Final unit Plan Presentation 11/16/2011 Michelle Garay - PowerPoint PPT Presentation

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Final unit Plan Presentation 11/16/2011 Michelle Garay
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Final unit Plan Presentation 11/16/2011 Michelle Garay

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  1. Final unit Plan Presentation11/16/2011Michelle Garay ARE4351 Teaching Art In Elementary

  2. Painting

  3. Carmen Lomas GarzaPara la Cena

  4. Carmen Lomas GarzaMaking Tamales

  5. Carmen Lomas GarzaFaith Healer

  6. Objective In this lesson, students will use symbolism to depict a tradition or practice of their culture in a painting. They will explore their heritage and the cultures of their classmates. Students will study how the artist uses perspective and color in her works to inspire how they will use those elements in their own piece.

  7. Next Generation Sunshine State Standards • VA.3.C.1.2: Reflect on and interpret works of art, using observation skills, prior knowledge, and experience.  • VA.3.S.1.3: Incorporate ideas from art exemplars for specified time periods and cultures.  • VA.3.S.2.1: Integrate the structural elements of art and organizational principles of design with sequential procedures and techniques to achieve an artistic goal.  • VA.3.O.1.1: Demonstrate how the organizational principles of design are used to arrange the structural elements of art in personal work.  • VA.3.O.3.1: Use symbols, visual language, and/or written language to document self or others.  • VA.3.H.1.1: Describe cultural similarities and differences in works of art.  • VA.3.H.1.3: Identify and be respectful of ideas important to individuals, groups, or cultures that are reflected in their artworks. 

  8. Statement of Origin This lesson plan was based on analysis of the artist’s work and developed to provide students with an opportunity to execute intention in producing their art works. The content of this lesson plan was inspired by the idea of “investigating community themes,” discussed in the article, Principles of Possibility: Considerations for a 21st Century Art & Culture Curriculumby Olivia Gude. (Gude, 2007, p.8)

  9. Procedures Present artwork of Camen Lomas Garza and discuss the meaning of her works, focusing on the symbols she uses to express her subject matter. Begin discussion on the different cultures of students in the class. Explore the purposes of different cultural practices. As a class, brainstorm different traditions of each culture that could be used as subject matter for the paintings (if around the holidays, holiday traditions). Make first sketch of the painting using pencil. Re-look at the exemplar works, emphasizing her use of perspective and detail. Sketch final idea onto illustration board. Explain proper use of painting materials and clean up of materials. Demonstrate color mixing, repeatedly referring back to how to use the color wheel. Paint final idea onto illustration board using acrylic paints.

  10. Assessment A peer critique will be conducted, asking students to explain the symbolism in their piece. A rubric will be used by the student and teacher to determine the grade for the art work.

  11. Drawing

  12. Ben HeineYou’ve Got a Choice

  13. Ben HeineMoney Rules Man

  14. Ben HeineICT Overload

  15. Objective This lesson plan will focus on social criticism. The students will form an opinion about a current social issue and create a drawing to convey their position. Students will learn new drawing techniques, reviewing the principles of design. They will develop art criticism skills by looking at the artists works and interpreting the iconography.

  16. Next Generation Sunshine State Standards • VA.3.C.1.1: Use the art-making process to develop ideas for self-expression.  • VA.3.C.1.2: Reflect on and interpret works of art, using observation skills, prior knowledge, and experience.  • VA.3.S.2.1: Integrate the structural elements of art and organizational principles of design with sequential procedures and techniques to achieve an artistic goal.  • VA.3.S.3.1: Use materials, tools, and processes to achieve an intended result in two- and/or three-dimensional artworks.  • VA.3.O.1.1: Demonstrate how the organizational principles of design are used to arrange the structural elements of art in personal work. 

  17. Statement of Origin This lesson was inspired by Art Production: Ideas and Techniques by Linderman. He discusses the process of art creation: deciding what to express, finding how you understand the subject, and deciding on an approach to convey it. (Linderman, 1997, p.108)

  18. Procedures Introduce students to the work of Ben Heine. Ask students what they believe each drawing may be trying to convey. Discuss the topics he uses and form new topics of inspiration. Look at current events to gather ideas. Emphasize the importance of the issue directly impacting the personal lives of the students. Do drawing exercises to learn new shading techniques, practice creating tonal variations, and varying line quality. Make 4 thumbnail sketches of ideas. Create final drawings, utilizing at least 2 techniques from the exercises, with various graphite pencils.

  19. Assessment Students will write a brief artist statement explaining their social issue and how their drawings express their position. A rubric will be used by the student and teacher to determine the grade for the art work.

  20. Ceramics

  21. Dorothy CollectiveCasualties of War

  22. Dorothy CollectiveCasualties of War

  23. Objective Students will learn about our country’s military and the effect of war in our society. They will reflect on the information learned and create a narrative piece inspired by their response. The students will learn hand building techniques in ceramics, such as, using tools to attach pieces of clay properly and how to make pieces more durable for firing.

  24. Next Generation Sunshine State Standards • VA.3.S.1.1: Manipulate tools and media to enhance communication in personal artworks. • VA.3.S.2.1: Integrate the structural elements of art and organizational principles of design with sequential procedures and techniques to achieve an artistic goal.   • VA.3.S.3.1: Use materials, tools, and processes to achieve an intended result in two- and/or three-dimensional artworks.  • VA.3.O.3.1: Use symbols, visual language, and/or written language to document self or others. 

