Arts Integrated Unit Plans: Student Examples

Examples of Arts Integrated Unit Plans (without assessment):

AED303ArtsIntegrationUnitPlan_LifeCycles.docx
AED303ArtsIntegratedUnitPlan_HotAirBalloons.doc
AED303ArtsIntegratedUnitPlan_Oceans.docx
AED303ArtsIntegrationUnitPlan_ReuseRecycle.docx

Expanded examples of Arts Integrated Unit Plans (3 Student examples):

Example 1:

Arts Integrated Lesson Plan #1
 

Name:  Student A

Class/Grade Level:  Science/Grade 3

Unit Theme/Title:  Life Cycles

Lesson Title:  Life

Projected Time Frame:  40 minutes

 

Rationales:  Students will learn about the life cycle of a frog(or another animal such as a butterfly) in science class.  They will then make their own portfolio of their life in a sequential order in addition to adding cultural aspects and then they will present it at family day along with bringing cultural foods.

o   Science:  Students will learn about life cycle processes and have a discussion. 

o   Literacy:  Students will be presented with life cycle books to read.

o   Art:  Students will drawl a life cycle of an animal of their choice to

demonstrate their understanding on the topic.

 

Goal(s):  The goal is for students to be able to learn about the different life cycles around them and gain an understanding of how the way cycles work in the world compared to their life.

Standard 9.3.3.A Recognize critical processes used in the examination of works in the arts and humanities.

Content Standard: Using knowledge of structures and functions

Achievement Standard:

Students

 a. know the differences among visual characteristics and purposes of art in order to convey ideas

 b. describe how different *expressive features and *organizational principles cause different responses

 c. use visual structures and functions of art to communicate ideas

 

Objectives: 

o   Students will be able to gain a complete understanding of the life cycle of a frog through reading a book and having discussion time.

o   Students will be able to demonstrate their understanding by drawing the life cycle of an animal and brainstorming ideas about their own life cycle processes.

 

Anticipatory Set:  Students will join together on the reading rug to listen to the instructor read a book titled All About Frogs by Jim Arnosky.  The book walks you through the step-by-step life cycle process of a frog.  It also teaches a lot of facts about frogs' lives in general.

 

Modifications: 

o   Advanced:  Advanced students will listen to the book along with the rest of the group.  During work time if they finish their animal life cycle, they will then have the opportunity to read about other animals and their life cycles.

They can then make additional drawings of cycles to add to their portfolio.  These students may also help others.

o   Proficient:  These students will most likely finish up after the advanced learners.  They may skim through the additional books and learn about other cycles.  They may have time to make some fact cards about them and what they look like.

o   Emergent:  The emergent learners will finish the provided activity or assignment and may have some discussion time with the other learners.

 

Procedures:

o   Introduction-I will read the students the book and have discussion time with them about what they found to be interesting.  Information will be provided on several life cycle processes along with what the assignment will be (10 min).

o   Guided Instruction-The students and I will have an in depth conversation about the life cycle of the frog.  I will then have the students take notes on the important parts and begin forming their image of the life cycle of a frog.  I will be walking around to make sure that everyone is on track (5 min).

o   Independent Exploration/Instruction-Students will use different media to portray the life cycle of a frog on a piece of large construction paper.  They will then add in arrows and captions about what is happening, so that the process is clear.  They will accomplish the first part of the assignment along with learning about the cycles that occur around them in the world every single day (20 min).

o   Closure-As a closure activity I will have the students begin putting their portfolios together in class.  The first page will be the title page and the second is the life cycle page. Their assignment will be to decorate the front and the back cover of the portfolio with drawings and images along with any supplies that they want to add (5 min). 

 

Assessment/Evaluation:  This assignment will be informally assessed for understanding. 

o   The students must use a variety of media along with detailed captions that follow the images.  If the students have completed the drawing and they have it in the correct order they will receive 5 points. 

o   If the students complete the assignment but they do not include all of the captions or other forms of media they will receive 4 points.

o   If the students attempt the assignment but do not have all of the steps in order with the correct captions they will receive 3 points.

o   If the students do the assignment in the wrong order but still have some type of notes or captions they will receive 2 points.

o   If the students attempt the cycle and write something they will receive 1 point.

o   If the students do not do the assignment they will receive a 0.

 

Reflection:  In the future, I will add in notes that may improve this lesson for my future teaching and instruction.

 

Arts Integrated Lesson Plan #2  

 

Name:  Student A

Class/Grade Level:  English/Social Studies/Grade 3

Unit Theme/Title:  Life Cycles

Lesson Title:  Life

Projected Time Frame:  90 min.

 

Rationale(s):  This lesson is designed to allow students to do some vague research on their family history and incorporate it along with their own life cycle portfolio.  The students will be asked to locate and color the region on the map where they are from as well as bring in pictures of themselves from their life.  Designing a portfolio of their life will be something that they will always have to help them remember the past.

o   Literacy:  The students will be asked to do some general cultural research that will be incorporated into their portfolio.

o   Visual Art:  The students will be required to drawl their own images of their life cycle process to incorporate with their actual photos.  I would like their portfolio pages to be designed in the form of a collage.

o   Social Studies:  The student's will be looking at maps and identifying where they are form along with studying a few foods of their culture.

 

Goal(s):  The goal of this project is to allow students to portray their own life cycle thus far in their lives while incorporating cultural aspects at the same time. 

