandthe
studentbeinginterviewedwillanswer
i.
ii.
Whatdoyoudislike?
iii.
iv.
Whatarethedifferencesbetweenyour
originalideaandyourfinalpiece?
v.
Howwelldoesitshowforeground/
middleground/background?Light
direction?Colormixing?
1. Why?Wheredoyouseethese
thingshappening?Howdoyou
knowthatthistechniqueisbeing
used?
5.Thinkingpreciselyaboutthinking:usingcriticalvocabulary.
1.
2.
3.
4.
differences.Comparinganalogoussituations:transferring
insightstonewcontexts.
significantsimilaritiesanddifferences,thinkingaboutthinking.
9:35
9:40
8:15
8:25
9:05
9:15
c.
asthestudentsfinishtheirpaintingsandare
waitingtocritiqueorarefinished,haveafunart
Halloweenactivityforthemtodo!
5.
9:40
5.
Discoveryboard:Whatisthemostimportantthingyou
learnedfromthiswholeproject?
a. Askstudentswhofinishbeforetheresttoshare
Studentreflective/inquiryactivity:
Samplequestionsandactivities(i.e.games,gallerywalk,artiststatement,interview)intendedtopromotedeeperthinking,reflectionandrefinedunderstandingspreciselyrelatedtothegradelevelexpectations.Howwill
studentsreflectontheirlearning?Aparticipatoryactivitythatincludesstudentsinfindingmeaning,inquiringaboutmaterialsandtechniquesandreflectingabouttheirexperienceasitrelatestoobjectives,standardsand
gradelevelexpectationsofthelesson.)
Circlequestions:
Discoveryboardpostit:Attheendofeachdaythestudentswillputapostontheboardpromptedbytheteachers.
Writeasentenceaboutonenewthingyoulearnedtodayandhowyouwilluseitinyourpainting.
Whatisonenewthingthatyoulearnedaboutlightandshadow?
Whyisitimportanttospendtimeplanningoutartworkbeforeevenstartingthefinalproduct?
Whatdidyouchangeinyourpaintingtoday?
Whatisthemostimportantthingyoulearnedfromthiswholeproject?
Gallerywalks:periodicallythroughoutthedifferentstagesofdesignandcreationofthispainting,wewillwalkaroundtheroomtoviewstudents
work,thentalkandreflectaboutwhatwejustsaw.
The2ndtolastdaywewillhaveainprogresscritiquetoshowandreflectonthestudentsworksofart!
ClassInProgressCritique:
Whatdoyoulikeaboutthepiece?
Whatdoyoudislike?
Artistinterview:FinalCritique
i.
ii.
Whatdoyoudislike?
iii.
iv.
Whatarethedifferencesbetweenyouroriginalideaandyourfinalpiece?
v.
Howwelldoesitshowforeground/middleground/background?Lightdirection?Colormixing?
1. Why?Wheredoyouseethesethingshappening?Howdoyouknowthatthistechniqueisbeingused?

PostAssessment(teachercentered/objectivesasquestions):
PostAssessmentInstrument:
Havestudentsachievedtheobjectivesandgradelevelexpectationsspecifiedinyourlessonplan?
Howwellhavestudentsachievedtheobjectivesandgradelevelexpectationsspecifiedinyourlessonplan?
Includeyourrubric,checklist,ratingscale,etc.
Givenprompts,WTSBATbrainstormidealworlddesignsthatareoriginal?
Givenmedia,WTSBATcomposeanacrylicpaintingthatdemonstratestheinherent
characteristicsandexpressivefeaturesofart?
Shownartworkbycontemporaryartistsandbyfellowstudents,WTSBATmakeand
explaininferencesabouttheinfluencesandintentoftheartwork?
Givenmedia,WTSBATcreateapaintingoftheiridealworld/habitatonacanvas
thatiscriticallythoughtout?
Usingtheirartwork,WTSBATreflectuponanddiscussthecompositionalstrengths
andweaknessesoftheirwork,aswellaschallengesandsuccessesintheirprocess?
Seerubricbelow.
Rubric
Criteria
1.Basic
2.Developing
3.Proficient
4.Advanced
1.
Brainstorm an ideal
Plans are thought outdoes not use multiple

colors, a variety of plans,
and is not detailed.
Plans are thought outsomewhat effectively

uses multiple colors, a
variety of plans,and
somewhat detailed.
Plans are well thought outeffectively uses multiple

and detail.
Plans are well thought

out and thorough - highly
effectively uses multiple
and detail.
2.
Make and explain
Student can minimally

effectively explain and
identify influences and
intent in artwork by
contemporary artists and
Student can somewhat

Student can effectively

explain and identify
influences and intent in
artwork by contemporary
artists and fellow
Student can highly

world design that is

original and well thought
out.
inferences about the

influences and intent of
the artwork by
by fellow students.
fellow students.
fellow students.
students.
fellow students.
3.
Create an acrylic
An acrylic painting was

partially completed,
demonstrating minimally
effective use of
foreground, middle
ground, background, and
overlapping to show
depth.

completed, demonstrating
moderately effective use
of foreground, middle
overlapping to show
depth.

substantially completed,
demonstrating effective
use of foreground, middle
overlapping to show depth.

thoroughly completed,
demonstrating highly
effective use of
foreground, middle
overlapping to show
depth.
4.
Create an acrylic
painting that uses
light
and shadow from a
specific, identifiable
light source to create
the illusion of
3-dimensionality.

partially completed,
demonstrating minimally
effective use of light and
shadow from a specific,
identifiable light source
to create the illusion of
3-dimensionality.

completed, demonstrating
moderately effective use
of light and shadow from
a specific, identifiable
light source to create the
illusion of
3-dimensionality.

substantially completed,
demonstrating effective
use of light and shadow
from a specific,
identifiable light source to
create the illusion of
3-dimensionality.

thoroughly completed,
demonstrating highly
effective use of light and
shadow from a specific,
identifiable light source
to create the illusion of
3-dimensionality.
5.
Compose an acrylic
Painting minimally
effectively uses space
and value, and uses 0-1 of
the required components
listed.
Painting moderately
and value, and uses 2-3 of
the required components
listed.
Painting effectively uses

space and value, and uses
4-5 of the required
components listed.
Painting highly
and value, and uses all 5
of the required
components listed.
6. Thoroughly explore
color mixing in your
sketchbook and create an
acrylic painting using
primary colors to mix and
create their own colors in
an effective composition.
Student created a
painting with 3 or less
mixed colors and
explored minimal ways of
mixing color in their
sketchbook.
Student created a
painting with 4 mixed
colors and explored some
ways of mixing color in
their sketchbook.
Student created a painting

with 5 mixed colors and
explored many ways of
mixing color in their
sketchbook.
Student created a
painting with 6 or more
mixed colors and
explored numerous ways
of mixing color in their
sketchbook.
painting that uses

