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Department of Arts Administration, Education and Policy

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UNIT PLAN OVERVIEW
(Revised 2017)
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Teacher Candidate Danielle Hickman
School Karrer Middle School
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UNIT TITLE Thaumatrope? More like Thauma-Dope!
Length of Class Period 50 min
Approximate Number of Students in Each class TBD (8th)
Beginning Date for this Unit TBD
Ending Date for this Unit TBD
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ENDURING UNDERSTANDINGS (FROM ODE STANDARDS)

Critical and Creative Thinking: Students combine and apply artistic and reasoning
skills to imagine, create, realize and refine artworks in conventional and innovative
ways.
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PROGRESS POINTS (FROM ODE STANDARDS)

A. Recognize that people from various times and cultures create works of art to be
looked at, valued and enjoyed.

A. Produce artworks that express and represent their experiences, imagination and
ideas using a range of media including new technologies.
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CRITICAL ISSUE / BIG IDEA
A).Anticipatory Set (what do the students already know)
B). Rationale (why is this lesson relevant?)

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A). At this point in time students have a basic understanding of the elements and principles of
art and design. They understand how to create a 2-D drawing, but potentially haven’t explored
incorporating different visual stimuli to make their art more interesting or dynamic. They have
worked with static compositions or work that is designed with dynamic qualities but not in
consideration of how they can engage other senses of the mind more intentionally. Students
have also been involved with modern versions of entertainment but haven’t explored more
historical examples to consider expanding their own views and uses for art.
!B). Through the exploration of thaumatropes students can begin to understand how art
impacts the culture of entertainment. Thaumatropes were one of the first building blocks of
what we see as animation today, which is a large industry for entertainment. Students will
have the opportunity to compare and contrast thaumatropes to modern day examples of
entertainment to form understanding of art and how it impacts the progression of history. This
unit will also have students focusing on skills involving planning and envisioning to be able to
craft two separate compositions that align with one another to be able to form one dynamic
piece. Through this process students will have the opportunity to explore vision in a more
detailed way, that it goes beyond seeing a piece of work, that our senses play in us
experiencing art in different ways.
Central Focus (creating, presenting, interpreting, responding, and/or relating art to context)
Students will be introduced to thaumatropes. They will compare and contrast hand held
entertainment from the past to modern versions they have interacted with today. Students will
utilize previous understanding of elements and principles of art and utilize it in planning and
envisioning their current work. They will sketch from imagination and choose their most
successful combination for their final work. Students will receive feedback on idea choices
from the teacher and respond with improvement and consideration to their final piece. They
will construct a dynamic composition that involves particular care to planning and
craftsmanship. Students will have to think critically when considering what unified composition
they are attempting to construct envisioning how both compositions will align and interact with
each other. Students will experiment with their final piece to experience a more developed
understanding of the function of vision and how to implement effects more intentionally in their
work. Students will reflect on their final work and document things they did well and consider
things they could of done more successfully involving composition, outcome, and overall
craftsman ship.
Essential Questions (provocative, engaging, critical)
What are examples of modern hand held entertainment?
!How does art influence and progress entertainment?
!How can we intentionally engage vision through our art?
Possible Integration
Science: Functions of the eye, more in-depth explanation than “eyes can see” focus on the
question “eyes can see because…” focusing on occurrences in the brain.
!Math: Animation is heavily involved with time. Frames per second (FPS) could be used to
explore measurements of time.
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DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT

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Lesson One
Title Spin through Time
Lesson Lesson one will open discussion on modern hand held entertainment.
Description Students will discuss their concept of modern hand held entertainment
and how art impacts it. Students will be introduced to thaumatropes and
compare/contrast it to the modern objects identified. Students will explore
the concept of engaging senses in art and focus on how an artist can
engage vision in more intentional ways. Students will discuss how art
engages these senses and moves entertainment forward. Students will
begin to consider compositions they could combine and begin working on
2-3 sketches that will lead to creating two simple images to combine into
one complex composition through the means of a thaumatrope in their
final project.
Lesson Two
Title Round we Go!
Lesson Students will receive sticky note feed back on sketches helping them
Description alter and choose their final composition to transition into a thaumatrope.
Students will focus on planning and craftsmanship to get the two
compositions to align and function appropriately. Students will work on
their images on two 3x3in circles of paper. They will draw and color the
piece, and later combine to cardboard with glue onto a straw when
completed forming the thaumatrope. At this point students should utilize
full class period to illustrate both sides of thaumatrope. Students will
collectively reflect on the process thus far, they will share complications
and successes through class discussion.
Lesson Three
Title Take it for a Spin!
Lesson Students will continue to construct their thaumatrope. At this point
Description students will be instructed on how to connect their images to 3x3in
circular cardboard and glue with straw into a functioning thaumatrope.
Students will experiment with their pieces and explore with one another.
Students will document on a response sheet what was successful and
what has difficult about their project and process they went through.
Students will share their work and allow fellow classmates to see their
work. Teacher will close with questions reviewing the concept of
entertainment through time and how art influences it, as well as focusing
on dynamic compositions, and how to engage our senses on a
intentional and more deep level.
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Explain how technology has been used in this unit
Students will respond to reflection sheet via laptop.