9.2.3.A. Explain the historical, cultural and social content of an individuals work in the arts.

9.2.3.D. Analyze a work of art from its historical and cultural perspective.

Achievement Standard:  describe how people's experiences influence the development of specific artworks

 

Objectives: 

o   Students will be able to gain an understanding of their cultural backgrounds through some general research.  They will also be able to identify where they are from on the map.

o   Students will be able to make a collage with a mixture of photographs and drawings that they make.

 

Anticipatory Set:  As a warm up activity the students will be asked to make a brief outline of the important events that have occurred in their lives so far that they can remember.  This will be a great tool for them to have to collect photos and begin organizing ideas.

 

Modifications: 

o   Advanced:  The advanced students will begin by coloring the section of the map where they have originated.  They may begin coloring and cutting and pasting images such as the foods that their culture eats into their portfolio.  They will add in notes and captions to explain what is going on.

o   Proficient:  Proficient learners will be doing some research along with coloring their map.  They may have more homework than others as far as finishing up their portfolio. 

o   Emergent:  Emergent learners will research and color their map.

 

Procedures: 

o   Introduction-The introduction of this activity will begin by the students making a brief outline of the memorable events that have occurred in their lives (10 min).

o   Guided Instruction-Students will begin putting their portfolio together by making pages that walk through their lives.  They will use real pictures along with drawing images that they feel are important to their lives.  I will supply other materials for the students to use to enhance their portfolios.  I will help the students to begin their work and answer any questions that they have.  The students will also research where they are from and color their section on the map (30 min).

o   Independent Exploration/Instruction-The students will continue to work on their portfolios as well as add cultural aspects to their portfolios (40 min).

o   Closure-As a sense of closure the students will clean up all of the supplies and ask any questions that they have.  They will be assigned to finish up their pictures for homework and ask their families about their culture (10 min).

 

Assessment/Evaluation:  Today the students will be informally assessed.  I hope that they will stay on task as well as show that they have put forth a sufficient amount of effort.  Today or day two will be worth 5 points and the student will be assessed according to the amount of work that they have done.

 

Reflection: 

 

Arts Integrated Lesson Plan #3 

Name:  Student A

Class/Grade Level:  English or Literacy. History, and Art/Grade 3

Unit Theme/Title:  Life Cycles

Lesson Title:  Life

Projected Time Frame:  40 min.

 

Rationale(s):  Students will include written pieces to accompany their images as well as interviewing a family member to incorporate into their portfolio.

o   Literacy and History:  Students will interview a family member who can remember links to the student's culture and type it and put it in the portfolio.

o   Art:  Students will make clay models of something that they believe links to their culture. It can be something such as a food or a piece of clothing or even something that symbolizes their life.

 

Goal(s): 

9.2.3.A. Explain the historical, cultural and social context of an individual work in the arts.

National Art Standard Understanding human experience, both past and present

 

Objectives: 

o   Students will be able to write captions to explain the images that they have incorporated into their portfolio.

o   Students will be able to make a model out of clay that represents something that links to their culture or life cycle.

 

Anticipatory Set:  The warm up activity for this lesson will be for the students to expand their outline into sentences.  The sentences will then help the children to begin writing their captions.  This will also help the students to keep their portfolio in chronological order.

 

Modifications: 

o   Advanced:  The advanced students will write longer sentences and maybe even form paragraphs to accompany their images.  They may also help the other students revise their work and add additional sentences.  The advanced learners may also make a more in depth clay model that the other level students.

o   Proficient: Learners on this level will write simple sentences and maybe small paragraphs.  They will construct a simple object out of clay to model something that is special to them.

o   Emergent:  These learners will write basic sentences and form a simple clay model that may not be as well thought out as other students.

 

Procedures:

o   Introduction-The introduction will consist of expanding the outline into sentence form and having a small group discussion about what they have found and what they will form as their clay model (5 min.).

o   Guided Instruction-During this time the students will have the opportunity to ask questions and have me revise their captions.  They may also draw a sketch of their clay image and show it to everyone else. (5 min.)

o   Independent Exploration/Instruction-During this time the students will continue to write and edit their captions.  They will also for there clay model and decorate it for display (20 min).

o   Closure-The student will display their work to the class and clean up materials.  They may also practice what they are going to say about their model on family day.

 

Assessment/Evaluation:  This portion of the assignment will be worth five points.  The students who show a great deal of effort and work diligently the entire time will receive 5 points.  The will lose points if they do not stay on task and show effort through all of their work.  If they do not do the project at all they will receive a 0.

 

Reflection: 

 

Arts Integrated Lesson Plan #4 

 

Name:  Student A

Class/Grade Level:  Social Studies, English, Science/Grade 3

Unit Theme/Title:  Life Cycles

Lesson Title:  Life

Projected Time Frame:  120 min.

 

Rationale(s):  The students will put last minute touches on their portfolios along with deciding where they will display their work in the room because the parents are coming for family day today.  The portfolios and the clay models need to be placed around the room for everyone to see.  The last part of this unit plan is to have all of the students take a piece of yarn and stretch it around over a map to show where they are from.  This will symbolize that everyone is from a different place but they are all a whole or community.

o   Literacy:  Each student will display their work and tell everyone about it.  They will explain what they have done over the past several days.

o   Social Studies:  They will discuss their cultural links that they decided to incorporate into their project.  Their families will also be bringing a food from their culture.

o   Science:  The entire project is linked to cycles and the fact that humans and animals form in the sense of a cycle. 

