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Name of Lesson :
Folk Art Faces
Name of Teacher Candidate :
Class :
Art
Grade : 10
School Placement :
Maja Andersen
Rationale : (2-3 sentences why this topic is important and relevant to this
age group) KCAI addition
Because I have a culturally diverse class, I believe the nature of this
project, studying international folk art and the Day of the Dead exhibit, will
introduce the students to cultures and traditions outside of their own. By
viewing Day of the Dead, and folk art from around the world the students
will absorb and learn traditions, themes from social cultures outside and
possibly part of their own culture and apply what they have learned and
have been influenced by to their own self portrait projects. The students
will create original fiber art self portraits,blend their own artistic interests
and integrate what they have observed.
The lesson plan supports Mo. and National Core Visual Art Standards.
MO - VA Art Standards
FA1- Create an artwork using fiber arts process (e.g. Weaving, papermaking, book arts,
quilting, appliqu, basketry, knotting, batik).
FA 1 Create original artwork that communicates ideas through themes (e.g. Identity, power,
time, nature illusion)
FA2 Identify and use high and low relief
National Core Visual Art Standards
VA:Pr6.1.la Analyze and describe the impact that an exhibition or collection
has on personal awareness of social, cultural, or political beliefs and
understanding Both areas of study; world folk art and Day of the Dead,
demonstrates visual expression of religion, political art and daily life is
expressed and illustrated through 2 dimensional and 3 dimensional art.
VA:Re.7.1.la Hypothesize ways in which art influences perception and
understanding of human experience.
Learning Objectives (the lessons objectives and learning outcomes for
meeting curricular and student needs)
The students will:
Evaluating Artworks :
The student will be evaluated on their ability to take reference from the Day of the Dead
exhibit and/or the International Folk Art Museum video and research books and printouts,
using decorative elements and personal original design to create their self-portrait in a welldesigned composition.
Exhibiting Artworks (be thoughtful) :
All students self-portraits will be exhibited in the show case outside of the art room. One or
two of the more successful self-portraits will be published in the student magazine
Assessment Procedures : (assessments used before, during, and after
the lesson)
Before :
I will ask how many students are familiar with the Day of the Dead holiday?
How many students are familiar with folk art? If they the students want to
add any opinions or experiences related to the topic.
During: Ill conference with each student to talk about their ideas and
direction they want to take for their self-portraits with the information
provided. Ill let the students know that its okay to change from their
original direction as they work through their sketches.
After : (please attach assessment tool to end of this lesson plan)
Lesson Structure and Procedures: The sequence of events of the
lesson elements. Please list each sequence by day or class period.
Consider: * Four Studio Structures * Eight Studio Habits of Mind *
Procedures should be linked to objectives * Materials Management
Day / Class #1
Preparation Before Class: I will write with neon chalk the lesson with
a brief description of what folk art is. This description will be
written on a neon chalkboard available for the class to refer to.
Engagement / Opening : I will give a brief oral description of what
international folk art is, and direct the students attention to the
description of International Folk Art written on the neon chalk
board to refer to.
Time management will be stressed to stay on task. Have sketch
concepts completed on day one. Finishes due by the follow up
class.
Connection to Prior Learning: The students have learned color
theory/relationships, graphic design and layout.
Procedures: *Ill instruct the students to pay attention to the images
in the International Folk Art Museum video that Im about to show
them, what images shown in the video are relatable or of interest
to them, since they will be blending parts and pieces of tis imagery
with their self-portraits.
*Ill show a short video of the International Folk Art Museum in Santa Fe
*the class will take a field trip to a local Mexican Art Gallery displaying artwork and
alters from the Day of the Dead holiday. I will encourage the students to sketch ideas in
their sketchbooks based on the exhibit and take pictures with their cell phones for
research.
*the class will take a field trip to a local Mexican Art Gallery displaying artwork and
alters from the Day of the Dead holiday. I will encourage the students to sketch ideas in
their sketchbooks based on the exhibit and take pictures with their cell phones for
research.
Modeling: Using supplies from the supply table, Ill demo an example of constructing my
folk art self-portrait with pre-cut pieces of fabric to keep the demo moving at a quick
pace.. Ill cut some extra shapes to demo the actual procedure.
