Você está na página 1de 4

LESSON PLAN FORMAT

University of North Texas

Art Education

I. Lesson Number, Grade Levels, Title, and Duration: Lesson #2, 11th-12th grade, Can You Hear My
Home?, 1 hour
II. Lesson Rationale: From how we gather and maintain knowledge to how we empathize and convey

experiences, memory is a large factor of our current society. In addition, our definition of home and our reliance
on senses and their ability to trigger memory are large contributors to the way students identify themselves. By
contemplating how our memories and ideas of home can impact others and ourselves, students will be able to
understand not only their own experiences, but also the experiences of others. This knowledge can deepen the
students sense of empathy while also allowing the student to formulate their self-identity. Students will connect
the relationships between their memory, their personal experiences, and their identity today through the
utilization of sound. Meanwhile, students will also learn the ability to abstractly reinterpret and analyze their
memories and experiences. This knowledge and study will provide the basis for students to interpret and
understand their growth, but also to interpret, comprehend and empathize with others growth and experience.

III. Key Concepts: Memory can be sensory-driven.


IV. Essential Question: What senses trigger our memory?
V. Lesson Objectives:
1. After the lesson, stds will be able to utilize sound manipulation programs and recording software.
2. After the lesson, stds will be able to describe settings/experiences/memories without visual imagery.

VI. Specific Art Content:


Art criticism
Artist statements
Sound manipulation software
VII. Resources & Materials for Teacher:

Computer
Sound manipulation software (Audacity)
SoundCloud to upload
Projector

VIII. Resources & Materials for Students:

Computer
Sound manipulation software (Audacity)
SoundCloud to upload
Sketchbook
Recording device (phone, recorder, etc.)
Some form of way to transfer sound files from recording device to computer (USB cable, internet, email, etc.)

IX. Instruction and Its Sequencing:


1st Day
1. Introduction/Motivation:

Introduce and pass handout on full sound assignment


o Create a project using only sound (no narration) that reminds you of/describes your home

Class discussion: What makes a place a home? Does home have to be your house? What sounds
do you normally hear in your home on a regular basis? How would the way a sound is edited
change its meaning/significance?
Does anyone have any questions?
Project must have at least 5 different sounds and must be at least a minute long.

2. Guided Practice

Intro sound manipulation software Has anyone ever used software like this before?
o Discuss capabilities merging, manipulating, cropping, layering sound, etc.
Demo recording sounds on phone/recording device and importing to computer
o Ask if students have any questions
o Have stds use phone/recording device to record 3 separate, quick (a few seconds) sounds and import
sounds to computer
Demo how to open recordings into sound software
o Questions?
o Have stds open recordings into sound software
Demo sound manipulation tools and basics (merging, cropping, layering, etc.)
o Questions?

3. Independent Practice

Stds will manipulate 3 separate sounds however they please (pitch, repetition, volume) and then merge into a
single sound file
o Encourage experimentation of tools and processes not introduced
o Assist stds, answer questions, repeat and remind stds on processes and tools
Allow stds to brainstorm/list on paper sounds to use for project
o Stds can discuss ideas with teacher What sounds remind you of home? What sounds are in your
home?
o Must have their sounds recorded by beginning of next class

4. Closure

What all did you learn today? Did you learn something new? Did you have any struggles? What can we do to
solve these issues?
Dont forget to have all your sounds recorded by the beginning of next class!

5. Formative Evaluation

One on one discussions: discuss and develop project ideas and regulations
o What difficulties are you having? What can we do to fix them?

