CEP 452: Lesson Analysis Form Background Information Names of Group Members: Kate Fitzpatrick, Jenna Stoutenburg, Pat

McNally, Rachel Curts, Kerri Shaunessy What is the age level of the students who will complete this lesson? 3rd Grade What are the goals of this lesson? This lesson will allow students to begin an art education by analyzing and evaluating various art genres. Students will also making their own art based on the knowledge they have gained. What is the title of the lesson you are analyzing? Lets Talk About Painting What is the URL of the lesson you are analyzing? http://artsedge.kennedy-center.org/educators/lessons/grade-k2/Lets_Talk_About_Painting.aspx What are the objectives of this lesson? Students will be able to: Discuss works of art incorporating proper vocabulary Express creativity Learn about different artists and their style of art Learn appreciation for art created not only by them but by others too Learn art-related vocabulary

Lesson Analysis Feature of the lesson What is the content of the lesson (that is, what information does it teach)? (write your response below): The content of this lesson is teaching is how to distinguish between different art genres and appreciate their different styles. They will also learn how to use proper vocabulary to describe the artwork and create their own. What barriers do these features pose to the students with disabilities in the classroom we have described for this assignment? If the students are asked to memorize the basic facts of the art genres or the characteristics that make up and define different aspects of these genres half of the class will have difficulty.

What skills and strategies do students need to complete the lesson? Students need to be able to understand the connections being made between the art genres and the specific elements used in each painting and how to identify them. They need to be able to listen well and work well in groups. What background information do students need to succeed in this lesson?

The students with ADHD who have difficulty listening and staying on task this lesson may become difficult. Also the student with autism may have difficulty when the students break into groups to travel to the different art stations. None.

Students do not need any background information for this lesson besides a general knowledge of what painting is because they are presented with examples and definitions of the material they will be learning about. What prerequisite skills do students need to complete this lesson? Students should be able to think creatively and independently while also being open to using the elements discussed in the lesson. What instructional materials (e.g., books, video, hands-on activities, etc) are used in this lesson? Station 1: Jackson Pollock: Abstract Impressionist Action Painting Supplies Butcher paper Newspaper to cover table Table (enough room for each student) Paintbrushes (one for each student) Tempera paint Recommended Books: Venezia, Mike. Jackson Pollack: Getting to Know the World's Famous Artists. San Francisco: Children's Book Press, 1994. Station 2: Michaelangelo: Upside-Down Drawing Low table (enough room for each student) Pieces of paper (one for each student) Markers (one for each student) Masking tape Recommended Books Venezia, Mike. Michaelangelo: Getting to Know the World's Famous Artists. San Francisco: Children's Book Press, 1992. The student with autism may have difficulty creating a piece of art while in a group due to social anxieties and half of the class may have difficulty remembering the artistic elements discussed. None.

Station 3: Rembrandt: Self-Portraits Easels (one for each student) Large self standing mirrors (one for each student) Tempera paint Paintbrushes (one for each student) Paper (one sheet for each student) Recommended Books De Bie, Cecil, and Martijn Leenan. Rembrant: Children's See and Do Book. Los Angeles: J. Paul Getty Museum Publishers, 2001. Venezia, Mike. Rembrandt: Getting to Know the World's Famous Artists. San Francisco: Children's Book Press, 1988. Station 4: Seurat: Q-tips Pointillism Drafting/masking tape Q-tips (2 or 3 per student) Tables (enough room for each student) Watercolor paper (one sheet for each student) Watercolors Recommended Books Flux, Paul. The Life and Work George Seurat. Oxford, UK: Heinemann Library, 2002. Venezia, Mike. George Seurat: Getting to Know the World's Famous Artists. San Francisco: Children's Book Press, 2003. Station 5: The Impressionists A vase of flowers Easels (one for each student) Watercolor paints

paintbrushes (one for each student) tables (enough room for each student) Recommended Books Lionni, Leo. Matthew's Dream. New York: Knopf, 1995. Mayhew, James. Katie Meets the Impressionists. Orchard Books, 1999. What does the teacher do during this lesson? The teacher should be familiar with the artistic elements she will be presenting to the students and have already prepped the different art stations with supplies and examples. What are students required to do during this lesson? Students are required to listen, follow directions, and explore their own creativity by recreating the art genres they learn about at their art stations. How are students assessed during and after the lesson? The class should try to determine which style of painting a students work represents, and should discuss the painting using the vocabulary terms. What level of engagement, motivation, social interaction, and/or on-task behavior will it require for students to succeed at this lesson? The students need to be extremely engaged and motivated to finish at each art station and will need to be able to socially interact at the end during their assessment. If the teacher is unfamiliar with this background knowledge must be gained.