LESSON PLAN
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Teacher Candidate Danielle Hickman

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School Kareer Middle School
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LESSON NUMBER 1
Lesson Title Spin through Time
Length of Class Period 12:02-12:52 (50min)
Approximate Number of Students in Each class TBD (8th)
Beginning Date for this Lesson TBD
Ending Date for this Lesson TBD
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CONTENT STATEMENT – PERCEIVING/KNOWING (FROM ODE STANDARDS)

2PE Develop awareness and articulate various functions of art.


CONTENT STATEMENT – PRODUCING/PERFORMING (FROM ODE STANDARDS)

CONTENT STATEMENT – RESPONDING/REFLECTING (FROM ODE STANDARDS)

3RE Identify examples of visual culture and discuss how visual art is used to shape

individual and social behavior.


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Performance-based Assessment Objectives
1. Students will identify modern examples of handheld entertainment and relate it to their
senses
2. Students will compare modern handheld entertainment to thaumatropes, they will identify
what sense is being engaged and contemplate intentional sensory engagement.
3. Students will consider how art influences entertainment and progresses it forward.
4. Students will plan and sketch ideas for their thaumatrope.
Performance-based Assessment Strategies
(attach assessment documents if applicable)
1. Classroom discussion will be opened, students will be called upon to engage with lecture
and respond to questions initiated by teacher.
2. During classroom discussion students will be called upon to answer questions that form
lists which will be documented on the board to be discussed.
3. Students will be asked to discuss how art influences entertainment, also open class
discussion.
4. Students will submit sketch ideas for their thaumatrope which will receive sticky note feed
back.
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Academic Language
Vocabulary (define each)

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Thaumatrope - Invented in 1825 by John Ayrton Paris. A step in progressing animation and
developing understanding of persistence of vision during the 19th century. A two sided circular
paper toy attached to two strings you twirl to merge the images on each side together.
!Persistence of Vision - The imprint of a visual image left on the retina for a short period of
time after the stimuli is removed. Effect is used to produce the illusion of movement when
viewing motion pictures.
!Composition - Artistic focus to layout of an artwork.
!Vision - The sense that involves sight.
!Thumbnail Sketch - Small representation depicting idea for project.
!Frames Per Second (FPS) - Measurement of photos in motion pictures to pace still images to
appear as though in motion.

Additional Language Demands (specific communication task)


Students will answer questions as a class. They will also have the option if completed with
sketches early to write an explanation of their favorite design to be considered by teacher to
receive back a more focused critique for the idea they would like to commit to.
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Accommodations for Special Populations
Student identified as having issues with paying attention during class. I will utilize proximity
and subtle cues to keep students focus. I will also execute check ins during work time to
insure student is on task. If needed I will place student around peer models who are exhibiting
behavior in accordance with classroom expectation.
Student identified as ELL. I will provide multiple visual ques during class to ensure they are
making meaningful connections to what is being taught. I will also attempt to translate
worksheets into students preferred language (printed on back of english version for their copy)
in efforts to ensure connections are being made. This translation will be carried out through
means of American-Japanese educator that I am in contact with.
!Components of universal design will also be implemented throughout the lesson. Students will
have the opportunity to write and speak offering duel modes of assessment of knowledge.
There will also be visuals and demonstrations executed so students can more easily visualize
information.
Art/Visual Culture Examples (list all artists, artwork or media used)
Thaumatrope video examples: other primary education students
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John Ayrton Paris - inventor of thaumatrope
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Preparations
Materials/Resources for Teacher

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- Power point
- Projector
- Speakers
- Example
- Clip board (presentation notes)
- Handouts (Thumbnail Work Sheet)
Materials for Students
- Thumbnail Work Sheet
- Pencil
- Eraser
Safety Procedures
There are no safety precautions, students should act in accordance with classroom rules.
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LEARNING ACTIVITY
Getting the Classroom Environment Ready
- Slides are prepared on board.
- Teacher has handouts prepared for distribution.
- Extra pencils and erasers are sharpened incase students forgot to bring theirs to class.
Procedures for the Teaching/Learning Structure (indicate approximate time for each step)

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Transition (3 min)
- Students enter the room
- I will call for students attention to do brief breathing exercise
- To build rapport I will call on 2 students to share something interesting they learned/ are
doing in other classes this week.
Powerpoint (10 min)
- Introduction: I will introduce self and explain I’m an OSU student learning to be an art
educator who will be their teacher for the next three days
- We will transition into the lecture power point, I will alert them that the discussion time will
take a portion of class but the following days will be less verbose.
- Students are asked to come up with forms of hand held entertainment, they will be called on
for responses and then I will write them on the board.
- Students will be asked how art is used in entertainment. They will be called on to respond.
The goal is to make the connection to stimulating senses.
- Vision will be emphasized, comment on intentional stimuli engagement will be made. “Artist
don’t simply do engage senses just because, they do so with thought and intention. What
are ways visual stimuli is engaged intentionally?” Students will be permitted to respond then
we will transition into introducing persistence of vision and how to utilize that through art,
the example given will be thaumatropes.
- Thaumatrope introduction
- Thaumatrope video (do not need to show full, dependent on time)
- Students will be asked how did they notice images were being merged together in the video
or how they feel they could merge two images intentionally focusing on the effect of
persistence of vision.
- Students will be introduced to project and concept and told goals for the day.
Sketch-time (30 min)
- Students will receive worksheet with 3 thaumatrope templates (6 circles). They are to come
up with 3 combinations of compositions that could merge in an interesting intentional way.
- If students finish early they are to pick their favorite idea and write a response on the back
of the page, they would receive a more specific sticky note feedback that way.
- If students complete that they are to submit their work and then work in their sketch book.
Closure (5 min)
- Students will be asked how they feel about the project so far moving forward, they will be
given permission to respond honestly.
- Students will be asked who the artist was that invented the thaumatrope
- Students will be informed next time they will be receiving back their sketch with a sticky
note response from me on what works well with the ideas they choose. They will be
informed next class will be dedicated to drawing and coloring their thaumatrope on their
final paper. They will also be receiving the rubric then.
- Final thoughts/questions will be permitted at this time.
Clean up (2 min)
- Students pass sketches down to end of their table row. Pencils and erasers borrowed are to
be returned.
Clean-up Procedures (Room, Materials & Work Storage)
Students will pass their sketches to the end other their table row and stack at end of table for
teacher to collect at end of class. Students who borrowed pencils/erasers will return to
teacher.
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Closure, Review & Anticipation (what’s next?)

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Next class students will be reviewing their sticky note response from me. They will be
reflecting on their ideas and then from the three choose the final they wish to construct into a
thaumatrope on project paper.
Supplemental Activity
When student is completed with a minimal of 3 sketch ideas on their handout they are to
choose the one they feel most interested in and write 3-5 sentences on the back of their work
sheet explaining why they feel it would be most successful. They can also explain what is
happening when the images merge and what about it they feel is most compelling. If student
completes that they will be permitted to continue to expand on their idea in their sketchbook or
draw freely.
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Teacher reflection focused on the lesson after it has been taught
Posted separately.
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LESSON PLAN
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Teacher Candidate Danielle Hickman
School Kareer Middle School
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LESSON NUMBER 2
Lesson Title Round We Go!
Length of Class Period 12:02-12:52 (50min)
Approximate Number of Students in Each class TBD (8th)
Beginning Date for this Lesson TBD
Ending Date for this Lesson TBD
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CONTENT STATEMENT – PERCEIVING/KNOWING

CONTENT STATEMENT – PRODUCING/PERFORMING

1PR Select, organize and manipulate skills, elements and techniques appropriate to the
art form when making art.