  25. Statement of Origin Principles of Possibility: Considerations for a 21st Century Art & Culture Curriculumby Olivia Gudeinspired the following lesson plan. Students take part in cultural conversations and have “empowered experiences” through visual art. (Gude, 2007, p.11)

  26. Procedures Begin discussion on branches of the military, who serves in the military, and purpose in our country. Explain how this affects our citizens. Discuss ways it has affected the personal lives of the students (family in the military, family friends, etc..). Form a list of words that describe people in the military. Show images of Dorothy Collective army men and discuss the reasons they chose to depict soldiers in this way. Define what an artist collective is. Students: establish the manner in which the army man will be represented and consider the story that it might tell. Present clay medium. Demonstrate hand building techniques for creating a stand, attaching pieces of clay, and making objects stable (but able to be fired). Do 1 day of building form, 1 day of adding detail by carving. Fire pieces, glaze in army green, and re-fire.

  27. Assessment Each class will work as an artist collective by combining our army men. They will be displayed together and we will decipher what message we are collectively portraying. A rubric will be used by the student and teacher to determine the grade for the art work.

  28. Sculpture

  29. Re-imagined Art History

  30. Re-imagined Art History

  31. Re-imagined Art History

  32. Objective This lesson plan will introduce students to famous works in art history. They will learn art criticism skills toanalyze the works and find the focus or what makes it “great.” They will then work together in groups to transform the 2-D work of art into a three dimensional sculpture. The students will use new mediums.

  33. Next Generation Sunshine State Standards • VA.3.C.1.2: Reflect on and interpret works of art, using observation skills, prior knowledge, and experience.  • VA.3.S.1.1: Manipulate tools and media to enhance communication in personal artworks.  • VA.3.S.1.3: Incorporate ideas from art exemplars for specified time periods and cultures. • VA.3.O.2.1: Use creative and innovative ideas to complete personal artworks.   • VA.3.H.3.1: Discuss how knowledge gained in the visual art classroom can serve as prior knowledge in other classrooms.  • VA.3.F.1.2: Explore the effects and merits of different solutions to solve an artistic problem.  • VA.3.F.3.2: Collaborate to complete a task in art. 

  34. Statement of Origin Art Analysis Looking at and Responding to Art, by Linderman breaks down the art criticism into steps to teach skills to students. Using this information, the lesson can introduce art critique. (Linderman, 1997, p.216-217)

  35. Procedures Show presentation on 5 famous art works. Distribute pre-test on the meaning of the works and why they are famous. Cover brief biography of the artist and the time period it was created in. Use modified version of the Feldman method to critique the works: Analyze (what does it look like, using knowledge of E’s and P’s) Interpret (what do you think it means) Judge (what does it mean to society and is it successful) Present re-imagined versions of other famous works. Form groups of 4-5 students. Imagine what the unseen elements of the 2-D version may look like. Work collaboratively to design how it will be represented. Decide what elements to incorporate or exclude. Consider spatial relationships. Accumulate materials that can be used to create the basic form of the sculpture (newspaper, balloons, tape etc..). Explain how to use paper macheto unify it. Once form is built and paper mache is dry, paint to complete the sculpture, ensuring all areas of newsprint are covered.

  36. Assessment Students will complete a post-test on the art history works to find what they learned. A rubric will be used by the student and teacher to determine the grade for the art work.

  37. Media Criticism

  38. TOMS Shoes

  39. Objective For this lesson, students will learn about the TOMS Shoes mission. They will expresstheir understanding of how poverty affects children their age in other countries by creating pieces that raise awareness, taking into consideration the principles of good design. Students will be asked to participate (with parental permission) in the One Day Without Shoes challenge to show their support for the cause.

  40. Next Generation Sunshine State Standards • VA.3.S.1.2: Use diverse resources to inspire artistic expression and achieve varied results.  • VA.3.O.2.1: Use creative and innovative ideas to complete personal artworks.  • VA.3.H.1.1: Describe cultural similarities and differences in works of art.  • VA.3.F.2.1: Identify places where artists or designers have made an impact on the community.  VA.3.F.3.1: Create artwork that communicates an awareness of events within the community.  • VA.3.F.3.2: Collaborate to complete a task in art. 

  41. Statement of Origin In Principles of Possibility: Considerations for a 21st Century Art & Culture Curriculum, Olivia Gude explains how art allows children “investigate and represent one’s own experience- generating personal and shared meaning.” This idea was the inspiration for this lesson plan. (Gude, 2007, p.6)

  42. Procedures Watch first video on TOMS shoes. Questions for discussion: What is the message they are trying to reach to the public? Why might children in other countries not have shoes? Why do you think shoes are so important to every day life? Compile a list of reasons why students are personally grateful to be able to wear shoes. Watch second video and explain the purpose of One Day Without Shoes. Invite students to participate in One Day Without Shoes challenge, given that they receive parental permission in the form of a permission slip. Create mixed media awareness art works about the importance of all children having shoes to wear and/or the reason you will be going one day without shoes. Incorporate text with iconography to create a bold, clear statement. Once complete, post out of the classroom to encourage others to become informed.

  43. Assessment Present what aspect of this issue is being portrayed with the art piece. A rubric will be used by the student and teacher to determine the grade for the art work.

  44. Rubric

  45. References Gude, O. (2007). Principles and possibilities: considerations for 21st century art and culture curriculum, Art Education, 60(1), 6-17. Huffman, E. (1998). Authentic rubrics, Art Education, 51(1), 64-68. Linderman, M. (1997). Art analysis looking at and responding to art. Art in the Elementary School (pp.215-228). Linderman, M. (1997). Art production ideas and techniques. Art in the Elementary School (pp.108-118). Rudner, L. M. and Boston, C. (1994, December). “A look at performance assessment for art education,” National Art Education Association. Tomsshoes. (2010). Tom’s-Thank You! [video]. Retrieved from: Tomsshoes. (2010). One Day Without Shoes [video]. Retrieved from: