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Problem-Based Lesson Plan ARTE 301

Title of Lesson: Conclusion


Teacher: Abigail Taylor
School: Prairieview Ogden South
Grade Level[s]: Kindergarten
Date to be Taught: 4/25/2019

Big Idea that drives Lesson/Unit:


Time is all around us. The seasons changing, is one way we can see time moving. The clocks on
the wall also let us know that time is happening. But time is not always the same everywhere.
Throughout history, time has been shown and measured in different ways. Different cultures
have different calendars. Time is not the same on Earth, as it is on Jupiter. There are many
interesting and strange ways that we see time work in our lives, and beyond.

Key concepts about Big Idea:


● Time is different on different planets
● The sun helps us measure time
● The seasons changing is shown by changes in weather
● Time can be measured in many ways, besides clocks
● Calendars are marked differently in different cultures
● Time influences artwork

Fine Arts Goals Met by the Objectives:

o Re8.1k. Students who meet the standard understand how to construct meaningful
interpretations of artistic work.
o a. List details and identify subject matter of works of art
o Pr4.1.K Students who meet the standard will analyze, select, and interpret artistic work
for presentation.
o a. Select art objects for a personal portfolio and display, explaining why they were
chosen.
o Pr4.1.K Students who meet the standard develop and refine artistic techniques and work
for presentation.
o a. Explain the purpose of a portfolio or collection.

3-4 Essential Questions:


● Where is art shown?
● Can you turn any place into a gallery?
● What are some ways we can talk about art?

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Problem-Based Lesson Plan ARTE 301

Vocabulary Acquisition:
o Gallery- a place where art is shown
o Portfolio- a personal collection of the art you have made

Key Artistic Concepts:


o Gallery
o portfolio

Artmaking Materials Needed:


o Artwork the students made
o Presentation
o Coloring Pages
o Model Magic? – 14 packs
o Plastic ziplock bag (if model magic is used)
o Portfolio’s/folder - 14 (to bring their art home in)
o Papers to be used in viewing activity

Contemporary/Historical/Multicultural exemplars:
o Images of different kinds of galleries or collections
o Art that they already made throughout the previous 6 weeks.

Procedures:
o (40 minutes)
o Schedule [Agenda of day’s events] (2 minutes)
▪ First I will greet the class
● Today is our last class together. I want us to think about some of
the things we did together. We’ll look at all the work we made,
talk about what we liked, what was new to us, and some fun things
our friends made. We are going to turn our classroom into an art
collection, and display our portfolios. A portfolio is a collection of
the art you have made. I have a portfolio and I used it to get
accepted into my school. I might also have to use one of these to
get a job as well. It’s fun to watch the things we make grow as we
grow too.
● Presentation with reminders of what we made.
● After we look and talk about the art we made, we will have an
option of what we want to work on for the remainder of the time.
.
o PRESENTATION (5 min)
o On a slideshow, I will show artist examples.
▪ What is a gallery/collection? How is art shown?
▪ First slide- refresher about what our big theme is-time. We have explored
time in many ways together. Does anyone remember what we did the very

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Problem-Based Lesson Plan ARTE 301

first day together? We talked about a day in our life, and the parts that
make up that day.
▪ Slides will show the art they made and the different things about time we
learned together

o DEMONSTRATIONS: (2 minutes)
o First, I would like everyone to clear off their desks and remove the Velcro name
tags. By groups I’ll dismiss you to put them on the back table.
o Next, I will call you by group to come pick up your art and bring them back to
your desks. The first piece you made will stand up like this. (three folded paper
that will stand upright). Your other pieces of art will lay on the desk next to it.
o Now that we are all set up, I will give everyone three pieces of paper. These
papers will have a heart, a house and a dollar sign. We are going to walk around
the room and place one piece of paper on a different person’s desk. If someone
already has two papers at their desk, you must put yours on someone else’s. You
put the heart on the one you love. The house on the art you would hang in your
house. And the dollar sign on the art you would buy.
o After we have all walked around, looked at the art and put our papers on
someone’s desk, everyone will have a chance to share something with the class.
▪ Can someone tell me about what they made and what they liked about
making it.
▪ Can someone point out someone else’s art and talk about what you like in
their art. Maybe you like the lines, colors or shapes, and want to
compliment your classmates.
▪ Can someone point out something you want to add to the art you already
made.

o I will demonstrate the above section using the students work before we begin.

o DESIGN/WORK SESSION: (25 minutes)


o First part of “work session” will be dedicated to viewing the art.
▪ First, we will walk around and look at all the cool things we’ve made. You
will use these papers to show your classmates how much you liked their
art. Remember that if someone already has 2 or more papers at their desk,
to put yours on someone else’s, so that we can spread the joy to more
people.
▪ Share: Students will share their feelings and thoughts about the art we
made together and the art of their classmates.
o (Not sure which one of these to accommodate or if I should even have a
supplemental activity) When we have wrapped up the conversations about art,
they can work on coloring pages (about seasons, the sun, planets, aliens, routines)
(things we’ve talked about) OR students can also work with model magic.
▪ For coloring/model magic:

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Problem-Based Lesson Plan ARTE 301

● Students will be asked to collect all their art and put them in their
portfolio’s in their desk. They will be dismissed by group to come
to the big table and chose coloring or model magic
o CLEAN UP: (2 minutes)
o Make sure everyone collects the art they made.
o If model magic was used
▪ Ask that everyone collect their model magic into a ball and wrap it in their
package (or a plastic bag).
▪ (Student’s) collect any drawing utensil that was borrowed and bring it
back to the bin on the table.