 

Goal(s):  The goal is for the students to remember their past as well as their future.  They will also see how their life has formed through a cycle just the same as other animals in nature.

National Art Standard

Achievement:  Learning to adapt and respect others (often very different) ways of thinking, working, and expressing themselves

9.2.3.B.  Relate works in the arts chronologically to historical events

 

Objectives: 

o   Students will be able to show the cycle of their lives thus far in life.

o   Students will be able to make cultural links to their past and display them in the portfolio and through a model.

o   Students will be able to make a community map out of yarn to show that everyone is connected in some way.

o   Students will be able to identify foods of various cultures.

 

Anticipatory Set:  The warm up for this lesson will be for the students to practice sharing their portfolio with their classmates before their parents arrive.

 

Modifications: 

o   Advanced:  The advanced students will be ready to present their portfolios to the class and the parents.  They will have a lot to say about their research and their work will be very detailed and show extensie effort.

o   Proficient:  These learners will feel somewhat comfortable and have a few ideas of what to say.

o   Emergent:  These learners may still need to put some finishing touches on their work.  They may also be hesitant to talk about their work and may not have a lot to say.

 

Procedures:

o   Introduction-Students will finish getting things ready and the room will be set up for family day.  I will share my portfolio with the students so that they have something to go off of when they share later in the day (30 min).

o   Guided Instruction-Students greet our visitors and share all of their hard work.  They sit with their families and eat and discuss all of the foods that are brought (50 min).

o   Independent Exploration/Instruction-Families and students will grab the yarn and form a map that is all linked together (20 min).

o   Closure-Everyone will enjoy theirselves and eat all of the food that they would like!!! (20 min)

 

Assessment/Evaluation:  This final step of the project is worth 10 points making the entire thing worth 25 points.  If the students have their portfolio and their model and of they participate in family day they will receive the entire ten points.  I hope that this is a great experience for them and I do not want to grade formally in terms of this project.

 

Reflection:

 

Example 2:

Arts Integrated Lesson Plan 1

 

Name:  Student B

Class/Grade Level:  3rd grade science

Unit Theme/Title:  Weather

 

Lesson Title:  Rainy Days:  The Water Cycle

Projected Time Frame:  60 min

 

Rationale[s]:  This lesson incorporates literacy, science, and visual art.  Students will be able to take away an understanding of the water cycle.  Vocabulary words they should have a firm understanding of after this lesson would be evaporation, condensation, etc.

           

Goal[s]:   The goal for this lesson is student understanding and awareness of the water cycle and how they can create their own representation by utilizing various art media and tools.

            Students should also be able to explain how and why they created their water cycle representation in the manner that they did.

            PA Literacy Standard: 

1.2.3.D Reading, Analyzing and Interpreting Text--Inferences

              Make inferences from text when studying a topic (science, social studies) and draw conclusions, citing evidence from the text to support answers

            PA Art Standard:

9.1.3.E Production, Performance and Exhibition of Visual Arts

              Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.

            National Art Standard: 

Content Standard 1, Achievement Standards C & D

              Use different media, techniques, and processes to communicate ideas, experiences and stories

              Use art materials and tools in a safe and responsible manner

 

Objectives:

            SWBAT identify how precipitation moves through the water cycle by generating and explaining a water cycle of their own.

            SWBAT recognize that the earth is almost three-fourths water by explaining this phenomenon to a classmate.

           

 

Anticipatory Set: (5 min.) Begin by asking students if they know the reason it rains.  After you hear from a few, show them a picture (example created by former student or teacher-created) of the water cycle.  Tell them that throughout the lesson, they will begin to understand the reason it rains, where the rain comes from, and how it is formed into rain in the sky.

 

Modifications:

 

Advanced:  If there are children bored with the material because it is too easy for them, their life cycle creation will be more involved.  They will be given an extra category on their rubric that will ask them to pick a part of the water cycle to research and study in depth.  That section of their water cycle creation should be detailed and illustrated very specifically.

Proficient: No modifications; this lesson is geared toward proficient students.

Emergent: For children who may not be ready to understand all concepts of this water cycle, I will take this into account while grading their creations.  They will still have to do everything the other students are expected to do.  Their modifications will be slight to accommodate for their specific needs (ex--if more time is needed to complete project, it will be given).

 

 

Procedures:

            Introduction: I will begin the lesson by following up the anticipatory set of questions with an introduction to a nonfiction picture book, A Trip with Drip, that I will read aloud.  I will introduce the book by saying that throughout our lesson we will be learning even more about what this book is telling us, so everyone should listen very hard so they can help me out later.  After the reading I will ask them to tell me what they expect they will learn during our lesson.  I'll also ask them if any parts of the story confused them, so I know some key points I need to focus in on and explain very well throughout my lesson. (Book reading/questions~10 min.)

http://books.google.com/books?id=gFwuE0bvKdEC&printsec=frontcover&cd=1&source=gbs_ViewAPI#v=onepage&q&f=false

 

Guided Instruction: I will explain the terms of evaporation, condensation, precipitation and collection.  I will utilize an overhead for some of these terms and the blackboard for others.  Figure 1.1 is an example of an overhead I might use.  Explain that these terms all create the water cycle.  Show various diagrams of water cycle so students get an idea of what the cycle looks like.  Make sure to tell them when they finally create their own cycle, they can follow the general cycle diagrams or they can get inventive and create their own cycle styles.  Explain why and how clouds form (as air rises and cools, the water condenses out which forms clouds) Time: ~20 min.

            Independent Exploration/Instruction: Within this independent exploration, students will be creating their own illustration and interpretation of the water cycle.  I will have an example, but I will have various materials (tissue paper, crayons, markers, colored pencils, construction paper, scissors, glue) to let students create their own unique interpretation of what we have learned. (15 min)

            Closure: All students should be pretty much finished with their water cycle creations with 5-10 min left in class.  Ask a few to share theirs with the class.  After they share, they can post their water cycle on a bulletin board I will have prepared for their projects. (5-10 min)

 

Assessment/Evaluation:  Students' water cycle creations will be a good evaluation of the elements students took away from the lesson.  I will be able to modify my next lesson and the review at the beginning to things students didn't seem to pick up.  The following rubric will be added into the final and formal evaluation at the end of the unit. 

My rubric will be: I will have a rubric for the water cycle creation.  Students will have to exhibit an understanding of the vocabulary and ideas introduced within the lesson.  Categories will include neatness, use/exploration of media, vocabulary use/understanding of content, and control of media.  These categories will be graded on a four-point scale.  1-4 being worst/least understanding or participation to best/most understanding of content.  My advanced rubric will have an additional section about the specific research portion of their assignment.  This will be graded on accurate information and creativity in getting this information across in an artistic way.  My emergent rubric will allow for more time for the students to accomplish their task.  The criteria under each category will also allow for a little more room for error.

 

Reflection:  (I want to leave this space blank until after I attempt this lesson/unit!)

 

 

Arts Integrated Lesson Plan 2

 

Name:  Student B

Class/Grade Level:  3rd grade science

Unit Theme/Title: Weather

 

Lesson Title:  Severe Weather (Hurricanes, Tsunamis)

Projected Time Frame:  45 min

 

Rationale[s]:  This lesson incorporates history, science and visual arts.  Students will be able to take away an understanding of severe weather in the form of Hurricanes and Tsunamis.  They will also understand some of the worst storms of this kind in the history of our world.

           

Goal[s]:  The goal for this lesson is for students to understand and realize the reasons severe storms occur.  They should also recognize that, while severe storms can't be prevented, they could be assuaged by the response we take to them.

            PA History Standard:

8.3.3.D United States History

              Identify conflict and cooperation among social groups and organizations in United States history

o   Domestic instability (impact on daily activities)

o   Labor relations (working conditions over time)

            PA Art Standard:

9.1.3.J Production, Performance and Exhibition of Visual Arts

              Know and use traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others

o   Know and use traditional technologies (charcoal, pigments, clay, needle, quill pens, stencils, tools for wood carving, looms, stage equipment). Know and use contemporary technologies (CDs/software, audio/sound equipment, polymers, clays, board-mixers, photographs, recorders)

            National Art Standard:

Content Standard 6: Making connections between visual arts and other disciplines.

              Achievement Standard A: Understand and use similarities and differences between characteristics of the visual arts and other arts disciplines

              Achievement Standard B: Identify connections between the visual arts and other disciplines in the curriculum

 

Objectives:

            SWBAT identify historical weather related events by creating a video or diagram about these events.

            SWBAT demonstrate an understanding of why severe weather occurs by creating a project about a historical weather event and explaining the science behind these storms.

 

Anticipatory Set: (5 min.) Begin by reviewing the water cycle (terms and ideas that still seemed fuzzy after the creation of the water cycles.  Then introduce severe weather by saying that at times crazy things happen within the water cycle that creates hurricanes and tsunamis.

 

Modifications:

 

Advanced:  I will have extra books on hand about various storms for children who finish their work early and need something worthwhile to do.  If they choose to read one of these books, they will have to write a journal entry about why they chose to read that book, and what they took from it.  There will be a rubric for this assignment.  It will be graded, however the children that do not complete this will not be penalized for that.

Proficient: This assignment is, once again, geared toward the majority of the class.  If proficient students finish their work early, the will also have the option to read one of the books about storms.  While reading the book, they will fill out a worksheet that I will create.  They can hand this in to be graded, but once again, if they don't do this, they won't be penalized in the grade book (unless they had time and did not use it sufficiently).

Emergent:  These students will be grouped with both advanced and proficient students to keep them on track with the assignment.  They might have an alternative participation section on the rubric, but for the most part they should help their group members equally with the project.

 

 

Procedures:

            Introduction: I will begin the lesson by following up the anticipatory set of questions with a history of Hurricane Katrina and the 2004 Tsunami caused by an earthquake in the Indian Ocean.  Both storms were very detrimental to the communities that they touched.  A brief history of these storms will be provided.  I will ask students how they might have reacted if one of these storms hit our community(~10 min).

 

            Guided Instruction: I will follow the introduction with an explanation of the reasons why and how severe storms are created.  Show part of 4 min youtube video about how hurricanes form(http://www.youtube.com/watch?v=Cdh853PdVb0).  I'll start by getting a few books out of the library (Forces of Nature by Chana Stiefel; Tsunamis by Judith Bloom Fradin; Hurricanes, Tsunamis, and Other Natural Disasters by Andrew Langley; Escaping the Giant Wave by Peg Kehret).  I will create handouts for the kids to fill out while I'm telling them about Hurricanes and Tsunamis.  I'll ask if they have ever had any experience with these type of storms, and what they might do if they were in that situation. (~15-20 min)

            Independent Exploration/Instruction: Students will create a brief presentation with group members.  This could be a short 30-45 sec video of a new storm brewing (they would have to include vocabulary words and ideas from the lesson).  It could also come in the form of a colorful diagram of either a Hurricane or Tsunami with labels and definitions.  A few options would be given.  (20 min)

            Closure: All groups should be finished with their creations about 5-10 min before session ends.  Have all groups present to the class.

Assessment/Evaluation:  The group project is an informal evaluation of the concepts learned within that lesson.    

                        My rubric will be: The rubric will be a checklist guiding students through their assignments.  I will have a checklist for the movie assignment and the diagramming assignment.   They are Figures 2.1 and 2.2 at the end of this document.

 

Reflection:

 

 

Arts Integrated Lesson Plan 3

Name:  Student B

Class/Grade Level:  3rd grade science

Unit Theme/Title:  Weather

 

Lesson Title:  Water--Let's not pollute it!

Projected Time Frame:  90 min

 

Rationale[s]:  This lesson will preface the social justice lesson, and add on to the previous lesson.  It will point out the things that we do that pollute our water and give students an understanding of why water becomes dirty in the first place.  By the end of the lesson, students will have an understanding of ways they can prevent polluting our water supply.  It addresses the visual arts, science, and history.

           

Goal[s]:  The goals for this lesson will be for the students to understand and research a person who is an advocate for stopping pollution.  They will also have to explain and understand what this person advocates and give a presentation about this person.  Students should communicate meaning through the visual aids they create about the person they research.

            PA Science Standard:

PA Science Standard 3.1.4.E: Recognize change in natural and physical systems; recognize change as fundamental to science and technology concepts

            PA Art Standard:

PA Art Standard 9.1.3.A: Know and use elements and principles of each art form to create works in the arts and humanities; visual arts--color, form, shape, line, space, texture, value

            National Art Standard:

National Content Standard 3, Achievement Standard B: Choosing and evaluating a range of subject matter, symbols and ideas; select and use subject matter, symbols and ideas to communicate meaning

 

 

Objectives:

            SWBAT identify reasons researchers are concerned with pollution by giving a presentation about a researcher that is involved with pollution.

            SWBAT demonstrate an understanding of what we can do to make people aware of pollution by answering student and teacher generated questions after their presentation.

 

Anticipatory Set: (5 min.) We will review some unclear points about Hurricanes and Tsunamis.  Students will be able to ask any questions they didn't understand from the day before.  I will then say that there are other ways that water can harm us, and we can harm water. 

 

Modifications:

 

Advanced:  Once again, I will expect my advanced students to prove to me that they are working hard and really thinking about the material that we are learning.  I think the best way to do this is to tell them my expectations prior to an assignment and grade them accordingly.  I will also provide alternative activities for students if they finish an assignment early.  These will be related to my lesson plan that day.  An example is provided in Figure 3.1.

Proficient:  Figure 3.1 could also be used for proficient students when they are done early. 

Emergent:  These students will be given more time or help if necessary.  If a proficient or advanced student is finished early and is willing to assist an emergent student who might be struggling, I would ask each student if they'd be willing to work together.  If so, this could help the emergent student understand things better, while also forcing the advanced student explain the material in a different way, therefore, understanding it better.

 

 

Procedures:

            Introduction: I will follow the anticipatory set by telling students the different ways we contribute to pollution in water.  I'll introduce the idea of pollution--farm runoff, sewage, fertilizers, petroleum, radioactive substances and heat. 

            Guided Instruction: Oil pollution kills wildlife in oceans.  Other types of pollution include municipal, agricultural, and industrial.  I will introduce vocabulary words such as eutrophication, pathogens and sediments.  If we have a textbook that covers this topic, I'd like to read some excerpts from it with the students and use guided questions to help them understand the processes of pollution.  If there is no textbook, I would use the book Water Pollution: Water Science by Melanie Ostopowich.  After reading the students and I will have a discussion about the types of pollution the book talks about and I will supplement them with any of the pollution facts that the book missed (~20 min).

            Independent Exploration/Instruction:  For this, students will continue to think about pollution and how we are affected by it.  They will each choose a pollution expert to research.  They will be required to create a PowerPoint presentation, comic life, or other type of media presentation to show the class at the end.  In addition, I would like students to create a propaganda type cartoon or poster that we could hang around the school illustrating the causes and issues we are studying.  I will be walking around while the students are getting information and creating their projects to get a sense of understanding and the time the students might need to complete this project.  (~20 min)

            Closure: Each student will be required to share a little of their presentation about their pollution researcher.  I will be taking notes on each presentation to make sure each student knew sufficient and correct information about their person. (15 min)

 

Assessment/Evaluation:  My assessment will be informal.  I will use the notes I took on each presentation and the notes I took while walking around the room to evaluate if the students understood the information we talked about that day.  If some students seemed unclear, I would pull them aside in the morning the next day and ask them a few questions to check their comprehension of the lesson.

 

Reflection:

 

Arts Integrated Lesson Plan 4

Name:  Student B

Class/Grade Level:  3rd grade science

Unit Theme/Title:  Weather

 

Lesson Title:  Water--Social Justice

Projected Time Frame:  60 min

 

Rationale[s]:  This lesson will incorporate art with social studies and science.  I would like my students to come out of this lesson with a firm understanding of how water is used around the world.  I'd like them to understand that not all countries can get water as easily as we can, and ultimately, I would like for them to brainstorm ways that we might be able to help countries access water.  They will do this by researching after I present them with a lesson about one man who has been working on a way to purify water, using art. 

           

Goal[s]:  The goal for this lesson is for students to understand how to create a water filter, and attempt to design a cost-efficient one of their own.  This design will be on paper, however, the students will have to do some research about what should go into a water filter and how they should put them together to clean water.  I would also like students to understand that clean water is important, and not everyone has it at their disposal.

            PA Science Standard:

3.5.7.D--Explain the behavior and impact of the earth's water systems

o   Explain the water cycle using the processes of evaporation and condensation

o   Compare the effect of water type (polluted, fresh, salt) and the life contained in them

            PA Art Standard:

9.3.3.D--Explain meanings in the arts and humanities through individual works and the works of others using a fundamental vocabulary of critical response.

            National Art Standard:

Content Standard 1, Achievement Standards A, B, C & D

o   Know the differences between materials, techniques and processes

o   Describe how different materials, techniques and processes cause different responses

o   Use different media, techniques, and processes to communicate ideas, experiences and stories

o   Use are materials and tools in a safe and responsible manner

 

Objectives:

            SWBAT utilize materials such as clay and show their knowledge of water pollution by creating their own idea of a water filter.

            SWBAT demonstrate an understanding of the important of clean water by explaining why and how they created their idea for a water filter.

 

Anticipatory Set: (5 min.) Begin by asking students to review the things we have learned in the last three days' lessons about the water cycle, severe storms caused by water and water pollution.  Lead into the day's lesson by telling children that water in other parts of the world is not always abundant and clean like it is for us.  Ask them if they can think of any ways that we could start to solve this problem.

 

Modifications:

 

Advanced:  If these students finish the plan for their filter before other students, I would have clay and other possible materials together for them to try to build the filter they have drawn out.  If other students see them doing this, it might motivate the others to finish their project faster.  Another option would be for the advanced students to help other students if they finish their task early.

Proficient: Proficient students would have the same option as advanced students.  This project is just really all about how quickly students can get their ideas down on paper.  So, the proficient students could also help students that are struggling with ideas, or they could attempt to build their water filter.

Emergent:  If these students needed extra help, I might ask parent volunteers to come in for this day.  I would also be walking around the room helping any student who needed help.  If I had students that finished quickly, the could also make themselves available to help out.

 

 

Procedures:

            Introduction: Follow up the anticipatory set with a continuation of the lesson about Hurricane Katrina.  Talk about the impact this event had on people's lives--it changed the community of New Orleans, and nearly ten years later, things are still slowly being fixed.  Show youtube video about this event--interviews with citizens of New Orleans. (~5-7 min.)

            Guided Instruction: Continue talking about Hurricane Katrina, then open up the lesson to other countries.  Explain where these countries are, show them on map and ask students why they think (geographically) these people have difficulty acquiring clean water.   Show video (http://www.youtube.com/watch?v=OrJKD11Rmdg&feature=channel) and talk about the Bayaka people and what is being done to help them; talk about reasons their water could be polluted (use information from day before).  Explain to students that certain areas of the world do not get clean water as easily as we do.  Most of the places around the world with dirty water don't have the means to clean their water.  Introduce Steve Carpenter, social justice artist who designed a water filter out of clay that is made very cheaply. 

            Independent Exploration/Instruction: http://www.youtube.com/watch?v=m8VQk4isaOM (show this video as an example of how to make a homemade water filter) Within this independent exploration, students will be generating their own ideas and diagrams of ways to purify/bring clean water to the places we've talked about.  Example will be Stephen Carpenter's water filter--talk about how he is an artist using his talents for social justice.  Students are to design this water filter and list the materials they'd use to create it, as well as an estimate of how much it would cost to make one.  I will tell them that they should design the filters as if they are submitting them to their boss for approval.(15 min)

            Closure: Students will take 30 sec-1 min to share their ideas.  Ideas will be displayed on a bulletin board to be used the following day. (15 min)

 

Assessment/Evaluation:  I will evaluate the student's answers and discussion topics.  If they understood what the lesson was about, they would have some great ideas of ways that could help people get clean water.  There is no correct answer, so evaluation will be pretty subjective. 

My rubric will be: There will be guidelines for this assignment, but for the most part, I want the students to take my example of Stephen Carpenter into account and then be creative from there.  Guidelines are presented in Figure 4.1.

 

Reflection:

 

Figure 1.1

 

Overhead

Term Explanation for Lesson One

 

 

 

http://shoalwater.nsw.gov.au/Education/images/water%20cycle/evaporation_main.jpg

Evaporation:  When molecules in a liquid state become gas.  Water evaporates into air. 

 

            Can you think of some examples of where water would evaporate? (hint: you might see steam)

 

 

 

 

 

 

 

 

http://shoalwater.nsw.gov.au/Education/images/water%20cycle/condensation_main.jpg

 

 

Condensation:  opposite of evaporation!  When gas changes back into it's watery or liquid state.

