Escolar Documentos
Profissional Documentos
Cultura Documentos
Performing/Presenting/Producing
Lesson Objectives of visual art content area (Excellent resource at http://www.teachervision.fen.com/curriculumplanning/new-teacher/48345.html?for_printing=1&detoured=1): What you want the students to do. *
1. The students will (TSW) be able to create and demonstrate their understanding of a sculpture and fibers.
2. The students will (TSW) be able to Students will connect the readings to the studio experience.
3. The students will (TSW) be able to illustrate their fears through fibers and sculpture
National Core Art Standards: Visual Arts (4): Please list number
and description of Anchor Standard.
1. Creating: #2- Organize and develop artistic ideas and work
2. Presenting: #5- Develop and refine artistic work for
presentation
3. Responding: #8- Interpret intent and meaning in artistic work.
4. Connecting: #10- Synthesize and relate knowledge and
personal experiences to make art
California Commission on Teacher Credentialing (CCTC) (20032004/2010) (3-5): Subject Matter Requirements for Prospective
Art Teachers http://www.ctc.ca.gov/educatorprep/standards/SSMP-Handbook-Art.pdf
Content Domains (pp. 23-29): Please check all that apply and
add number, letter, and description of applicable benchmark.
Purchase
Paint
Markers
Scissors
Rulers
Watercolor pencils
Watercolor paints/ tempera
cakes
Gesso
Yarn/ string
Glitter
stamps
Tarps
T-shirts
overview
3. Kyle reads off key concepts
4. Ana reads off essential questions
5. Ana calls on student to start popcorn reading of
terminology
6. Students then write a couple of sentences about what
theyve learned from the readings and discuss in peer
groups for 5 minutes.
7. Open the floor for groups to share out what they
discussed for a couple minutes
8. Kyle goes over definition of fear and sculpture
9. Ana goes over definition of fibers
10.Have the students define fear, could be words or
sentences. And discuss their opinion of the definitions
given to sculpture and fibers (5 min.)
11. Kyle and Ana Show examples of sculptures and
Fibers studio they did, include Patties
12. Then have the students turn those fears into imagery.
13. While the students are brainstorming, Kyle and Ana
go around and see how the students are doing and ask if
they need help.
14. Kyle and Ana Show the students the materials that
they could use to create their project.
15. Have the students brainstorm different ways in which
you could illustrate the fears with the materials given.
16. Before they students begin ask if they have any
questions on what they are supposed to be doing.
17. Once that is established have the students start
working on their project while using some of the
techniques that were introduced.
18. While students are working on their project go
around and check if students what students are doing and
keep them on track.
19. Once the students finish illustrating their t-shirt and
are done begin with the next step.
20. Have the students cut and combine the t-shirts
together using the different techniques introduced.
21. Have them talk about their project with a partner of
their choice or one that is assigned.
22. When the class is done combining their t-shirts
together. If comfortable they could share their project
with the class what they shared with their partners.
23. Then have students do the performance part. Before
How will this lesson allow for/encourage students to solve problems in divergent ways?
This lesson will allow the students to be creative and come up with different ways in which they could represent their fear(s).
Students will also have to learn what works best while working with the surface of their fabric shirt, as well as combining and
assembling the sculpture from their peers shirts.
3.
How will you engage students in routinely reflecting on their learning?
To routinely engage students in reflecting on their learning, well provide the formative and summative assessment, which
asks them what they knew before, and know after, the lesson about sculpture and fibers. While completing the group
comprised sculpture, they will also be asked by Ana and I how they will incorporate or illustrate their understanding of
recently learned terms (performance art, visual literacy, etc.).
4.
How will you adapt the various aspects of the lesson for differently-abled students?
The way in which this lesson could be adapted for differently-abled students is to find out what things they can and cannot
do on an individual basis so that the lesson could be further adapted to include and consider all students input on group
oriented and comprised final piece. The project can be done verbally if they can not do it visually as well, such as a personal
discussion about their fears; and verbally illustrating with sounds and descriptive adjectives. Performance art can be versatile
to all needs in that it is not a specific action, but many different actions.
5.
What opportunities/activities will you provide for students to share their learning in this lesson?
The opportunities/activities that will be provided so that the students share what they learned from the lesson would be to
have them talk about their fears if comfortable or they could talk about how they would overcome the fear if they wanted to
in the summative assessment and closing section of the lesson and as a group discussion. They will also be given the
opportunity to work alongside their peers in assembling the sculpture/ structure, and discuss how theyre solving to put their
individual pieces together.
* Include this information during the peer Media and Techniques Workshop.
Some helpful links to new terms:
Closure: http://teaching.colostate.edu/tips/tip.cfm?tipid=148