If they are having a hard time paying attention or maintaining interest then completing each art station may be problematic.

The students may have difficulty remembering the different types of art genres.

The student with autism may not be able to assess in front of the class.

CEP 452 UDL CHECKLIST

I. Provide Multiple Means of Representation: Will you implement this UDL feature (Y or N) Explain how you will implement this UDL feature into your lesson (e.g., methods, materials, assessment) Describe how this UDL feature helps you meet a goal (goals) of your lesson

1.

Provide options for perception 1.1 Offer ways of customizing the display of information 1.2 Offer alternatives for auditory information 1.3 Offer alternatives for visual information

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Y Y Y

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I can offer students the choice of what genre and element they want to learn about or create. I can have songs or videos that discuss the element or genre being presented. I can offer various examples of the art form in a digital, printed, or 3d display.

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It will keep the students informed on the artistic elements and genre knowledge. It will help students understand the information being presented to them. It will allow students to become familiar with the various forms and representations of the art in real life.

2.

Provide options for language, mathematical expressions, and symbols 2.1 Clarify vocabulary and symbols 2.2 Clarify syntax and structure 2.3 Support decoding of text, mathematical notation, and symbols 2.4 Promote understanding across language 2.5 Illustrate through multiple media

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Y The students will be provided with the knowledge about each genre and element before creating them and will have reminders around the room.

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It will allow students to gain new information about art.

N N N Y The students will be provided multiple examples of the art work and forms.

The students will be aware of the multiple forms of media available for each art genre.

3.

Provide options for comprehension 3.1 Activate or supply background knowledge 3.2 Highlight patterns, critical features, big ideas, and relationships

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Y N Students will be provided with knowledge about the genre and elements prior to creating art.

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This will help the students reach their goal of creating the art by gaining guidance first.

3.3 Guide information processing, visualization, and manipulation 3.4 Maximize transfer and generalization

The students will be able to visualize what the art genre or element looks like before creation through multiple examples.

This will allow students to have guidance before creating their art work.

II. Provide Multiple Means for Action and Expression:

4. Provide options for physical action 4.1 Vary the methods for response and navigation 4.2 Optimize access to tools and assistive technologies 5. Provide options for expression and communication 5.1 Use multiple media for communication 5.2 Use multiple tools for construction and composition

Will implement this UDL feature? (Y or N)

Y

Explain how you will implement this UDL feature into your lesson (e.g., methods, materials, assessment)

Describe how this UDL feature helps you meet a goal (goals) of your lesson

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I will allow students to individually verbally explain to me what type of picture they chose to paint and what elements instead of rushing them through them all. They will all have access to all the art genre tools and even allow them to use an ipad or other online art form to illustrate if theyd wish.

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They will still be able to explain what they learned about elements and genres but not feel rushed. Students will have access to assistive technology.

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Y I will allow them to verbally record what elements and genre they painted, write it, or discuss it with me in person. They will be allowed to use digital or art tools and paper for construction.

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Students will have choice.

Students will have multiple resources to use to achieve their goals.

5.3 Build fluencies with graduated levels N of support for practice and performance 6. Provide options for executive functions 6.1 Guide appropriate goal setting 6.2 Support planning and strategy development 6.3 Facilitate managing information and Y Y

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Y The students will be able to decide what they would like to create and make their creation a goal by the end of the class. The students will have to plan what they want to create beforehand. The students will need to know how to use the

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Students will have choice.

Students will learn to plan. Students will retain information.

resources 6.4 Enhance capacity for monitoring progress Y

information they learned about art into their artwork. Slowly incorporate multiple elements into a genre.

Students will progress in the ability to remember arti terms.

