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Abridged Art Learning Segment Plan Template

TCNJ ART edTPA ABRIDGED LEARNING SEGMENT PLAN

Overview
Teacher Name Kayla Botsch, Meg Itoh and Scott Washuta
Artwork
Example

Learning Aurora Borealis Chromatography

Segment Title
Central Focus The students are being taught how certain elements affect the colors in auroras. The northern lights represent when solar
(Visual Art flare radiation from the sun gets caught by earths magnetic field, which causes the Aurora Borealis. Without the magnetic
Concepts) field of the earth, there would be no source of life, and no auroras. Students will explore this concept through presentation
followed by an in-class discussion. They will begin their art making activity and applying their knowledge of color and
rhythm. Through creating their northern light artwork, students awareness for elements and the Earths ozone layer will
also increase.
Focus of X Create Visual Art X Present Visual Art Respond to Visual Art
X
Learning
Segment
Component(s) X I nterpreting art (analyzing art-making approaches, theories, art forms, genres, etc., used to convey meaning)
of Learning X D eveloping works of art/design (using techniques, methods of experimentation, or investigation)
Segment X Relating art to context (personal, social, cultural, or historical perspectives)
X Making personal choices (of content, methods, or styles)
Art Form X 2-D: 3-D: 4-D: Other:
Grade Level 6th Grade
Class Name Introduction to Art
Class Size 16
Time __45_Minutes __5_Days/week _4__# Total Lessons (Days)
Class The school is in a suburban area; the students are of different ethnic backgrounds, different social classes, and different
Demographics artistic levels. This specific class has 9 asians, 5 caucasian, and 2 African American.

Big Idea and Understandings

Big Idea Elements
Essential What are elements?
Questions Why are elements so important?
What role do elements play in art?
What is the relationship between elements and global warming?
Enduring Elements make up the world and people. The human body is made up mostly of six elements. Ninety-nine percent of the
Understanding mass of the human body is made up of six elements (oxygen, carbon, hydrogen, nitrogen, calcium, and phosphorus). The
other five elements making the one percent are potassium, sulfur, sodium, chlorine, and magnesium. Elements are the
fundamental core of life and they should be taught in the art classroom. Elements should be more acknowledged and
integrated with art activities because certain colors and materials in art are correlated with certain elements. It will be
particularly helpful in schools because it is creating a fun and hands-on way for students to learn how the earth is made
and bring science into a different context and into the art classroom.
Key Questions How does the artist Kim Hunter use landscape in her work?
What elements create certain colors in auroras?
How do different colors react to the process of paper chromatography?
How is rhythm important in creating auroras?

Abridged Art Learning Segment Plan Template

Learning Objectives
Objective Lesson # (when it will
be taught)
1. The student will (be able to) create a winter landscape using pastels on construction #2 & #3
paper #2
2. The student will (be able to) use paper chromatography to create Northern Light art #1
3. The student will (be able to) analyze the work of Kim Hunter in an in-class discussion #3
4. The student will (be able to) integrate rhythm and color in their artwork

Standards
Standards Objective
#
(aligned)
New Jersey 1.4.8.A.6 2
Visual Art o Differentiate between traditional works of art and those that do not use conventional
elements of style to express new ideas.
Standards o The students will be using pastels, which is a traditional form of art, but will also be using
paper chromatography which is nontraditional.
1.4.8.B.1
o Evaluate the effectiveness of a work of art by differentiating between the artists technical 3
proficiency and the works content or form.
o The students will participate in a critique in class, discussing each others work
1.1.8.D.1
o Describe the intellectual and emotional significance conveyed by the application of the 1
elements of art and principles of design in different historical eras and cultures.
o Students will be using the elements of art and principles of design while creating their
artworks
Interdisciplinar MS-ESS2-1. 2
y Connections o Develop a model to describe the cycling of Earths materials and the flow of energy that
drives this process.
(Non-Art NJ o Students are creating aurora artwork that exemplifies energy in earths ozone layer
Standards)