4PR Present personal artworks that show competence in the use of art elements to create
meanings and effects.
CONTENT STATEMENT – RESPONDING/REFLECTING

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Performance-based Assessment Objectives
1. Students will recall information over thaumatropes, vision, and using art to progress
entertainment.
2. Students will review teacher sticky note response and choose from their previous sketches
and begin constructing their thaumatropes.
3. Students will share their progress and thoughts on the current project.
Performance-based Assessment Strategies
(attach assessment documents if applicable)
1. Students will respond to class discussion questions.
2. Students will use sticky note response to make thoughtful choices while constructing the
drawing for their thaumatrope.
3. Students will share current progress on project and discuss thoughts/feelings over
concepts and project.
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Academic Language
Vocabulary
Thaumatrope - Invented in 1825 by John Ayrton Paris. A step in progressing animation and
developing understanding of persistence of vision during the 19th century. A two sided circular
paper toy attached to two strings you twirl to merge the images on each side together.
!Persistence of Vision - The imprint of a visual image left on the retina for a short period of
time after the stimuli is removed. Effect is used to produce the illusion of movement when
viewing motion pictures.
!Composition - Artistic focus to layout of an artwork.
!Vision - The sense that involves sight.
!Thumbnail Sketch - Small representation depicting idea for project.
!Frames Per Second (FPS) - Measurement of photos in motion pictures to pace still images to
appear as though in motion.
Additional Language Demands (specific communication task)
Students will need to comprehend sticky note response left by teacher on their work. Students
will be called upon to respond during class discussion. Students will be given the choice to do
crossword involving terms relating to this project.
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Accommodations for Special Populations

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Student identified as having issues with paying attention during class. I will utilize proximity
and subtle cues to keep students focus. I will also execute check ins during work time to
insure student is on task. If needed I will place student around peer models who are exhibiting
behavior in accordance with classroom expectation.
Student identified as ELL. I will provide multiple visual ques during class to ensure they are
making meaningful connections to what is being taught. I will also attempt to translate
worksheets into students preferred language (printed on back of english version for their copy)
in efforts to ensure connections are being made. This translation will be carried out through
means of American-Japanese educator that I am in contact with.
!Components of universal design will also be implemented throughout the lesson. Students will
have the opportunity to write and speak offering duel modes of assessment of knowledge.
There will also be visuals and demonstrations executed so students can more easily visualize
information.
Art/Visual Culture Examples
John Ayrton Paris - inventor of thaumatrope
!
Preparations
Materials/Resources for Teacher
- Power point
- Projector
- Speakers
- Example
- Clip board (presentation notes)
- Handouts (Rubric, Circle Template)
Materials for Students
- Rubric
- Template for circles
- Final project paper
- Scissors
- Pencil
- Coloring Material (Colored Pencil, Marker, Crayon)
- Ruler
Safety Procedures
Students will be reminded to use scissors appropriately. They will be instructed on how to
angle them away from their hand while cutting. There are no other safety precautions,
students should act in accordance with classroom rules.
!
LEARNING ACTIVITY
Getting the Classroom Environment Ready

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- Powerpoint projected on wall.
- Scissors ready for distribution.
- Coloring Material ready for distribution.
- Pencils and Erasers ready for distribution.
- Circle template ready for distribution.

Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
Transition (3 min)
- Students enter the room
- I will call for students attention to do brief breathing exercise
- To build rapport I will call on 2 students to share something interesting they have planned
for this month.
Powerpoint (8 min)
- Review will be covered on power point the following questions should be asked: “What is a
Thaumatrope?””Who Invented the thaumatrope?””What sense does the thaumatrope
engage?””What aspect of vision are we intentionally engaging?””What is persistence of
vision?”
- Students will be alerted to sticky note on their work, they will be asked to take it into
consideration moving forward with the project.
- Pass out rubric.
- Review rubric, explain that they will be using it on the third day to assess their own work,
they are to fill everything in except for the teacher comments portion. They are to do this on
the third day when the project is completed.
- Submission process is reviewed: Students are to throw away scrap, return coloring
supplies, return scissors, write name on both circles, paper clip circles together, submit to
plastic bag.
- Students are told once work is completed they are to do the cross word covering vocabulary
words for extra credit and then they can work in their sketchbooks.
- Demonstration on how to not hold scissors.
Work-time (30 min)
- Return original sketches, call on two students to pass out.
- Students will receive template to trace onto final paper. They are to trace template twice
then use to work on their final two images that will be used to construct the thaumatrope. Art
should be drawn and colored to be considered complete. They then should cut out circles.
Once complete they are to follow submission and clean up procedures. They can then work
on the cross word for extra credit.
- If students complete that they are to work in their sketch book.
Clean up (4 min)
- Students paper clip and submit what they have completed. Students return rubric with name
on them. Students return art supplies and dispose of scrap paper.
Closure (5 min)
- Students will be asked how they feel about the project so far moving forward, they will be
given permission to respond honestly.
- Students will be asked what merging they are attempting to do with their images (two can
be pulled from bag to be shared)
- Students will be asked what other ways can artist engage senses intentionally.
- Students will be informed next time they will be receiving back their circles and begin
constructing their thaumatrope.
- Final thoughts/questions will be permitted at this time.
Clean-up Procedures (Room, Materials & Work Storage)