foreground, middle
overlapping to show depth
in an effective
composition.
painting that
demonstrates an emphasis
on space and value, while
incorporating the five
required components
decided on by the class:
water, air, plants, shelter,
and one other of their
choice.
SelfReflection:
Afterthelessonisconcluded
writeabriefreflectionofwhatwentwell,whatsurprisedyou,andwhatyouwoulddodifferently.Specificallyaddress:(1)Towhatextentwerelessonobjectivesachieved?(Utilize
assessmentdatatojustifyyourlevelofachievement.)(2)Whatchanges,omissions,oradditionstothelessonwouldyoumakeifyouweretoteachagain?(3)Whatdoyouenvisionforthenextlesson?(Continuedpractice,
reteachcontent,etc.)
REFLECTIONDAY1:
Whatworkedwellforthisartexperience?Why?
OurRAFTandchoiceofsubjectmatterseemedtoworkreallywell.Wecontinuedourstoryfromlastweekandputthestudentsintoacontext
wheretheyareresponsiblefordesigninganewworldinwhichhumanscanlive.Ourmotivationofprofessionalcontemporaryartistexamples
inspiredthemandledtoahighlevelofenthusiasmbeforetheyevenbegan.Theywerealsoexcitedaboutthefactthattheycouldmaketheir
worldpersonalandincorporatethingsthattheylikedintothehabitat,buildings,environment,etc.Thisledtogenerallyhighquality,thoughtful
ideationandbrainstormingintheirsketchbooks.Almosteverystudentseemedtobedevelopingideasthatwouldtriggerachainofnewer,more
interestingandoriginalideas.
Whatdidntworkwellforthisartexperience?Why?
Afewtimesinthefirstsectionofclass,itwasdifficulttokeepstudentattentionfocusedonus.Theyespeciallystruggledtokeepfromtalkingout
ofturnwhenweaskedopenendedquestions.Mostoftheirconversationswereactuallyrelatedtoourquestions,whichwasgood,buttheyhada
hardtimerefocusingandsilentlylisteningtoeachothersideasoneatatime.Also,somestudentsdidntreallydemonstrateaclear
understandingofhowtoshowforeground,middlegroundandbackgroundafterwedemonstratedit.
Whatwouldyoudodifferently?Why?
Wedecidedthatwewouldnothavethestudentsdosomuchdiscussionsittingonthefloorintheirbeginningcircle,becauseitwillprobablybe
easiertobringtheirattentionbackfromdiscussionwhentheyareintheirowndesks.Additionally,wecouldprobablythinkofmoreengagingways
todemonstratenewtechniqueswecouldalsohavestudentspracticeandthencheckwiththemforunderstanding.Ifthedemonstrationismore
interactiveandengaging,thentheywillbemorelikelytoreallyunderstandandrememberit,aswellasusethosetechniquesintheirartwork.
REFLECTIONDAY2:
Forourthirdclasstime,wearenowintheroutineofstartingclasswithourcirclegivingnumbersforenergyandenthusiasmandthenaquestion
forthestudentsandourselvestoanswer.Wehavefoundthatthisroutineisveryusefulforgettingtheschooldaystartedandtransitioninginto
ourcurrentlesson!AnotherpartofthelessonthatwentwellwasJonathansvisualinstructiononlightandshadow.Hewasabletointeractwith
thestudentsusingaracquetballandaflashlight.Thestudentswereamazedandabletoexploreforthemselveswhatwashappeningtothe
shadowasaresultofwhatthelightwasdoing!Overall,thelessonwasverysuccessful!
WalkingaroundandtalkingwithstudentsInoticedtheywereveryfocusedononeaspectoftheirworldorassignment.Weneedtofindanother
way,orjustreiteratethroughouttheclassperiodthattheirmainfocusisandhelpfulwaystoreachthatgoal.Also,wehaveonestudentthatis
constantlychallengingusasnewteachers.WehavebeenworkingwithTomforinsightandinformation,butweneedtoworktogethertoestablish
ourboundaries,warningandultimatelyhisassessmentonbehaviorattheendofclass.
Why?
Althoughwefoundoverallsuccessduringthelesson,wedecidedthathavingnewartexamplestointroducetothestudentsisanimportantfactor.
Thedemonstrationonlightandshadowcouldhavebeenenhancedbyexamplesofartwork.Asfarasbehavior,wehaveonestudentthatlikesto