Materials and Artist
Teacher
Artwork
Example

12x18
Compressed pastels, coffee filters, crayola markers, and glue on black construction paper
Through this artwork we tried to show the methods of chromatography using both markers and coffee filters; this
method creates interesting gradients and tones of colors by allowing water to spread through the coffee filter. We then
used pastels to create a winter mountain landscape in which we cut the coffee filters into flowing shapes and glued
them as if they were the Aurora Borealis.
Student
Materials 12x18 Black construction paper
Compressed pastels

Abridged Art Learning Segment Plan Template

Coffee filters
Crayola markers
Glue stick
Scissors
Pencil
Cup of water
Key Artist and Kim Hunter
Artwork

Aurora Borealis Yukon Landscape Painting

Oil on canvas, 18x26

Vocabulary and Language Acquisition
Vocabulary Chromatography:
o an analytical method used to separate colored chemicals or substances.
Using water to see what color dyes go into making colored markers
Aurora
o a natural electrical phenomenon characterized by the appearance of streamers of reddish or greenish light
in the sky, usually near the northern or southern magnetic pole.
The Northern Lights are an example of an aurora
Color: Warm vs Cool
o Warm Colors: the yellows and reds of the color spectrum, associated with fire, heat, sun,and warmer
temperatures; also called hot colors
o Cool Colors: the blues and greens of the color spectrum, associated with water, sky,ice, and cooler
temperatures; also called cold colors
Movement:
o The path the viewer's eye takes through the artwork, often to a focal area.
The way an artist wants people to look at a piece of art
Hybridity:
o Something of mixed origin or composition that adds variety or complexity to a system.
A collage can be an example of a hybrid

References and Sources
http://www.richardshilling.co.uk/gallery.html
http://www.techtimes.com/articles/111300/20151128/the-northern-lights-are-heading-south-heres-why.htm
https://askabiologist.asu.edu/content/atoms-life
http://www.northernlightscentre.ca/northernlights.html
http://www.scienceworldreport.com/articles/35755/20160112/aurora-borealis-where-northern-lights-come.htm
https://www.sophia.org/tutorials/design-in-art-repetition-pattern-and-rhythm
http://pwg.gsfc.nasa.gov/polar/telecons/archive/PR_E-PO/Aurora_flyer/aurora-flyer_p2.doc.pdf

Lesson #1: First Day
Instructional Strategies and Learning Tasks
Lesson Summary The students will be introduced to the big idea and the artist Kim Hunter. They will learn about their project that
they will be working on. The students will learn what paper chromatography is and how they will be doing it in
class.

Abridged Art Learning Segment Plan Template

Sequencing The hook will be when the teacher, TC, will be very passionate about the introduction to learning
about auroras when students come to class
The teacher will begin the powerpoint that guides an in-class discussion, regarding the students current
knowledge about auroras and warm vs cool colors
Transitioning off colors, the teacher will introduce the idea of elements and teach students how auroras
are formed and what elements cause certain colors in the aurora
The teacher will relate this back to the students lives because elements are what make up the world and
people. The teacher will put a strong emphasis on how auroras are created when the earths magnetic
field meets with the suns solar flares, bringing science into the art classroom. Without this magnetic
field, everything on earths surface would be destroyed, and auroras symbolize the ozone layer protecting
us. The more we neglect taking care of our ozone layer, the higher chances are that human life will be
destroyed.
The art making activity will be introduced with the introduction of the artist Kim Hunter, shown through
powerpoint.
The students will have a discussion about the work of Kim Hunter that will be led by the teacher
Teacher will have questions regarding Hunters work, such as:
Can someone come up and point out the horizon line?
How is the artist using landscape in her work?
Can someone come up and point out the foreground, middleground, and background please?
What are the differences between night and day in her works? ...etc.
The teacher will describe paper chromatography to the students and say this is how we are creating our
auroras.
The teacher will gather students around the table for demonstration.
In the demo, the teacher will have crayola markers, coffee filters, and a small cup of water on the
demonstration table. The teacher will demonstrate how to draw the circles or dots on the coffee filter.
Once the teacher is done marking the coffee filter, they will demonstrate how to fold it into quarters and
open it up like a funnel. The teacher will then place just the tip of the coffee filter funnel in the water
allowing the water to travel up the coffee filter and disperse the colors throughout. Lastly, The teacher
will take the filter out of the water, open it up, and lay it out to dry on a piece of paper towel.
Teacher will state that each person will have a small cup to fill with water for their work.
The teacher will tell students they must include at least one cool color and one warm color in their work.
This includes the type of purples and greens.
The teacher will demonstrate how to clean up, which is:
The students will place all borrowed materials back where they found them
Any garbage will be thrown out and recyclables recycled
Any cups of water will be dumped down the sink and cups stacked where they were found
All works in progress will be placed either on the drying rack or in the students cubby if they
are dry
Students will go back to their seats.
The teacher will ask them a few review questions based on what they learned today. Questions such as:
What is the artists name?
Can someone please shortly explain how auroras are formed?
What is the most common colored aurora?
What element creates red auroras?
What colors are needed for your final project in your auroras?
Can someone quickly review how to clean up your chromatography materials when youre
done?
Class will be dismissed.