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- Students are to dispose of scrap paper. They are to return art supplies to proper areas.
They are to submit their work to the baggy or stack with rubric next to baggy submission
area.
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Closure, Review & Anticipation (what’s next?)
Next class students will be completing drawings and constructing the thaumatrope. They will
be cutting cardboard into the same shape as their paper and then attaching to a straw by
means of glue. Students will reflect on successes and struggles with the project and respond
to rubric to produce self assessment.
Supplemental Activity
When complete with drawing, coloring, cut out, clean up, and submission students are to
complete vocabulary crossword for extra credit. After that they are permitted to work in their
sketch book.
!
Teacher reflection focused on the lesson after it has been taught
Posted separately.
!
LESSON PLAN
!
Teacher Candidate Danielle Hickman
School Kareer Middle School
!
LESSON NUMBER 3
Lesson Title Take it for a Spin!
Length of Class Period 12:02-12:52 (50min)
Approximate Number of Students in Each class TBD (8th)
Beginning Date for this Lesson TBD
Ending Date for this Lesson TBD
!
CONTENT STATEMENT – PERCEIVING/KNOWING

CONTENT STATEMENT – PRODUCING/PERFORMING

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1PR Select, organize and manipulate skills, elements and techniques appropriate to the
art form when making art.

4PR Present personal artworks that show competence in the use of art elements to create
meanings and effects.
CONTENT STATEMENT – RESPONDING/REFLECTING

6RE Develop and apply criteria to assess personal works for content and craftsmanship.
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Performance-based Assessment Objectives
1. Students are to recall information from previous classes, applying knowledge of art form
explored through discussion.
2. Students are to complete drawings for thaumatropes and cut them out.
3. Students are to cut out card board and construct thaumatropes.
4. Students are to self assess work through rubric.
5. Students will share work and findings, compare and contrast victorian entertainment form
to modern day experiences.
Performance-based Assessment Strategies
(attach assessment documents if applicable)
1. Students will respond during classroom discussion displaying understanding of current
project and meaning of intentionally engaging aspects of vision.
2. Students will complete original drawings with color, they will then attach pieces together to
form a functional thaumatrope.
3. Students will self assess work through the rubric, they will specify what they were
successful with or what was a struggle.
4. Students will have opportunity to share work with classmates during closing discussion,
they will be asked to discuss the differences between previous entertainment forms to
modern day versions of art intentionally engaging senses.
!
Academic Language
Vocabulary

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!
Thaumatrope - Invented in 1825 by John Ayrton Paris. A step in progressing animation and
developing understanding of persistence of vision during the 19th century. A two sided circular
paper toy attached to two strings you twirl to merge the images on each side together.
!Persistence of Vision - The imprint of a visual image left on the retina for a short period of
time after the stimuli is removed. Effect is used to produce the illusion of movement when
viewing motion pictures.
!Composition - Artistic focus to layout of an artwork.
!Vision - The sense that involves sight.
!Thumbnail Sketch - Small representation depicting idea for project.
!Frames Per Second (FPS) - Measurement of photos in motion pictures to pace still images to
appear as though in motion.
Additional Language Demands (specific communication task)
Students will be called on to respond to class discussion. Students will also use rubric to
respond to and execute self assessment of their own work.