 

Can you think of examples of this? (Hint: a cool glass of lemonade on a hot summer day)

 

Figure 2.1

Lesson Plan Two

Checklist for Film Creation

 

c  All group members have a role in the filming of this production (list)

o   _________________________________

o   _________________________________

o   _________________________________

c  Elements and vocabulary words from lesson are incorporated into video

c  Effort and creativity apparent

c  Original work is used (not clips from internet or broadcasts)

 

 

Figure 2.2

Lesson Plan Two

Checklist for Diagram Assignment

c  Individual produces original work

c  Creativity and effort are apparent

c  Elements and vocabulary words are used at appropriate places on diagram

c  Pictures make sense with vocabulary words and information from lesson

c  Placement of pictures and text makes sense

 

Figure 3.1

Lesson Plan Three

Supplements for Students (finish work early)

 

Water Pollution: Worksheet

 

  • What are the three major types of water pollutants?  Name and describe a few examples for each one.

 

1.    _______________________________________

examples:


 

2.   _______________________________________

examples:

 

 

3.   _______________________________________

examples:

 


 

  • List some of the effects of acid rain on aquatic ecosystems, soil and plants, and humans.


 

  • What are the two major causes of eutrophication?


 

  • What is the difference between point and nonpoint pollution?

 

 Example 3:

Arts Integrated Lesson Plan 1

 

Name: Student C

Class/Grade Level: 4th Grade

Unit Theme/Title: Picasso and Abstract Art

Lesson Title: The History and Progression of Abstract Art

Projected Time Frame:  60 minutes

 

Rationale[s]: I want my students to understand how art displays specific characteristics based upon its classification in a time period, for example abstract art.  Additionally, students should be able to explain why a piece of art is considered to belong to that period.

Literacy: Students need to understand how books and other resources can be used to conduct research on a topic, such as abstract art.

           

Goal[s]:

PA "Other Domain" Standard: Reading, Writing, Speaking, and Listening: 1.8 Research: Students gather information from a variety of sources, analyzing and evaluating the quality of information they obtain to answer research questions.

PA Art Standard: 9.2.5 Historical and Cultural Contexts: Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to identify, compare, contrast and analyze works in the arts in their historical and cultural context appropriate for each grade level in concert with districts' social studies, literature and language standards.

National Art Standard: 4. Content Standard: Understanding the visual arts in relation to history and cultures. b. Identify specific works of art as belonging to particular cultures, times, and places

 

Objectives:

Students will be able to understand the category of abstract art and what artistic styles fall into this category.

Students will be able to identify Picasso has an abstract artist.

Students will be able to explain why a piece of art is considered to be abstract.

Students will be able to use resources to find a piece of art that they wish to explore.

 

Anticipatory Set:

I will show a few pieces of Picasso's more famous artwork.  I will ask students what this art means to them?  How it makes them feel? What it reminds them of? What type of art they think it is? Then I will explain that Picasso created this artwork, and will give a very brief description of each piece.  I will explain that Picasso is an abstract artist.  I will ask what abstract art means to them?

 

 

Modifications:

Advanced: Students will be expected to go into more depth when describing the abstract qualities of the artwork that they chose.  They should be able to explain why the artwork is considered abstract. 

Proficient: Students will be expected to understand the basic qualities of abstract art and to connect these qualities with the artwork they chose.  They should provide at least one reason why it is abstract art.

Emergent: Students should be able to understand that the artwork that they chose is abstract art, but will not be expected to write an explanation of why.  If possible they should just write why they chose this piece of art.

 

Procedures:

Introduction: This lesson will provide a brief history of abstract art in the context of Picasso's work. The students will then use this knowledge to look at examples of both Picasso's work and other abstract art.  

            Guided Instruction:

-To provide students with the necessary background information to perform the task I will give a short presentation on what abstract art is, how it evolved out of realist art, and how Picasso's artwork is an example of abstract art.

The presentation will be in PowerPoint form and will contain this information, but more in depth:

-"Abstraction indicates a departure from reality in depiction of imagery in art. This departure from accurate representation can be only slight, or it can be partial, or it can be complete. Abstraction exists along a continuum." (Wikipedia: http://en.wikipedia.org/wiki/Abstract_art

-Abstract art shows an image in a unique way that it changed from how it really looks.

-Abstract art began at the end of the 19th century. Cubism, founded by Pablo Picasso in the 20th century played a large role in transitioning into abstract art (Wikipedia)

-I will then choose a piece of artwork (by Picasso) and will explain why the painting is considered abstract myself, with class participation.

Independent Exploration/Instruction:

-I next will explain to students that they will have to choose a piece of abstract art they want to write about.

-Students will be provided a packet of printouts of abstract art pictures, books on abstract art, and a list of websites that they can explore.

Examples:

Website: http://paintings.name/

Book: Abstract Painting: Concepts and Techniques

-From these resources the student will choose one picture they will explore.  -They will write 3 to 4 sentences about why they consider this piece to be abstract art. 

-Then they will write 2 sentences about why they choice this piece of art.

            Closure:

-The students will have a chance to discuss their chosen piece of art with a classmate.

 

Assessment/Evaluation:

Students will show that they have grasped the concept of abstract art if they have written an explanation for their choice of artwork to fit into the abstract category.  Likewise students will demonstrate that they have explored their interest in specific artworks by writing why they choose the piece they did.

My formal assessment will be: Student will only be graded on completion, therefore if they put in effort and complete the assignment.

 

Reflection: I will complete the reflection section while and after I am giving the lesson to my students. I want to use this section as a way to reflect on what was successful in the lesson and what changes could be made in the future.