III. Provide Multiple Means for Engagement:

7. Provide options for recruiting interest 7.1 Optimize individual choice and autonomy 7.2 Optimize relevance, value, and authenticity 7.3 Minimize threats and distractions 8. Provide options for sustaining effort and persistence 8.1 Heighten salience of goals and objectives 8.2 Vary demands and resources to optimize challenge 8.3 Foster collaboration and community 8.4 Increase mastery-oriented feedback 9. Provide options for self-regulation 9.1 Promote expectations and beliefs that optimize motivation 9.2 Facilitate personal coping skills and strategies 9.3 Develop self-assessment and reflection
CAST 2011 (modified by Cindy Okolo)

Will implement this UDL feature (Y or N)

Y Y N

Explain how you will implement this UDL feature into your lesson (e.g., methods, materials, assessment)

Describe how this UDL feature helps you meet a goal (goals) of your lesson

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Students will be able to choose as a class what art element Students will have choice. and genre they want to learn about next. They will understand the meaning and importance of art in everyday life. Students will understand reference to real life.

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Y N Y N Students will decide as a class what they want to learn about next. Students will work together and collaborate to decide. Students will feel a sense of accomplishment upon achieving their goals.

Students will feel capable upon reaching their own goals

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Y N Y Students will be able to explain and reflect upon what they chose to create and what elements and genre it represents. Students will feel competent in their individual assessments and explanations. The students will be motivated to slowly use the elements they are learning about into one creation. Students will be motivated.

CEP 452: UDL Lesson Plan Form Background Information Names of Group Members: Kate Fitzpatrick, Jenna Stoutenburg, Pat McNally, Rachel Curts, Kerri Shaunessy Name of Lesson: Lets Talk About Painting URL for Lesson: http://artsedge.kennedy-center.org/educators/lessons/grade-k-2/Lets_Talk_About_Painting.aspx#Instruction UDL Lesson Plan Describe the barrier in detail Explain why the students in this classroom are likely to encounter this barrier. They are likely to encounter this barrier because it is a lot of information at once about art. Explain the feature(s) of this lesson that create or contribute to this barrier. The lesson contains a lot of information about genres and elements at one time. Describe a UDL solution and explain how to implement it. A solution would be to provide visual, auditory examples and reminders before, during and after the information has been presented. A solution would be to incorporate various forms of expression for the students whose attention spans go by quickly to always keep them engaged. A solution to this would Explain why this solution can eliminate the barrier This solution could eliminate the barrier because if they have multiple forms of media as reminders around the room it will help them to jog their memory about what they learned. This solution could eliminate the barrier because it will keep the students busy with creative work as a fun and engaging stress reliever. This solution could

Barrier 1 Memory

Half of the class will have difficulty remembering the genres and art elements we discuss.

Barrier 2 Attention

The students with ADHD may have difficulty listening, staying motivated and concentrated on their creations.

The students will encounter this barrier because they make get more hyper do to the excitement of creating something. They are likely to

The lesson contains new, fun information that may spark excitement (which is good) but also havoc if the students forget to listen. This lesson says to

Barrier 3

The student with ASD would have

Social

difficulty in the group setting when at the art genre creation stations.

encounter this barrier because of their social anxieties.

break students into groups to go to each art station.

be to have students work individually on the art genres and elements of their choice.

Barrier 4 Time

The students may not have enough time to make it through each individual art station.

The students may feel overwhelmed if they encounter this barrier with the amount of work to do.

The lesson has a lot of information and work in a small amount of time.

A solution would be to only teach one element or genre at a time to ensure the knowledge was being gained and understood. A solution would be to have students be assessed individually by recording, writing, or conversation.

Barrier 5 Assessment

The students may not feel comfortable speaking up in front of their peers to discuss what genres and elements they see.

The student with ASD may encounter this issue and do poorly on the assessment because of it.

The lesson has the students being assessed based on if they discuss in class or not.

eliminate the barrier because the student will feel more at ease and under less pressure if creating something on their own. Also fosters autonomy. This solution could solve the barrier because it would give the students more time and allow them to do their best and learn to their maximum potential. This could solve the barrier because it would allow students to feel more comfortable with the choice of describing what they learned.