Accommodations for Special Populations


Student identified as having issues with paying attention during class. I will utilize proximity
and subtle cues to keep students focus. I will also execute check ins during work time to
insure student is on task. If needed I will place student around peer models who are exhibiting
behavior in accordance with classroom expectation.
Student identified as ELL. I will provide multiple visual cues during class to ensure they are
making meaningful connections to what is being taught. I will also attempt to translate
worksheets into students preferred language (printed on back of english version for their copy)
in efforts to ensure connections are being made. This translation will be carried out through
means of American-Japanese educator that I am in contact with.
!Components of universal design will also be implemented throughout the lesson. Students will
have the opportunity to write and speak offering duel modes of assessment of knowledge.
There will also be visuals and demonstrations executed so students can more easily visualize
information.
Art/Visual Culture Examples
John Ayrton Paris - inventor of thaumatrope
!
Preparations
Materials/Resources for Teacher
- Power point
- Projector
- Speakers
- Example
- Clip board (presentation notes)
- Handouts (Cardboard, Straws)
Materials for Students

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!
- Rubric
- 4x4in Cut Out Illustrations
- Glue
- Straw
- Scissors
- Pencil
- Coloring Materials (Colored Pencil, Marker, Crayon)
- Ruler
Safety Procedures
Students will be reminded to use scissors appropriately. They will be instructed on how to
angle them away from their hand while cutting. Students will also be warned of mess hazard
involving glue, it will be demonstrated how to apply glue appropriately to project. There are no
other safety precautions, students should act in accordance with classroom rules.
!
LEARNING ACTIVITY
Getting the Classroom Environment Ready
- Powerpoint projected on wall.
- Project paper for final drawing.
- Circle Template
- Scissors
- Coloring supplies (markers, crayons, colored pencils)
- Glue
- Straws
- Rubrics attached to previous work
Procedures for the Teaching/Learning Structure (indicate approximate time for each step)

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!
Transition (3 min)
- Students enter the room
- I will call for students attention to do brief breathing exercise
- To build rapport I will call on 2 students to share a fun fact or joke they know.
Powerpoint (8 min)
- Review will be covered on power point the following questions should be asked:”What is the
victorian toy that is circular and flat with images on both sides that when spun creates a
new image?””What is the particular aspect of vision that we are focusing on? What effect of
vision does that toy engage?””How is art used in entertainment?”
- Demonstration will be done to show how to create thaumatrope. Cut out project paper, glue
project paper to straw lining up the images back to back sandwiching the straw in between.
Let draw and spin image to get animated effect.
- Pass back rubrics and art works
- Give reminder rubric will be used for self assessment, student is to grade self then leave
teacher comments box empty for teacher response.
- Submission process is reviewed: When finished students are to set thaumatrope on top of
rubric and allow to dry at seat, teacher will collect both at the end of class.
- Students are told once work is completed they are to complete rubric. Once rubric is
finished they are to complete sense worksheet to consider different ways art can
intentionally interact with our senses.
Work-time (30 min)
- Return artwork with rubric, call on two students to pass out.
- Students are to complete drawing. They then are to cut out their drawing (if not already
completed). They are to then glue their drawings onto the straw as displayed in
demonstration.
- If students complete work and rubric they are to clean up and work on sense sheet. Once
that is completed they can work in their sketch books.
Clean up (4 min)
- Students place work on rubric and leave on desk. Supplies should be returned to area it was
received from.
Closure (5 min)
- Students will be asked how they feel about their finished project. Students who have a dry
project will be invited to walk around the class and share their piece after explaining what
imagery they were attempting to merge.
- Students will be asked what other ways art can engage senses, they will be asked to share
what they thought of on their sense sheet.
- Final thoughts/questions will be permitted at this time.
Clean-up Procedures (Room, Materials & Work Storage)
- Students should dispose of paper and scrap cardboard. Materials should be returned to
proper storage areas. Work should be left on desk stacked on rubric to be collected by
teacher.
!
Closure, Review & Anticipation (what’s next?)
- Students will be asked to consider other senses they can engage intentionally in their work.
If I were to continue seeing this class I would consider the next sense we could intentionally
engage involving one of the other senses and how it can be integrated to be used in art.
Supplemental Activity

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- Students are to respond to sense work sheet on how art can be used to intentionally engage
one of the other 5 senses. What stimuli and reaction they would be trying to invoke would be
explained through drawing or written response.
!
Teacher reflection focused on the lesson after it has been taught
Posted separately.
!
Be sure to attach to the full instructional unit

Teacher Example
!
Bibliography in APA format
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Any printed material that relates to the unit and/or the lessons
!

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