Caplan 1

Jordan Caplan
Instructional Design & Development
Design Document: Prototype
August 3, 2018

Prototype: Lesson #1 (Focus Artist – Antoni Gaudi)

Background: Over 200, 2nd grade students in a Title I school in Cape

May, New Jersey. These students are divided into 10 classes, each
containing around 18-24 students per class. The students partake in art
class for one, 40-minute class period each week. More than 50% of the
students live below poverty level and receive free and reduced lunch.
Some of the students are considered homeless, and there are numerous
behavioral issues. Student abilities range from below to above average,
with most students in the middle range.

*This lesson will take place over the course of one month (four, 40
minute class periods)

Goal(s):
Introduction  Students will learn about famous artists from various cultures and
backgrounds who have developed their own artistic style and
specialize in a wide array of art mediums.
 Students will learn how to construct their own unique artwork by
exploring numerous mediums and artistic styles.

Objective(s):
 Students will be able to recognize and identify information
relating to a specific artist by completing an augmented reality
activity and Kahoot review game.
 Students will be able to develop a planning page containing a
preliminary sketch of their final project that was inspired by the
focus artist.
 Students will be able to create an original final artwork using the
focus artist as inspiration by utilizing one or more TAB station(s)
within the art classroom.

KWL Chart: Students will briefly view pictures of Gaudi’s architecture

and then complete the “K” and “W” section of the chart to display what
they already know and determine what they want to know.

Body Anticipatory Set: Students will view an animated video highlighting

Gaudi’s style of architecture, background, and famous works.
 Caplan 2

Cooperative Learning Scavenger Hunt (Augmented Reality): For

this scavenger hunt, students will be divided into teams of 3-4. Students
must locate pictures of Gaudi’s artwork that have been placed around the
art room. Each student will be assigned a role within the group that they
are expected to complete. One student will be the scribe (write down the
information on the scavenger hunt worksheet), another will be the iPad
expert (control the iPad and utilize HP Reveal to scan the pictures), and
the third and fourth team members will be the hunters (find the artworks
located around the classroom). Once the students locate an artwork, they
will use the HP Reveal app to scan the picture and then watch a short
video or view additional artwork relating to Gaudi. The students must
complete the scavenger hunt worksheet that accompanies the activity,
which contains questions relating to each artwork that must be scanned.

Whole Class Discussion/Kahoot: Students will discuss a series of

questions relating to Gaudi’s artwork, as well as the information they
gathered while completing the scavenger hunt. The instructor will display
the artwork on the SMARTBoard one at a time and propose a series of
questions that the students will answer in a whole group or small group
setting. Some of the questions are as follows: What was your first
reaction to this artwork? Why do you think you had that reaction? What
is exciting about the artwork? What is strange about the artwork? What
do you think the artist was thinking when he made this artwork? If you
could ask the artist a question, what would you ask him/her? What parts
of the artwork inspire you? Why? A game of Kahoot on the
SMARTBoard will follow both the scavenger hunt and discussion.

Planning: Students will have already discussed aspects of Gaudi’s

artwork, life, background, culture, and artistic style that inspire them
during the group discussion. Students will apply that inspiration as they
develop a planning page that contains sketches of a potential final
artwork and any notes that may help them create their final piece, such as
important artistic details that need to be included

TAB Stations & Final Artwork: Students will collect the materials they
require from the TAB station(s) they decide to utilize. These stations may
include drawing, painting, sculpture, clay, collage, and/or digital media.
Students will conduct their own learning as they explore materials, art
mediums, and artistic styles based upon inspiration they draw from
Antoni Gaudi, as well as the creative ideas they generate on their own.
Students will create an original artwork.
 Caplan 3

Gallery Walk & Final Discussion/Reflection: Artwork will be hung on

the walls and placed on the tables to resemble a museum or art gallery.
Conclusion Students will walk around the art room in order to view everyone’s
unique artwork while providing compliments, suggestions, and feedback
in order to aid in peer input and self-reflection. As a final activity, the
students will analyze their artwork and compare it to a rubric that adapts
some of the concepts/principals in Gaudi’s artwork.

KWL Chart: As an exit ticket and continued self-reflection, the students

will complete the final section of the KWL chart (L) by discussing the
information they learned that resonated with them and left the most
impact.

KWL Chart: (formative assessment) KWL chart reviewed by the

teacher serves as a pre- and post assessment highlighting what the
Assessment students already knew and what they learned. In order to assess which
information was the most interesting for each student and left the most
impact, a Likert-Scale ranking for the “L” section will be utilized, with 5
being “Very interested” and 1 being “Not at all interested.”

Kahoot: (formative assessment) Utilizing the SMARTBoard and iPads,

the teacher will review the Kahoot scores for each student, determining
which information they retained and which information may need to be
reviewed or re-taught.

Planning Page: (formative assessment) The teacher will review and

analyze the planning page, a simple brainstorming worksheet, to
determine if the students effectively developed a plan for their final
artwork by utilizing inspiration from the focus artist.

Observations/Anecdotal Notes/Feedback: (formative assessment) The

instructor will circulate the art room throughout the lesson in order to
observe students as they work in groups and independently. The teacher
will offer suggestions and feedback, as well as ask questions pertaining
to their process and artistic choices in order to provoke metacognitive
thinking and spark new ideas.

Reflection Rubric: (Summative assessment) As a self-analysis, students

will analyze their artwork by comparing it to a rubric that adapts some of
the concepts/principals in Gaudi’s artwork. This will allow the students
to take note of the concepts they incorporated in their own artwork based
upon Gaudi, such as his colorful style, ornate details, organic shapes,
etc.)

Final Artwork: (Summative assessment) After the final artwork is

completed and has been submitted, a TAB checklist will be utilized to
 Caplan 4

determine if the final objective has been met and the overall goals of the
lesson have been fulfilled. This checklist will serve as a summative
assessment and will primarily focus on the process of the artwork rather
than the final outcome.

This lesson is a basis for the “Inspirational Artists” learning unit. Each
Additional Notes lesson will closely resemble the different tasks found within this outline,
but a new famous artist will be introduced each time, thus creating a
common theme and allowing the students to build upon their knowledge
of diverse artists. Due to this exposure of new artists, students will build
upon their knowledge in regards to different cultures/backgrounds, art
periods, artistic styles, and art mediums, thus providing them with
newfound inspiration and hopefully resulting in the development of their
own unique artistic styles.

Focus artists:

1. Antoni Gaudi
2. Frida Kahlo
3. Odili Donald Odita
4. Mary Blair
5. Vincent Van Gogh
6. Jen Stark
7. Peter Anton
8. Yayoi Kusama
9. Pablo Picasso
10. Jean- Michel Basquiat