6. Classroom Management Procedures

Make sure all stds can see projector/slideshow


Raise hands for all questions, comments, stories, etc.
Headphones in when editing sound to keep noise down, respect others work, prevent distraction
Those who understand instruction/finish early can assist other stds
No games, social media, messaging etc. on computers or phones during class
Shut down computers before leaving
All materials back in rightful place when finished using

2nd Day
1. Introduction/Motivation:

Make sure stds have their recorded sounds (deduct letter grade from final project for those who do not)
Head over to computer lab
Stds sit at assigned computers and turn on computers
o Open sound manipulation software

2. Guided Practice
Remind stds of project What are we working on today? Does everyone know what were doing?
Ask if anyone needs a refresher on demos from last class
o Demo any forgotten processes
Make sure headphones are in when editing sound (distracting without headphones)

3. Independent Practice
Stds will work on merging and editing their prerecorded sounds for final project

4. Closure
Hows everyones project going? What is left to be finished? Be prepared to present your project next class!
Shut down computers

5. Formative Evaluation

One-on-one meetings How are things going? Are you having trouble with anything? Why do these sounds
remind you of home? How does the way you manipulate the sound change its meaning? Do you want to
change anything?

6. Classroom Management Procedures


Make sure all stds can see projector/slideshow
Raise hands for all questions, comments, stories, etc.
Headphones in when editing sound to keep noise down, respect others work, prevent distraction
Those who understand instruction/finish early can assist other stds
No games, social media, messaging etc. on computers or phones during class
Shut down computers before leaving
All materials back in rightful place when finished using

Criteria

Sound

Sense of
Environment/Depth

Explanation of Work

Exemplary
The std used at least 5
different sounds and there
is clear evidence of
multiple sound
manipulation processes
(merging, pitch, volume,
etc.)
A sense of
environment/depth is
clearly created through the
use of sound
The std eloquently and
thoughtfully explains each
sound and how it reminds
them of their home

Essential
The std used at least 3
sounds and there is
evidence of some sound
manipulation processes
(merging)

Partial
The std uses little to no
sound with no evidence of
sound manipulation

A sense of
environment/depth is
adequately created
through the use of sound
The std adequately
explains each sound and
how it reminds them of
their home

There is no sense of
environment/depth created
through the use of sound

X. Summative Assessment and Evaluation:

Student will be assessed at the end of the project using the following criteria.

XI. Interdisciplinary Connections:

English narrative, story telling, memory, connotation


Science senses
Physical Education movements that create sound

XII. References & Resources:


Free Google Images

The std fails to explain any


sound or how it reminds
them of their home

Free Bing Images


Soundcloud.com
Youtube.com
The Power of Sound : http://www.nytimes.com/2013/10/04/arts/international/The-Power-ofSound-as-an-Art-Form.html?pagewanted=all&_r=0
Soundings: An exhibition by MOMA:
http://www.moma.org/interactives/exhibitions/2013/soundings/cover/
Audacity: Free Audio Editor

XIII. Art TEKS

Knowledge and skills.


Foundations: observation and perception. The student develops and expands visual literacy skills using
critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding,
and applying the elements of art, principles of design, and expressive qualities. The student uses what the
student sees, knows, and has experienced as sources for examining, understanding, and creating original
artworks.
D. explore suitability of art media and processes to express specific ideas such as content, meaning, message,
appropriation, and metaphor relating to visual themes of artworks using art vocabulary accurately.
Creative expression. The student communicates ideas through original artworks using a variety of media with
appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination,
fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills.
C. use an understanding of copyright and public domain to appropriate imagery constituting the main focal point
of original artwork when working from images rather than direct observation or imagination;
D. create original artwork to communicate thoughts, feelings, ideas, or impressions; F. select from a variety of
art media and tools to communicate specific ideas in drawing, painting, printmaking, sculpture, ceramics, fiber
art, jewelry, mixed media, photography, and digital art and media.
Critical evaluation and response. The student responds to and analyzes the artworks of self and others,
contributing to the development of the lifelong skills of making informed judgments and reasoned evaluations.
A. interpret, evaluate, and justify artistic decisions in artwork by self, peers, and other artists such as that in
museums, local galleries, art exhibits, and websites;
B. evaluate and analyze artwork using a method of critique such as describing the artwork, analyzing the way it
is organized, interpreting the artists intention, and evaluating the success of the artwork;

XIV. National Art Standards

Você também pode gostar