Lesson #2: Second Day
Instructional Strategies and Learning Tasks
Lesson Summary The class will begin the paper chromatography for their final project. The students will also be given sketch paper
and pencils to map out their landscape.
Sequencing Teacher will greet class
Students will discuss the method of chromatography reiterating from the day before. Teacher will ask
review questions such as previously asked at the end of the first day lesson.
Students will be given markers, coffee filters, a cup of water, and paper towels to complete the paper
chromatography for their project. One student from each table will be in charge of bringing a certain
material to the table.
Students will begin artmaking activity. They will be using at least one warm color and one cool color. It
is up to them if they make them on the same coffee filter. Teacher will give warning that colors can mix
so to be careful about not applying too much water, just enough that the water disperses. The teacher will

Abridged Art Learning Segment Plan Template

recommend to try separating warm and cool colors, but leaves it up to students to decide so they can
make theirs individualized.
While waiting for the coffee filters to dry, the students will play a game to understand the different
components of a landscape.
Play a game: Have a landscape image cut out into a puzzle on each table. Each table has 90
seconds to put the puzzle together. Once timer goes off, each table has to say what object(s)
makes up the foreground, middleground, and background.
The students will then be given sketch paper and pencils to complete a sketch of their landscape for their
final project
If the student completes their sketch they will get it approved by the teacher and can carry on to using
pastels on the black paper for their final piece.
The teacher will tell the class there is five minutes left and say that it is time to clean up, all pieces used
for the project will be put in the students folder and in their cubby, all materials will be put where they
were found, and all garbage will be cleaned up.

Lesson #3: Third Day
Instructional Strategies and Learning Tasks
Lesson Summary The class will continue working on their landscapes and hopefully be able to cut out their Northern Lights from the
coffee filters. Students will either begin working on the black paper with pastel or continue working.
Sequencing Teacher will greet class eagerly.
The teacher will lead a discussion about what the students have accomplished over the last two days and
discuss the artists, methods
Teacher will ask if students have any general questions so far.
Teacher will say that if students are done with sketching out general plan for their landscapes, they will
get black construction paper and can start the dry pastel.
Teacher will give quick demonstration on cutting the dried coffee filter.
emphasis on rhythm (refer to powerpoint visual examples)
the auroras should be somewhat similar in shape and be very curvy. Can be cut to students
liking as far as it shows students knowledge of rhythm.
Teacher will recommend lightly sketching out design on the BACK of coffee filter and then
cutting.
While students are at demonstration table, teacher will lead a quick demonstration on dry pastel
landscape.
The teacher will gather students around desk and quickly draw one and address the foreground,
middleground, and background; the teacher will say colors in the landscape will be more muted
because it is night time. The dark paper will do that effect for you. Teacher will say even
though the demo was a sped-up general version, students should put detail in theirs. They can
put cabins, trees, snowmen, footprints, animal tracks. Students should refrain from putting
animals and people in because landscapes are mostly just of nature and not living creatures.
The teacher will have students think about the Kim Hunters work. Students can raise hands if
they have any questions during the demonstration.
Students will go back to seats.
Students will continue working on sketching their landscapes and then when ready start working on the
black paper with pastels. There will be a pile of black construction paper in the front of the room cut to
size and one table should get 1-2 boxes of dry pastels.
When finished with the pastel landscape, the students will be able to glue their coffee filters to begin
piecing together their Northern Lights.
The teacher will tell the class there are five minutes left and tell that it is time to clean up, all pieces used
for the project will be put in the students folder and in their cubby, all materials will be put where they
were found, and all garbage will be cleaned up.

Lesson #4: Last Day
Instructional Strategies and Learning Tasks
Lesson Summary The students will be given a few minutes of in-class work time to put the finishing touches on their pieces. The
class will then hold a critique of the pieces explaining which ones they like and why they are successful.
Sequencing Students will be given 15-20 minutes of in class work time to finish any last-minute things on their
pieces, such as gluing down pieces of coffee filter or adding more detail to their pastel landscape.
The teacher will explain the procedure of how to set up for an in-class critique and help lead the students
through it.
The class will critique until there are 5 minutes left in class.
During the critique, students should be able to discuss what elements their peers decided to choose to
make their work. They will be able to discuss how successful the color use was. The teacher will guide

Abridged Art Learning Segment Plan Template

the critique with questions such as which one is your favorite? what did this artist do very well?
Which piece shows a good use of rhythm?. The teacher will leave time for students to think and keep
in mind the 7-second rule.
With 5 minutes left, the teacher will end the critique and have the students take their pieces, make sure
their name and class number is on the back, and put them in their cubby where the teacher can easily find
them.
The class will then be dismissed once class is over and everything in the room is in order.

RUBRIC

Objective/Criteria Exemplary (A) Good (B) Satisfactory (C) Needs Improvement

10 points
1 The student will (be The artwork shows a strong
able to) create a winter knowledge of foreground,
landscape using middleground, and background
pastels on construction of the landscape
paper
The student successfully used
pastels to create a winter themed
landscape on black construction
paper
9 points
The artwork shows a basic
knowledge of foreground,
middleground, and
background of the landscape
The student made an attempt
at using pastels to create a
winter themed landscape on
black construction paper
8 points 7 points or below
The artwork shows little The artwork shows no
knowledge of foreground, knowledge of
middleground, and foreground,
background of the middleground, and
landscape background in the
landscape.
The student barely made The student made no
an attempt to create a attempt to create a winter
winter themed landscape themed landscape using
using pastels on black pastels on black paper.
paper.

2. The student will The student successfully used
(be able to) use paper the methods of paper
chromatography to chromatography to create
create Northern Light interesting color gradients.
art The student made at least 4
different color gradients that
were successful
The student used paper
chromatography to create
color gradients.
The student made at least 3
different color gradients that
were successful
The student made an The student made no
attempt to use paper attempt to use paper
chromatography to create chromatography to
color gradients create color gradients
The student made at least The student made at one
2 color gradients that or no color gradient that
were successful was successful

3. The student will The student actively participated
(be able to) analyze during discussions in class
the work of Kim analyzing Hunters work
Hunter in an in class
discussion
4. The student will The student successfully used
(be able to) integrate rhythm to create an artwork
rhythm and color in representative of the Northern
their artwork Lights
The student successfully used an
array of color to create an
artwork representative of the
Northern Lights
5. The student The student actively participated
participated in a group in the critique. The student
critique at the end of demonstrated firm knowledge
the project about color and rhythm as s/he
analyzed and spoke about
her/his artwork and another
classmates work.
Total Points or Grade:
The student participated in
the class conversation
analyzing Hunters work
The student used rhythm to
create an artwork
representative of the
Northern Lights
The student used multiple
colors to create an artwork
representative of the
Northern Lights
The student participated in
the critique. The student
demonstrated some
knowledge of color and
rhythm as they analyzed their
artwork and other students
artwork
The student had to be The student did not
prompted to join the class participate in class
conversation analyzing conversation analyzing
Hunters work Hunters work
The student attempted to The student made no
use rhythm to create an attempt in using rhythm
artwork representative of to create an artwork
the Northern Lights representative of the
Northern Lights
The student attempted to The student made no
use multiple colors to attempt at using multiple
create an artwork colors to create an
representative of the artwork representative of
Northern Lights the Northern Lights
The student had to be The student did not
prompted to participate in participate in the
the critique. The student critique.
showed little knowledge
about color
and rhythm as they
analyzed the artwork.

Teacher Comments:

Abridged Art Learning Segment Plan Template

Abridged Art Learning Segment Plan Template

Abridged Art Learning Segment Plan Template