Вы находитесь на странице: 1из 5

Art Lesson Plan Group members: Emily, Elizabeth, Mitchel, and Michelle Grade Level: 9-1 , advanced Lesson

!itle: "ationale: Social awareness, activism, Ma#or Goals: Students will: Explore social awareness though the use of posters Utilize Adobe Photoshop with the assistance of a tutorial Inform students about mental and ph sical disabilities through the creation of a poster !reate an original poster using elements of Adobe Photoshop

Aesthetics, Art $istory, Art %riticism, and &nterdisciplinary %onnections: Ma#or %oncept: "isabilit #students will research a disabilit and create their own poster, which expresses their interpretation of the internal struggle with that disabilit Artist' Arts' (b#ect ' Period ' %ulture: $randon %riend, "aphna &aim, Shepard %aire , and Pablo Picasso, Posters, contemporar art wor's in the disabled communit Aesthetic %oncepts: !reating posters which educate the public on social awareness for disabilities Art %riticism Model: (une )c%ee )odel Art !heories: Emotionalism and Instrumentalism )ocial, Political, Multicultural %onte*t: Instructional Strategies: S"AIE: *erms will be presented in class along with images describing these terms+ Examples of artist,s wor' will be shown during class as well &nstructional )trate+ies: A tutorial will be available to students along with examples of the artist,s wor' &nterdisciplinary %onnections: Students will choose appropriate text for their poster+ Students will be mindful of their size restrictions for the overall poster ,ocabulary: "isabilit : a ph sical or mental condition that limits a person-s movements, senses, or activities+ Autism: a mental condition, present from earl childhood, characterized b difficult in communicating and forming relationships with other people and in using language and abstract concepts+ Post#traumatic stress disorder .P*S"/: is a t pe of anxiet disorder+ It can occur after ou have gone through an extreme emotional trauma that involved the threat of in0ur or death+ " slexia: a general term for disorders that involve difficult in learning to read or interpret words, letters, and other s mbols, but that do not affect general Arthrogr posis# A ph sical disabilit that consists of multiple congenital .from birth/ 0oint contractures or multiple 0oints that are stuc' in one position and have

ver little flexibilit + *his is caused b an unborn bab not moving properl during fetal development+ *his lac' of movement can be caused b both genetic and non#genetic reasons+ Art Production: Sub0ect )atter: Posters )edium: Photoshop Process: "igital Photoshop Elements of Art: hue, saturation, Principles o- .esi+n: $alance, Proportion, !ontrast, !olor Additional 1ocabular : 2uic' selection tool: allows ou to paint selected areas with a brush or the paint buc'et tool+ )agic wand tool: *he )agic wand tool is called 3magic3 because it automaticall identifies similarl colored paths and selects them without ou having to trace Pen tool: *he primar drawing tool in PostScript illustration software+ *he pen tool allows the user to position anchor points and control the shape of the line b controlling the control handles that extend from the anchor points+ 4a er: In graphics software, a la er is the term used to describe the different levels at which ou can place an ob0ect or image file+ In the program ou can stac', merge or define la ers when creating a digital image+ &nstructional )trate+ies: self#guided computer instruction %ontent )tandard Areas: 1/0 A"!&)!&% PE"%EP!&(1: Processing, Anal zing, and 5esponding to Sensor Information *hrough the 4anguage and S'ills Uni6ue to the 1isual Arts+ Students perceive and respond to wor's of art, ob0ects in nature, events, and the environment+ *he also use the vocabular of the visual arts to express their observations+ 1/2 Analyze their 3or4s o- art as to personal direction and style/ /0 %"EA!&,E E5P"E))&(1: !reating, Performing, and Participating in the 1isual Arts+ Students appl artistic processes and s'ills, using a variet of media to communicate meaning and intent in original wor's of art+ /1 %reate ori+inal 3or4s o- art o- increasin+ comple*ity and s4ill in a variety o- media that re-lect their -eelin+s and points o- vie3/ /6 .emonstrate in their o3n 3or4s o- art a personal style and an advanced pro-iciency in communicatin+ an idea, theme, or emotion/ 2/0 $&)!("&%AL A1. %7L!7"AL %(1!E5!: Understanding the 7istorical !ontributions and !ultural "imensions of the 1isual Arts+ Students anal ze

