Service Learning Lesson Plan

Title: Abstract painting/painting with objects part 2

3/4/2015
Lesson Idea and
Relevance: What are you
going to teach and why is
this lesson of importance to
your students? How is it
relevant to students of this
age and background?

Class/Date:

Im going to teach how to pick out shapes (forgetting the name of what you see)
as well as how to paint abstractly through use of abstract tools. We already did
realistically, now I figured we could go the opposite direction. She touched base
briefly with these ideas in the last class so I am now going to build off of the little
prior knowledge I know that she now has.

Essential Understanding (s): What are the big ideas? What

Essential Question (s): What provocative questions will foster

specific understandings about them are desired?

inquiry, understanding, and transfer of learning?

1. Artists can critique artwork with a purpose.

2. Artists can tell others what they think and know
about an artwork.

1. Why do artists critique?

2. Why is it important to know how to articulate
your thoughts to others?

Outcomes - Students will know...What key knowledge and skills will students acquire as a result of this unit? ...Art history and culture;
expressive features and characteristics of art; art materials, tools, and techniques? What should they eventually be able to do as a result of such
knowledge and skill? ...Compare and contrast art work; analyze sketches?

Students will be able to

Given objects from around the house, students will be able to explore tools to use in painting.
Once final product is made, the student will be able to identify general shapes and lines in their work
Taking the final product from this day and the previous, the student will be able to explain the differences between
abstract and realism art.

Student Reflective Activity:

Through what authentic

performance task(s) will students demonstrate the desired
understandings? How will students reflect upon and self-assess their
learning?

Assessment Instrument (s):

I will ask her to identify what emotions or associations

she may go through while looking at certain colors or
symbols. We will do more texture samples and discuss
what those remind her of. Then she will create an
abstract rendition of the photograph that she has. When
were finished we will do a self-critique. We will discuss
why she put the colors down that she did (i.e. green for
the sky and blue for the grass).

During the critique if she can give me a reason or relate

her choices to things that arent actually being seen in
the photo (i.e. choosing pink for trees because they
produce air and lungs do too), then I know she
understands abstraction. Same goes for why she
chooses to use what to paint with and how many she
chooses. I will verbally ask her to do this. Another
activity would be with the test tiles instead of only
writing the name of the tool I will have her also write one
thing she could paint with it.

By what criteria will performances

of understanding be judged?

Pre-assessment:

How will you help the students know where the unit is going and what is expected? Help the teacher know where the
students are coming from (prior knowledge, interests)?

The pre-assessment will be the test tiles. She will paint with the objects and then label it with
the material and then what it looks like (i.e. broccoli makes smoke). Then we will look at the
photo and describe the shapes of things and relate it back to the tools we used in the tests.

Motivation:

How will you hook all students and hold their interest?

She loved finishing her painting with broccoli last week

and was asking me what other things like corn might
make with paint. So this week I will bring in the items
she was asking about to make more tests and then she
will paint an entire painting of another photo she loves
(and has told me she wants to paint). Relating it to
things relative to her will also hold her interest (found
through asking her).

Ideation:

How will you equip students, help them experience the key
ideas, and explore the issues to generate ideas for their art work?

Through the tests and photo examination. Relating color

and test tiles to emotions and things that it reminds her
of. Looking at the photo, she can relate the shapes and
textures back to the tests that will be taped into her
sketch book.

Procedures:

How is the lesson organized to maximize initial and sustained engagement as well as effective learning? Provide opportunities
to rethink and revise their understandings and work? Allow students to evaluate their work and its implications? Include literacy and numeracy?

Discuss colors on the plate and their meaning then what symbolism means itself
Make test tiles and discuss what everything reminds her of
Look over photograph and search for shapes by looking/outlining through Plexiglas
Relate tiles to photo
Talk about abstract art and its use of symbolism through shape and color
Have her paint the painting based on her emotions of her trip to Hawaii
Critique

Materials and Resources: What is needed to complete the learning plan? List materials and resources in a bulleted format.

Plexiglas
Photograph
Dry erase marker
Paint
Paper plates
Paper for tests
Canvas
Unconventional tools for painting

Preparation and Safety: What do you need to prepare for this experience? What safety issues need to be addressed? List steps of
preparation and safety in a bulleted format.

Lay down newsprint

Towel for lap
Gather materials for tests

Accommodations:

How is the lesson tailored (personalized) to the different needs, interests, and abilities of learners? ...Access (Resources
and/or Process) and Expression (Products and/or Performance)?

She likes to make a lot of things and move on so the test tiles really do that for her and she
sometimes likes to make more than one so it takes more time than I plan on (according to last
week). So that helps her stay on task with one project. She likes answering questions correctly
too (when she doesnt know she gets a tad overwhelmed) so the opinion based questions are
really nice to use.

Understanding the plan...

Stage 1 Desired Results

 Relevance - What are you going to teach and why is this lesson of
importance to your students? How is it relevant to students of this age
and background?
Essential Understanding(s) - What are the big ideas? What specific
understandings about them are desired? What misunderstandings are
predictable? (Reflect and Transfer)
Essential Question(s) - What provocative questions will foster inquiry,
understanding, and transfer of learning? (Reflect and Transfer)
Outcomes (objectives): What will students know and be able to do? What
key knowledge and skills will students acquire as a result of this unit?
...Art history and culture; expressive features and characteristics of art;
art materials, tools, and techniques? What should they eventually be able
to do as a result of such knowledge and skill? ...Compare and contrast
art work; analyze sketches? (Comprehend and Create)

Stage 2 Assessment Evidence

Student Reflective Activity: Through what authentic performance task(s)
will students demonstrate the desired understandings? How will students
reflect upon and self-assess their learning? (Comprehend, Reflect,
Create, Transfer)
Teacher-centered Assessment (instrument): By what criteria will
performances of understanding be judged? What evidence (e.g.
quizzes, tests, academic prompts, observations, products/artwork,
sketchbooks, journals, etc.) will students demonstrate achievement of the
desired results?
Stage 3 Learning Plan
W = help the students know where the unit is going and what is expected? Help
the
teacher know where the students are coming from (prior knowledge,
interests)?
(Comprehend)
H = hook all students and hold their interest? (Reflect and Create)
E = equip students, help them experience the key ideas, and explore the issues
to
generate ideas for their artwork? (Create)
R = provide opportunities to rethink and revise their understandings and work?
(Reflect
and Transfer)
E = allow students to evaluate their work and its implications? (Reflect)
T = be tailored (personalized) to the different needs, interests, abilities of
learners

O = be organized to maximize initial and sustained engagement as well as

effective
learning?