Lauren Pinho Education Field Experience EDUC 230-01 Professor Suk Fall 2013 High School Lesson Plan

Grade Level: 9 Subject: 9th Grade Art Topic: Pastel Drawing

Objective: The students will be able to use color theories and observations to create still-life drawings. Standards: NJCCCS for Visual and Performing 1.3.8.D.2 (NJCCCS, 2009). Apply various art media, art mediums, technologies, and processes in the creation of allegorical, theme-based, two- and three-dimensional works of art, using tools and technologies that are appropriate to the theme and goals. . Materials: objects for still-life, pastels, colored construction paper, PowerPoint slides, projector and screen, blending sticks, scrap paper, pencils, erasers, outline template, outline rubric or checklist Prerequisite Skills and Knowledge: Students will have done a color wheel homework prior to class helping them understand how colors interact with one another and gaining vocabulary, i.e. color compliments, primary colors, subtractive colors. Anticipatory Set: Have two examples on the board of a good example and bad example of a still life image and allow them to discuss in groups why one may be better than the other. Then show them examples of still-life drawing by Paul Gauguin, Henri Matisse, Paul Czanne, and Claude Monet and discuss their use of color and how the colors interact. Discuss how to add volume, tension, and contour in an image and how to make it interesting. Input and Modeling: The teacher will leave a checklist projected on the board for the students to reference as they are working. Teacher will outline color vocabulary and demonstrate how colors interact with one another (example: compliments will darken one another rather than using black). The teacher will go around the classroom and comment on work as needed to help students improve and take moments to reference back to previously mentioned artists to help students who may feel stuck using PowerPoint slides. Student Practice and Checking for Understanding: 1. The class will briefly go over color homework with a color chart at hand to clarify any questions and check the students understanding.

Pinho 2 2. The class will break into groups at their tables and discuss examples on the board and comment on what works well and what doesnt. They will be encouraged to use vocabulary such as volume, negative space, tension, etc. Teacher will write down suggestions on board as a reference to look at later. 3. May take a 2 minute break for student critique with one another at tables so students can get input from one another to help assist in their abilities to make meaningful observations. Closure: Lesson Wrap-up and Culminating Activity 1. If there is time end with a quick student critique. Helps students build up communication skills as well as observational skills. Helps students understand art and give them ideas on how to improve themselves using other students work as an example. 2. Teacher will ask questions about what they learned about using pastels, using perspective techniques, and overall feel for the project.

Pinho 3 References Education, The New Jersey Department of. (2009) 2009 Core curriculum content standards revision project. Retrieved from art studio standards report http://www.state.nj.us/education/cccs/.

Lauren Pinho Professor Purvin Education Field Experience EDUC 230-01 Fall 2013 Rationale Statement Statement of Standard Four- Instructional Planning and Strategies Teachers shall understand instructional planning, design long- and short-term plans based upon knowledge of subject matter, students, community, and curriculum goals, and shall employ a variety of developmentally appropriate strategies in order to promote critical thinking, problem solving and the performance skills of all learners. (NJPTSB, 2004, pg 12) Name of Artifact: Lesson Plan One Date of Artifact: Fall 2013 Course: Education Field Experience EDUC 230-01 Rationale Statement: The more prepared a teacher is, the smoother their class will run. Therefore, much planning is critical to each lesson and thus the reason for a well written lesson plan. All teachers are required to make lesson plans although there is no set format for making them (unless specified by the school district). For this assignment, we were given a template to start and then we had to create our own lesson plans to a grade level of our choosing. I chose ninth grade art class and focused on pastel which is common material to learn. I thought about what my learning outcomes would be while also keeping in mind the NJCCCS. For art, the standards require that students learn how to use different mediums and medias which isnt very hard for art teachers to do. Using pastel and color construction paper for one project and wood and paint for another is already achieving the goal for this standard. The assignment took more time than anticipated. For me, it wasnt hard to think up ideas. As an art student, we are constantly coming up with different concepts and ways of tackling assignments. I was able to come up with several lessons I would like to teach my class. The hard part to me was trying to think of an opening, something to grab my students attention, and trying to think ahead enough to imagine a well thought lesson all the way through. My thoughts while making this lesson were also a bit scattered. My way of organizing myself and my ideas is to think about my process step by step, like a checklist. While doing my service learning hours, my mentor teacher showed me what her lesson plans looked like which were more to what I favored. They went through more general learning objectives and overall outcomes and then broke them down to day by day guidelines. I felt the lesson plan I created for this assignment was more general rather than detailed. As I stated above, this lesson plan probably will not be the lesson plan I use in the future. All though I do like the experience and appreciate learning about different styles I can use, I much rather break down my lesson plan day by day and get into specifics on

Pinho 2 what my process will be and what I will have my students doing. But that also comes with time and experience of time management and how much I can actually accomplish in my schools class period. Although I do like how this lesson plan makes me think of what I should be doing to open my lesson that will grab my students attention rather than just jumping right to it. I also like how this lesson plan does make me keep the NJCCCS in mind. My future lesson plan will probably be a fusion of both styles I have seen.

References Board, New Jersey Professional Teaching Standards. (July 2004) New Jersey Professional Standards for Teachers and School Leaders. Retrieved from http://www.state.nj.us/education/profdev/profstand/standards.pdf.