the role and development of the visual arts in past and present cultures throughout the world, noting human diversit as it relates to the visual arts and artists+ 2/1 &denti-y contemporary styles and discuss the diverse social, economic, and political developments re-lected in the 3or4s o- art e*amined/ 6/0 AE)!$E!&% ,AL7&1G: 5esponding to, Anal zing, and )a'ing (udgments About 8or's in the 1isual Arts+ Students anal ze, assess, and derive meaning from wor's of art, including their own, according to the elements of art, the principles of design, and aesthetic 6ualities+ 6/2 Analyze and articulate ho3 society in-luences the interpretation and messa+e o- a 3or4 o- art/ 8/0 %(11E%!&(1), "ELA!&(1)$&P), APPL&%A!&(1): !onnecting and Appl ing 8hat Is 4earned in the 1isual Arts to 9ther Art %orms and Sub0ect Areas and to !areers+ Students appl what the learn in the visual arts across sub0ect areas+ *he develop competencies and creative s'ills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career s'ills+ *he also learn about careers in and related to the visual arts+ 8/ %ompare and contrast 3or4s o- art, probin+ beyond the obvious and identi-yin+ psycholo+ical content -ound in the symbols and ima+es/

%ommon %ore "eadin+: "etermine the central ideas or conclusions of a text: summarize complex concepts, processes, or information presented in a text b paraphrasing them in simpler but still accurate terms+ 9ritin+: 8rite informative;explanator texts, including the narration of historical events, scientific procedures; experiments, or technical processes+ a+ Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole: include formatting .e+g+, headings/, graphics .e+g+, figures, tables/, and multimedia when useful to aiding comprehension+ !eacher ' Learner Materials: *eacher: !omputer, pro0ector, Adobe Photoshop, access to Internet, large printer 4earner: !omputer, Adobe Photoshop, access to Internet Anticipatory )et: Introduce the artists $randon %riend, "aphna &aim, Shepard %aire , and Pablo Picasso+ *he teacher will then engage the students in a discussion about disabilities and how art can bring awareness to the public+ 8hat 'inds of disabilities do ou 'now< !an ou alwa s see a disabilit < (ust because ou cannot see it, does that

mean it does not exist< 7ow can art be used to promote awareness< (b#ective'Purpose: Student 9b0ective: Students will be presented with $randon %riend, "aphna &aim, Shepard %aire , and Pablo Picasso,s wor'+ *here will be a discussion held about disabilit and a tutorial on Adobe Photoshop+ $ the end of the lesson, students will be able to utilize Adobe Photoshop to create a poster about a disabilit + *he artwor' will be used to spread social awareness of various disabilities+ Students will be graded based on a =#> scale rubric+ &nput: Students will have prior 'nowledge of basic Adobe Photoshop s'ills+ *he teacher will provide a prezi presentation, cheat sheet, and tutorial+ Model: *he teacher will provide examples and conduct a demonstration if necessar + %hec4 -or 7nderstandin+: *eacher will wal' around and discuss each student,s poster ideas individuall + *he class will hold a criti6ue midwa through the pro0ects+ Students can observe their classmate,s wor'+ Student,s pro0ects will be graded according to a rubric handed out in the beginning of the pro0ect+ Guided Practice: *he teacher will lead discussions on different t pes of disabilities+ Students will be able to follow the tutorial and complete the pro0ect+

%losure: Upon completion of the posters, the teacher and students will hold a discussion on their wor's+ Students will be given the opportunit to tal' about their own wor' and wh the made certain artistic choices+ Students will be graded according to the rubric+

&ndependent Practice: Students will need to research their chosen assignment and find appropriate images+ Procedural (utline: .ay 1- *eacher will present the chosen artist and show examples+ Students will research their chosen assignment and find images that the want to use+ 8hatever is not completed in class, will be assigned as homewor'+ .ay -*he teacher will introduce the Photoshop tutorial and pass out the grading rubric+ Students will begin designing their poster+ .ay 2-8or'da + )idwa criti6ue will be held .approx+ ?@ min/+ Students will email their pro0ects to the teacher to be pro0ected in front of the class+ .ay 6-Students will continue to wor' on their poster based on the feedbac' received+ .ay 8-!riti6ue+ Students will be given the option to fix their posters and print them after the final criti6ue+ If time permits, students will displa their wor' around campus+

Evaluation: 5ubric

.evelopmental %onsiderations: Students will be provided with a tutorial and cheat sheet that the can follow at their own pace+ )tudent )pecial 1eed %onsiderations: Students will mainl be wor'ing in blac' and white+ If students wish to add color, pre#made pallets will be provided through Photoshop+ En+lish as )econd Lan+ua+e %onsiderations: *eacher will provide images visual images along side the cheat sheet