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// Length: 2 days
Note: Before you plan and write art experiences; pre-assess your students based on the proposed
concepts, enduring understandings, and objectives of the unit/lesson(s). You may also gather this
information from (previous) teachers, by reviewing already completed art work, consulting
curriculum materials, etc., to get a better understanding of what content students already know
and what they will need to know to be successful.
Pre-Assessment:
This will need to be done prior to teaching your lesson. Outline the method you will use to determine the skill/knowledge level of your
students based on the concepts/enduring understandings/objectives of the lesson. (Hint: turn these into questions.) Be specific in describing
what you would recognize as proficient skill/knowledge.
For this lesson, you will be taking on the duties of an advertising artist. As an artist who works
in advertising, it is important to create multiple forms of advertisement. Through taking on this
role, you will work to create 2 forms of advertisement for your art and the end of the year art
exhibit. The first form of advertisement will be a scripted video invite to advertise the end of
the year art exhibit to your parents. This video invite will be accompanied by a hand drawn
invitation advertisement. After these are finished, they will be given to your parents to let them
know about our big exhibit.
Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable. Examples of concepts used
in art might include: Composition, Patterns, Technique, Rhythm, Paradox, Influence, Style, Force, Culture, Space/Time/Energy, Line,
Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and Observation Look for concepts in the
standards, content specific curriculum, etc.
Objectives/Outcomes/Learning Targets:
Objectives describe a learning experience with a condition behavior (measurable) criterion. Aligned to: Blooms
Standards GLEs - Art learning and, when appropriate, Numeracy, Literacy and Technology. Should be written as: Objective. (Blooms:
_____ - Standard: _____ - GLE: _____ -Art learning: _____ -Numeracy, Literacy, and/or Technology)
1.) Using a video camera, SWBAT construct a video in which they explain their work from the
semester, which will inform their parents of the end of the year art exhibit. (Blooms: Creating,
Standards: Create, GLE: Use familiar symbols and basic media to identify and demonstrate
characteristics and expressive ideas of art and design, Art Learning: Materials/Techniques, Literacy,
Technology)
a.) I can use a video camera to make video invite for my parents
2.) Using art materials, SWBAT create a physical invitation for the end of their exhibit that
expresses their art from the semester. (Blooms: Create, Standards: Create, GLE: Use familiar symbols
and basic media to identify and demonstrate characteristics and expressive ideas of art and design, Art
Learning: expressive features and characteristics of art, Literacy)
a.) I can use art materials to make a physical invitation that shows my art
3.) After a discussion and presentation, SWBAT identify key aspects of successful advertisement.
(Blooms: Remembering - Standard: Comprehend - GLE: The identification of characteristics and
expressive features in works of art and design help to determine artistic intent and purpose Art Learning: Historical/Multicultural Content.)
4.) After a discussion and presentation, SWBAT create a customized script for their video
invitation. (Blooms: applying - Standard: Comprehend - GLE: Artists make choices that
communicate ideas in works of art - Art Learning: conceptual/ideation/personal grounding Literacy.)
5.) After creating both a physical and video invitation, SWBAT share and discuss their
artwork and the choices theyve made. (Blooms: analyzing Standard: reflect - GLE: Artists,
viewers, and patrons use the language of art to respond to their own art and the art of others Art Learning: Critical Reflection/aesthetics/transfer - Literacy.)
Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe the
strategies you will use for students who are already proficient and need growth beyond what you have planned for the rest of the class, as well
as modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.
Differentiation:
(Multiple means for students to
access content and multiple
modes for student to express
understanding.)
Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated into the
lesson.
Sketchbook
Pencils
Markers
Video Camera
Paint
Watercolor Paint
Paper
Resources:
List all visual aids and reference material (books, slides, posters, etc. Be specific; include title, artist, etc. Make reference to where the
material can be found. (These are the resources used by the teacher to support/develop the lesson.) List all resources in a bulleted format.
Discovery Board
Demo Examples
Advertisement examples
Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.
Prepare Materials
Lay out newspaper on tables
Hang up discovery board
Prepare visual examples for students
Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.
Students will enter the room, where Cameras will be set up on tripods and the teachers will
have examples of famous advertisements open on the smartboard. The students will see paint
and other materials set up at their tables as well. Teachers will introduce class by saying:
Day 1: What do you all see on the board? Have you ever created an advertisement before?
What do advertisements do? How could WE use an advertisement in this class?
Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of
thought that can be visual, concrete or abstract. List and describe inquiry questions and processes you will engage students in to help them
develop ideas and plans for their artwork.
Instruction:
Give a detailed account (in bulleted form) of what you will teach. Be sure to include approximate time for each activity and
instructional methodology: skills, lecture, inquiry, etc. Include motivation and ideation/inquiry where appropriate; including what student
Day
1
Advertisement
introduction/
project intro: 10
minutes
Script
explanation/ideati
on: 20 minutes
Scripting/work
time: 40 minutes
Using
sketchbook, draw some ideas
for a physical invitation
-
Day
2
Clean up time: 5
minutes
Video Recording/
invitation
painting/titles/scrat
ch art/passing out
newsletters- 60
mins
E
ach student will have
the option for
background and
camera angle for
their video, just the
same as last time
- If the
students are not finished yet,
they will continue to work
with many different media to
design and create a physical
invitation to the art show
Quick
Reflection/Review5 minutes
T
his invitation will be
a physical reminder
which showcases
their art. Each student
is to design a
composition that
shows the art-works
they have completed
Discovery Board: have students write one thing they learned and place it on board - have
students share a couple
Class reflection: Sitting in a circle, students will share their invitations one at a time and who
they are inviting to the exhibition. They can talk about what work was their favorite and how they
included it in their invitations.
Class reflection: Using Brittanys around the circle method, students will present their
finished invitations to the class and then ask the next student who they are inviting to the exhibition as a
way to move from one student to the next and keep them engaged. Students will share who they are
inviting and then talk about their invitation before moving on to the next student in the circle.They will
look at their peers work and explore other ideas from their classmates. After they have seen each
student's work, they can ask questions, make comments, and talk about each one for a minute or two.
Address what was done well and they would have liked to see done. Students will have to point out
techniques they think the other students used and where. Students will also have to describe what was
successful about the students invitations.
Post-Assessment (teacher-centered/objectives as
questions):
Have students achieved the objectives and grade level expectations
specified in your lesson plan?
Post-Assessment Instrument:
How well have students achieved the objectives and grade level
expectations specified in your lesson plan? Include your rubric,
checklist, rating scale, etc.
Checklist:
Did students complete a
physical invitation utilizing multiple
processes?
Did the students customize a
script?
Did the students film a video
invitation?
Did the students share and
reflect on their work and the work of
others?
Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently. Specifically
address: (1) To what extent were lesson objectives achieved? (Utilize assessment data to justify your level of achievement.) (2) What changes,
omissions, or additions to the lesson would you make if you were to teach again? (3)What do you envision for the next lesson? (Continued
practice, reteach content, etc.)
Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to
students.
8/9/15 Fahey