Guided Practice:
*I will ask the students to break into two groups sitting at 2 separate work tables, each
table provided with research book and print-outs, Ill ask the students to discuss, and
brainstorm ideas for their self-portraits. These conversations can be light and humorous
or serious and more personal, whatever direction helps to get the students motivated.
Independent Practice: *the students will break into two tables and
will participate in brainstorming discussions of their self-portrait
concepts. The students will use their cell phone pictures and
sketches from their sketch books to lay out their self-portrait
design, to be transferred onto fabric.
Clean-up: The students can keep their research at the tables were
theyre sitting so they can continue to use that research for their
self-portraits on day two.
Conclusion: With the information provided by the International
Folk Art Museum video, field trip to the Day of the Dead exhibit
and research books and print-outs, and peer to peer brain
storming, the students should have many examples and ideas to
begin finishes for their self-portraits.
Eliminate Class #2 if only one session is needed, repeat as many times as
needed for multiple days / classes
Day / Class #2
Preparation Before Class: Providing more fabric if needed.
Engagement / Opening: Summarizing to the class that what was
covered the day before, and to use the class time to finish their
self-portraits. Ask for any questions from students for clarification
before they break into their two table groups.
Connection to Prior Learning: the students finished self-portraits
are based on the International Folk Art Museum film, Day of the
Dead exhibit and table research from the day before.
Procedures: The students will select the fabric that they want to
work with from the fabric table. Scissors and glue will be provided
on the tables. The students will get out their sketches and cell
phone research for their self-portraits along with the table book
research.
Modeling: I will be available to the students for help with fabric
cutting, or individual brainstorming concepts.
Guided Practice: I will be available to the students for help with
fabric cutting, or individual brainstorming concepts.
Independent Practice: The students will each be independently
working on their self-portraits, with peer support when needed.
Clean-up: the students are responsible for cleaning up their
individual work areas. Un-used fabric needs to be replaced to the
fabric table.
Conclusion: The students will store their finished self-portraits in
their personal shelf space to be taken out in the next class and
arranged for a class critique.
Resources and Supplies: (include all supplies per student, and items
necessary for preparation and storage)
*Sketch book
*pre-stretched denim embroidery ring
*fabric scraps
*glue
*scissors
*pencil and kneaded eraser
*personal shelf space for each student
Technology: (instructional and/or assistive technology incorporated into
the lesson to enhance instruction and student learning)
*laptop connected to projector to show the video
*Google translate
Differentiation / Accommodations / Modifications / Increase in
Rigor : (to help meet the needs of all learners, learning differences,
cultural and language differences, etc.)
Differentiation:
*student teacher one on one conference time
Accommodations:
*Google translate will be available for ESL students
*Step by step of the project well be available as a print out, for individual
instruction
Modifications:
*This lesson can be composed of a few simple graphic shapes with limited
detail.
Increase in Rigor:
*the lesson can have many areas of fine detail, and stitched elements for
finer detail, or, a companion piece can be added to the self-portrait so the
two pieces of art relate to each other.
Increase in Rigor:
*the lesson can have many areas of fine detail, and stitched elements for
finer detail, or, a companion piece can be added to the self-portrait so the
two pieces of art relate to each other.
Classroom Management: (strategies consistent with the learning needs
of the lesson that also meet student behavior needs to help keep students
actively engaged) Includes: behavior management plan, time
the early finishers can work on a second piece that connects with the self-portrait, however
they want to interpret a companion design that fits with the self-portrait, I can discuss ideas
with the student.
Follow-Up to Todays Lesson : (quick activity for review or building on
todays learning that will deepen student understanding and interconnect
concepts; may be incorporated in next session as connection to prior
learning or throughout the unit)
A class discussion of how and why students used a specific piece of research to influence their
self-portrait. Why Did the students personally connect with a specific piece or piece of
research? Did the students find examples from their own cultural backgrounds, or identify
with a piece of folk art completely outside of their culture?
Reflection : If you had the chance to re-teach this lesson, what would you
do differently ?)(complete this section in final draft after lesson has been
taught.)
I would choose only to use research from the Day of the Dead exhibit since the gallery is close
to the school, and the students can see the artwork in the real setting, and be able to talk with
the docents about added general knowledge and traditions connected with the Day of the Dead
holiday.