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Intern Name: Brittany Barron # of Students:

Date:

10/22/2013

Cycle: Content Area: Art

Age/Grade Level: High School

Unit Title: Monochromatic Still Life

Lesson Title: Introduction to Monochromatic Art

Lesson Alignment to Unit Respond to the following items: a) Identify essential questions and/or unit objective(s) addressed by this lesson. Students will arrange color on a monochromatic scale of tints to shades of the same color. b) Connect the objectives to the state curriculum documents, i.e., Program of Studies, Kentucky Core Content, and/or Kentucky Core Academic Standards. Kentucky Core Academic Standards High school Arts and Humanities: 1.13 Students make sense of ideas and communicate ideas with the visual arts. c) Describe students prior knowledge or focus of the previous learning. No previous knowledge of monochromatic art is applicable. However, students have learned painting techniques they will use in this lesson's activity.

d) Describe summative assessment(s) for this particular unit and how lessons in this unit contribute to the summative assessment. Students will be assessed through an exit slip in which they are to answer, "What is monochromatic art? What is tint and shade?" The project, monochromatic scale, will also be turned in from which the teacher can assess students understanding of the terms tint, shade, and monochromatic. e) Describe the characteristics of your students identified in Task A-1 who will require differentiated instruction to meet their diverse needs impacting instructional planning in this lesson of the unit. Student below class level will be given a document with the terms tint, shade, and monochromatic and their definition to refer to while completing the project. Student above class level will be given the project sheet that explains the project the class will be starting as a whole the next class: "monochromatic still life." They will then be able to start practicing for that project. Student with IEP: the teacher continuously walking around the classroom will accommodate a student with ADHD. Redirection of the student will happen throughout by the teacher announcing their plans to visit the students desk soon. For example, "Does everyone should have the tint section of the wor ksheet done? Collin, I will come visit your desk next." f) Pre-Assessment: Describe your analysis of pre-assessment data used in developing lesson objectives/learning targets (Describe how you will trigger prior Knowledge): Based on previous assessments it may have come to the teacher's attention that students do not understand important techniques, although they have learned these strategies previously, for applying paint to their brush. Many students apply too little or too much paint to their brush, do not wet the brush before applying paint,

or soak the brush too much before applying paint. This lesson addresses those concerns and gives a short tutorial of paint-to-brush application before the students begin painting on their worksheet. Students will need a scrap piece of paper for this exercise. Lesson Objectives/ Learning Targets Assessment Instructional Strategy/Activity

Objective/target: Students will define monochromatic color and determine the use to produce artwork.

Assessment description: Class participation will be encouraged as the teacher asks questions about tint and shade. Does anyone know what tint means? Who can define shade?

Strategy/Activity: 1. introduction video - Steven Nunez paint Warcraft Troll

Activity Adaptations: N/A Media/technologies/resources: Hardware: Computer and projector Software: PowerPoint, internet for YouTube http://www.youtube.com/watch?v=KURvj64WhHo&list=U UYwbQZMfx7GUspZilMGtYBw Websites: Kuler.adobe.com Pablo Piccaso Blue Period: http://www.google.com/search?q=pablo+picasso+blue+peri od&rls=en&source=lnms&tbm=isch&sa=X&ei=o3SbUrH COJffoATA3YKIBA&ved=0CAcQ_AUoAQ&biw=1245& bih=680

Assessment Accommodations: The teacher will have less challenging questions prepared for the students who are below class level. How would you make a true blue lighter? The teacher will have more challenging questions prepared for the students who are above class level. Why would an artist want to only use tints and shades of orange in his painting? What about blue? - Prompting students to see that warm and cool colors can effect the mood of an artwork The teacher will have the questions prewritten on a projector or white board then reveal the answers as the class discusses them for the students with ADHD. This way, that student would have plenty of time to come up with answers to these questions before the teacher actually asks them. Assessment description: Assessment throughout the lesson through the

Objective/target:

Strategy/Activity: Students will complete the Monochromatic Scale

Students will organize monochromatic art through creating tints and shades in a monochromatic color scale with acrylic paint. There will be 9 blocks on the scale in the pre-made handout (attatched).

teacher continuously walking throughout the classroom and helping any student in need. Upon completion of worksheets students will place worksheet on drying rack. Once dry, the teacher will assess completed worksheets.

Worksheet (attatched). If the teacher notices students struggling with the same process she will return to the document reader and go over that issue. Teacher will also individually assist and student in need. Activity Adaptations: During the class if the student is noticeably distracted by working at his group then he will be appointed a singular desk to work in in order to diminish his/her distractions. Activity demonstrated by teacher. Media/technologies/resources: Hardware: Projector or interactive whiteboard, computer, digital camera. Software: PowerPoint Throughout the class time while the students are working on their projects there will be a slideshow of incredible monochromatic art pieces to inspire the students. Upon completion of my student's artwork, I will take picture with a digital camera of their work so that I may grade it from those digital images. Web sites I might use: Kuler.adobe.com Pablo Piccaso Blue Period: http://www.google.com/search?q=pablo+picasso+blue+peri od&rls=en&source=lnms&tbm=isch&sa=X&ei=o3SbUrH COJffoATA3YKIBA&ved=0CAcQ_AUoAQ&biw=1245& bih=680

Assessment Accommodations: Student below class level will be given a document with the terms tint, shade, and monochromatic and their definition to refer to while completing the project. If student above class level completed the project early they will create a small monochromatic artwork of their choice from one of the "inspiration notebooks (notebooks which the teacher keeps on hand full of images to copy or draw inspiration from)." Student with IEP: the teacher continuously walking around the classroom will accommodate A student with ADHD. Redirection of the student will happen throughout by the teacher announcing their plans to visit the students desk soon. For example, "Does everyone should have the tint section of the worksheet done? Collin, I will come visit your desk next."

Procedures: Describe the sequence of strategies and activities you will use to engage students and accomplish your objectives. Within this sequence, describe how the differentiated strategies will meet individual student needs and diverse learners in your plan. (Use this section to outline the who, what, when, and where of the instructional strategies and activities.)

1. Teacher leads discussion on what was learned last period, reminding students their prior knowledge. 2. Demonstration of how to create tint and shade done through document reader 3. Students are given supplies - being able to choose one color of their own. 4. Students complete project while teacher works the classroom helping students as needed. 5. Students are given an exit slip before they are dismissed.

Monochromatic Scale

TINT

VALUE

SHADE

INTRODUCTION TO MONOCHROMATIC ART

Ms. Barron

INTRODUCTION EXAMPLE 1

Max Zorn

INTRODUCTION EXAMPLE 2

Clair Scully

WORKSHEET

WORKSHEET

WORKSHEET BEGINNING WITH A PRIMARY COLOR

WORKSHEET BEGINNING WITH A CREATED COLOR