suckawaytimeweshouldmakeaplantogetherabouthowwewillhandlethisstudentandbeonthesamepageasfarashowmanywarnings
hehasbeengiven.
REFLECTIONDAY3:
Thisclasswentwelloverall.Thestudentswerefullyengagedthewholetimeandweremostlyexcitedaboutcontinuingtheirartmaking.They
havebeensurprisinglyengagedthroughoutthemultipledaysofthislesson,eventhoughtheyhaventevenbeguntheirfinalpaintingsyet.One
studentwhomissedacoupleclasseswasnotveryintotheprojectatfirst.Hekepttryingtojustifywhyhewasntgoodatartandhewantedto
workonhisstrengthsofhistoryandmemorizinginformation.Ihadtotalktohimforquiteawhileaboutitandfinallyhadtotellhimthathejust
didnthaveachoiceandthisiswhatwerealldoingandlearning,sohehadtomakethebestofit.ThenexttimeIcamearoundandtalkedtohim,
hehadactuallydrawnalotofcoolideasandwasexcitedaboutcreatinganddevelopingthisnewworld.Asawhole,theclasswasreallyinvolved
inrespondingtoLizzysquestionsandinstructionaboutcolormixing.Theyalsowereveryinvolvedinpracticingdifferentcolormixingwithacrylic
paintintheirsketchbooks,soweencouragedthatlearningandletthemcontinuethatforlongerthanwehadplanned.Theuseofpaintwentreally
welltoowegaveoneplatewithpaintonittoeachtableandthengaveeachstudenttheirownplatetomixcolorson.Theydidagoodjobof
keepingtheoriginalcolorsfrommixingorgettingruined.
Someofthestudentsarestillstrugglingtoactuallyincorporatethemoretechnicalthingswevetaughtintotheirpracticesketchesandroughdraft
paintings.Almostallofthemwereabletosuccessfullyexplainhowtousethesetechniques(foreground/middleground/background,
overlapping,lightandshadowwithaspecificlightsource),buttheywerentapplyingthemyet.Also,thestudentstooklongeroneverythingthan
weexpectedorplannedfor.Thisisokaybecauseallofthattimewentintoqualitylearning,butwejustmightnothavetimetogettoallthreeof
thelessonswehadplannedforourunitthissemester.
Wecouldhavethestudentswritelabelsordescriptionsintheirsketchbooksnexttothedifferentcolorstheymixedwithacrylicpaint.Thiswould
probablybebeneficialtothemlaterbecausetheydbeabletorecognizehowtomakespecificcolors,whatworkedwellandwhatdidnt
accomplishwhattheyintended.Wecouldalsohavethestudentscreatesomesmallpracticesketchesdemonstratingthetechniquesthatwe
taughttheminthepastcoupleclasses.Thiscouldpossiblyeveninvolvehavingthemcopyasimpledemonstrationthatwedo,sothattheyhave
aresourcetolookbackoniftheyneedhelprememberinghowthosethingswork.
REFLECTIONDAY4:
Showingthetimelapsevideoofanartistmakinganacrylicpaintingworkedwell.Thestudentsreallyseemedtounderstandtheideaofstarting
loose/generalandthenaddinglayersofincreasingdetail.Theywerealsoexcitedandmotivatedbywatchingtheprocessofhowthatgoodofa
paintingwascreated.Itwasgoodthattheywereallstillengagedinthislesson,becausethiswasthefourthdayofitandtheyfinallygottostart
theiractualfinalpaintingsthisclassperiod.EventhoughLizzywasgone,Jenna(whotaughtinTomsclasslastyear)helpedoutanddidagreat
job,sorunningthewholeclasswasntstressful.Someofthestudentswerestrugglingtofindwaysofusingforeground,middleground,and
background,butIworkedextensivelywiththemandwewereabletocomeupwithsomespecificideasthatworkedwiththeplanstheyhad
alreadymade.
IdidnthaveawayoftransportingwetacrylicpaintingsbacktoCSU,soIhadtoleavethemoutsidetodryforanhourandthenswingbyPolaris
againtopickthemup.HopefullythiswontbeanissuewhenLizzyisbackandcandrivehertruck,butitdependsonifeverythingfits.Thistypeof
situationmightbeaproblemforoursculpturelessontoo.Also,afewofthestudentsarestillhavingissueswithhowtoincorporateforeground,
middleground,background,andlightdirectionintheirfinalpaintings.AnotherissuewasthatIdidntleavequiteenoughtimeforcleanup,sowe
didnthavetimetodothediscoveryboardpromptfortheday.
Icouldcheckinwiththeentireclasstoseeifanyofthemwantanotherexplanationonhowtoincorporateforeground/middleground/
background/lightdirectionintotheirart.Thenifseveralofthemwantareview,Icoulddothatwiththosepeopleallatthesametime,insteadof
spendingalotoftimewithoneoftwopeopleatatime.Also,Icoulddefinitelyleaveabout5moreminutesforcleanup,justtomakesurewehave
timetodothediscoveryboardattheendwithoutcuttingintorecesstime.
REFLECTIONDAY5:
Whatworkedwellforthisartexperience?Why
ThisweekatPolariswentgreat,bothJonathanandIdiscussedhowourstresslevelwhenthestudentsentertheclassroomnolongergoesup.
Thestudentsarecomfortablewithtwoteachersintheroomandareeagertostartontheirpaintings.Thecritiquewentwell,especiallyforafirst
timecritique.Ithinkithelpedthestudentverbalizetheirideasandalsohelpedthemsortoutexactlywhattheyaretryingtoshowothersthrough
theirwork.
Becausethiswasthefirsttimewehadacritiquewiththisgroup,wetriedtokeepthequestionsshortbutallowingthestudentsalittlebitoftalking
freedom.Thestudentsgotalittleantsyduringthecritique,butwerehonestlytryingtokeepengagedandlistentotheirpeers.
Forourfinalcritiquewewillhavesimilarquestions,butratherthanhavingjustthestudentwhocreatedtheartworktalk,wewillhavethepeers
weighinwiththeiropinions!Wecouldalsothinkaboutdoingasmallergroupactivitybeforewecometogetherasabiggroup.
REFLECTIONDAY6(FINALDAY):
Havingthestudentscritiqueinpairswithvideointerviewsworkedwell.Itallowedforeachstudenttoconsidertheirownwork,asopposedtoa
classwidecritiqueofahandfulofstudents'work.Additionally,thestudentsgottoexperienceanewandmoreexcitingformatofdiscussing
artworkbygettingtoplaywiththevideocameras.Thisalsoallowedforstudentstofinishatdifferenttimes,andtheywereactuallystaggeredvery
evenlythroughouttheentireclassperiod.Itwasalsohelpfultohaveafunactivityforthestudentswhofinishedearly,sothateveryonewas
engaged.
StudentswereallexcitedabouttheirHalloweencostumesandhavingasubstitute.Itwashardtogetsomeofthemtostayfocused.Additionally,
somestudentscouldhaveusedmoretimetofinishtheirpaintings.Sometimesstudentswouldcheckinwithustoseeiftheyweredoneandwould
stillshowalackofunderstandingofhowtocreateforeground,middlegroundandbackground,orlightdirection.Thiscouldbeanagerelated
issue,butIthinkit'smorelikelyareflectionthatwejustdidn'tteachitwellenough.Weshouldhavereinforcedtheirlearningmorethatdayorthe
nextclasswithexercisestopracticethesetechniques,butweweretryingtokeepthislessonfromtakingforever,andthestudentsactuallyshowed
consistentmentalcomprehensionofhowthosethingsworkedsomestudentsjusthadahardtimeapplyingthem.
Thisclassperiod,wecouldhavegoneovertherequirementsforthefinalpaintingsmorethoroughlytotheentiregroup.Thatwouldhavesaved
sometimespentrepeatingthesethingstoindividualstudentswhohadforgotten.Wealsocouldhavewrittenthemontheboardorhadthemonthe
Smartboard.Also,wecouldhavesetasidetimeattheendfortheentiregrouptoreflecttogetherandbrieflyrespondtohowtheprojectwentasa
whole,withfeedbackaboutwhatwentwellandwhatdidn't.
Appendix:
Includeallhandouts,prompts,writtenmaterials,rubrics,etc.thatwillbegiventostudents.
8/9/15Fahey

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LessonPlan

Plans are thought outdoes not use multiple

Plans are thought outsomewhat effectively

Plans are well thought outeffectively uses multiple

Plans are well thought

Student can minimally

Student can somewhat

Student can effectively

Student can highly

world design that is

inferences about the

An acrylic painting was

An acrylic painting was

An acrylic painting was

An acrylic painting was

An acrylic painting was

An acrylic painting was

An acrylic painting was

An acrylic painting was

Painting effectively uses

Student created a painting

painting that uses

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