Escolar Documentos
Profissional Documentos
Cultura Documentos
Skills:
-Given examples of traditional kites of Japan that tell stories, students will use this knowledge
to create a story of flight that has personal significance to the student
-Using watercolors and watercolor paper, students will create a 9 by 12 rectangular kite using
at least one wash and having an outline to emulate the Edo Kites
-Students will practice creating thumbnail sketches, experimenting and practicing
compositional techniques that demonstrate an understanding of foreground and background
Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and works: Cr1.1.3, Cr1.2.3
Anchor Standard 2: Organize and develop artistic ideas and works: Cr2.1.3, Cr2.3.3
Anchord Standard 3: Revise, refine, and complete artistic work: Cr3.1.3
Anchor Standard 7: Perceive and analyze artistic work: Re7.2.3
Anchor Standard 8: Construct meaningful interpretation of artistic work: Re8.1.3
Anchor Standard 9: Apply criteria to evaluate artistic work: Re9.2.3
Assessment Criteria: Notes: 1) Link criteria to objectives, 2) Include rubrics, etc. as attachments.
ARTE 342
Rubric (Attached)
Teaching Resources Needed to Support the Lesson: Note: All background materials, research
documents, and handouts should be listed below and included as attachments.
-PowerPoint presentation -Kite examples from Japan
-At least three examples from teacher or past students -Composition Worksheet
-Demo Video -Cloud Cutout for Group
Discussion
-Watercolor Cheat Sheet
-What are things that fly? Students gather and we discuss things that
-How is flight part of our lives? fly and consider how flight plays a role in
-What do we think about when we think of our lives
flying?
Development:
Using the Visual Presentation and visual Students respond to presentation and visual
examples, we discuss things that fly, and focus examples, actively participating in
on the history of kites and their significance in discussion. Students should be able to
multiple cultures. We analyze different types of discuss the examples and describe the color,
flight and discuss how flight shows up use of line, use of space, and imagery.
everywhere in the all aspects of the world. We
identify how flight affects our lives.
The task is assigned to create a watercolor kite Students listen to teacher demonstration
that reflects their personal story with flight. and think of ways they want to frame their
The teacher demonstrates how to create personal story of flight.
thumbnail sketches using the worksheet and
how to use composition techniques of
foreground and background to create their
kites.
Students are given worksheet and pencil
Examples are put in a place where all students and begin designing their kites. Students
can see and refer to. Teacher walks around make sure to write down key colors,
room and prompts questions: What are you watercolor techniques, and ideas to
designing? What story are you trying to tell? remember what story they want to tell.
How are you going to use the foreground and
background to tell a story? What images are
you using and how do they relate to you?
Conclusion:
Students finish their pieces for the day and
Teacher gives a 5-minute warning until clean-up clean-up. Sketches are turned in to
to make finishing touches. The last 5 minutes of designated spot.
class will be spent cleaning up, with items being
returned to a designated location.
ARTE 342
2/3 Name: Georgi Beck
DAILY PLAN
Skills:
-Given examples of traditional kites of Japan that tell stories, students will use this knowledge
to create a story of flight that has personal significance to the student
-Using watercolors and watercolor paper, students will create a 9 by 12 rectangular kite
using at least 3 watercolor techniques demonstrated by the teacher
-Students will write a story that clearly explains what story their kite is depicting, explaining
how the color and imagery shapes the story
-Given visual examples, students will identify the significance and style of edo kites and how it
is shaped by the environment
Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and works: Cr1.1.3, Cr1.2.3
Anchor Standard 2: Organize and develop artistic ideas and works: Cr2.1.3, Cr2.3.3
Anchord Standard 3: Revise, refine, and complete artistic work: Cr3.1.3
Anchor Standard 7: Perceive and analyze artistic work: Re7.2.3
Anchor Standard 8: Construct meaningful interpretation of artistic work: Re8.1.3
Anchor Standard 9: Apply criteria to evaluate artistic work: Re9.2.3
Assessment Criteria: Notes: 1) Link criteria to objectives, 2) Include rubrics, etc. as attachments.
Rubric (Attached)
ARTE 342
Teaching Resources Needed to Support the Lesson: Note: All background materials, research
documents, and handouts should be listed below and included as attachments.
-Powerpoint presentation -Kite examples from Japan
-At least three examples from teacher or past students -Composition Worksheet
-Demo Video -Watercolor Cheat Sheet
-Cloud Cutout for Group Discussion
-What is a kite and what are they used for? Students gather and we reflect on the
-What story of flight have you decided to previous class. Students are reminded of
depict? the history of kites and we discuss the plans
-How are you going to use watercolor they have to depict a story of flight.
techniques to help tell the story of your kite? Students actively participate in discussion.
-How are you going to use line, color, imagery,
and composition to tell a personally significant
story about flight?
Development:
Students listen to the teacher demonstration
The teacher uses the demo video to teach how and learn about techniques they can use in
to properly use watercolor, materials, and how their kites.
to do a wash, wet on wet, and wet on dry.
Skills:
-Given examples of traditional kites of Japan that tell stories, students will use this knowledge
to create a story of flight that has personal significance to the student
-Using watercolors and watercolor paper, students will create a 9 by 12 rectangular kite
using at least 3 watercolor techniques demonstrated by the teacher
-Students will write a story that clearly explains what story their kite is depicting, explaining
how the color and imagery shapes the story
Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and works: Cr1.1.3, Cr1.2.3
Anchor Standard 2: Organize and develop artistic ideas and works: Cr2.1.3, Cr2.3.3
Anchord Standard 3: Revise, refine, and complete artistic work: Cr3.1.3
Anchor Standard 7: Perceive and analyze artistic work: Re7.2.3
Anchor Standard 8: Construct meaningful interpretation of artistic work: Re8.1.3
Anchor Standard 9: Apply criteria to evaluate artistic work: Re9.2.3
Assessment Criteria: Notes: 1) Link criteria to objectives, 2) Include rubrics, etc. as attachments.
Rubric (Attached)
Teaching Resources Needed to Support the Lesson: Note: All background materials, research
documents, and handouts should be listed below and included as attachments.
-Powerpoint presentation -Kite examples from Japan
ARTE 342
-At least three examples from teacher or past students -Composition Worksheet
-Cloud Cutout for Group Discussion -Watercolor Cheat Sheet
-What story are you telling with your kite? Students gather and we reflect on our kites
-How are you using color, watercolor so far. We are reminded of the long path
techniques, shapes, and lines to tell that story? kites have taken throughout history, and
-How are you using imagery to tell your story? how they used elements of color, line, and
-How are you going to describe your kite to shape to tell a story using imagery. We talk
others and tell them what it means? about what they are going to write down in
their written statement, and are reminded to
talk about how the art techniques we chose
shaped our story
Development:
Students are reminded of the proper use and Students ask questions to help finish their
watercolor and the techniques they should be kites. Students view the kite story example
using to emulate the Edo-Kites. and think of how they will write their story.
Teacher walks around and assists with the Students work on finishing their kites.
written statement. Teacher prompts questions:
What did you create? What colors did you use
to tell your story? How did you use watercolor
techniques to develop the design?
Conclusion:
Students are given a 5 minute warning for Students clean-up their areas and put their
clean-up. Students return materials to a kites in a designated location.
designated location.