 

Arts Integrated Lesson Plan 2

 

Name:  Student C

Class/Grade Level: 4th Grade

Unit Theme/Title: Picasso and Abstract Art

Lesson Title: Picasso Inspired Art

Projected Time Frame:  2 hours

 

Rationale[s]: Students should gain an understanding of the concept that each artist posses a unique style that is evident across many pieces of their artwork.  I want students to be able to take this style, and add their own personal touch to create a painting that is inspired by Picasso, but that is still an original piece of art.

Literacy: Students will understand the correlation between literacy and art, and will understand how to use text to describe a piece of artwork.

 

Goal[s]:

PA "Other Domain" Standard: Reading, Writing, Speaking, and Listening: 1.4 Types of Writing: Students write for different purposes and audiences. (Informational: 1.4.4B)

PA Art Standard: 9.1.5 Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts: Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to: Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.

PA Art Standard: 9.2.5 Historical and Cultural Contexts: Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to identify, compare, contrast and analyze works in the arts in their historical and cultural context appropriate for each grade level in concert with districts' social studies, literature and language standards.

National Art Standard: 4. Content Standard: Understanding the visual arts in relation to history and cultures. c. Demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art.

 

Objectives:

Students will be able to recognize multiple artworks as Picasso's paintings.

Students will be able to understand the unique features of Picasso's style.

Students will be able to take their knowledge of Picasso's style and add their own interpretation to create a painting influenced by Picasso's work.

Students will be able to write an explanation for how and why they created their artwork, and how it is influenced by Picasso's style.

 

Anticipatory Set:

I will show students more examples of Picasso artwork, and as a group the class will begin to make a list of what are common features of Picasso's style that are evident across many of his paintings.  For example, his use of bright colors and shapes.  After a list is compiled, we will as a class, narrow the list down to a few essential components that truly define Picasso's style.  I will also explain to student what it means to create a piece of art that is inspired by an artist.  I will stress that students should not recreate one of Picasso's paintings, but should make an original painting that is inspired by his style.

-A website that contains examples of Picasso's paintings (http://www.abcgallery.com/P/picasso/picasso.html)

-Common features of Picasso's artwork:

            -Bright Colors

            -Use of many shapes

            -Image not immediately apparent

            -Many paintings of people

            -Ect.

 

Modifications:

Advanced: Students artwork will be expected to contain elements of Picasso's style. Their paragraph should sufficiently explain how their painting contains Picasso's style.

Proficient: There should be some evidence of Picasso's style in the artwork, however it need not be as obvious.  They should be able to explain, at least verbally how it relates to Picasso's work.

Emergent: Their artwork should contain some aspects of abstract style to display some understanding of Picasso's work.  Their paragraph explanation need only contain their reasoning for why they created their painting

 

Procedures:

Introduction:

-I will set out all materials necessary: Paper, Paint, brushes, water, sponges, paper towels.

-I will go over directions for how to use the paints:

                        -Take a small amount from the bottle and put it on your palette.

                        -Wash brush well when changing colors.

-Guided Instruction

-I will demonstrate how to create some simple painting techniques (blending, texture)

-I will begin an example of my own Picasso inspired painting.  I will point out what elements of my painting are inspired by Picasso, but will also stress that my ideas for the painting are original.

Independent Exploration/Instruction:

-Students will be instructed to begin creating a Picasso inspired painting. I will instruct them that they will only have 1 hour for this project so they should try and finish their painting in that time frame. 

-I will walk around the class providing help to students who are struggling with ideas or who need assistance working with the paint.  I will ensure that all students are on track with the time frame that is provided.

-Once 1 hour has passed, I will instruct them to begin cleaning up their materials.

Closure:

-Students will now be instructed to write a short paragraph explaining how and why they created their painting, and how it is influenced by Picasso's style.

 

Assessment/ Evaluation:

Students will be assessed based upon a checklist that they will be provided at the start of the project.  The checklist will be very broad, and the biggest determinant of a student's grade will be their effort.  Students who have met the requirements will receive credit for the assignment.  No grades will be given.

 

Checklist:

____ The artwork is an original creation, not a copy of one of Picasso's paintings

____ The student has demonstrated evidence of a Picasso's style influencing their painting.

____ The student has written a paragraph to accompany their artwork.

____ The student has put effort and thought into their artwork.

 

Reflection: I will complete the reflection section while and after I am giving the lesson to my students. I want to use this section as a way to reflect on what was successful in the lesson and what changes could be made in the future.


Arts Integrated Lesson Plan 3

 

Name: Student C

Class/Grade Level: 4th Grade

Unit Theme/Title: Picasso and Abstract Art

Lesson Title: Cubism

Projected Time Frame:  1.5 hours (across 2 days)

 

Rationale[s]: Through this lessons students will gain an understanding of the cubism movement.  I want students to understand how math and geometry can be used to create artwork, and how the two fields are connected.

Math: Students need to understand how the math concepts they learn can be applied to other aspects of school and life. 

 

Goal[s]:

PA "Other Domain" Standard: Mathematics: 2.9 Geometry: Definitions, Properties and Relations. 2.9.3.A: Name, describe and draw/build 2- and 3- dimensional shapes.

PA Art Standard: 9.1.5 Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts: Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to: Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.

National Art Standards: 1. Content Standard: Understanding and applying media, techniques, and processes. C. Use different media, techniques, and processes to communicate ideas, experiences, and stories.

 

Objectives:

Students will be able to understand what cubism is, and will be able to recognize examples of cubism artwork.

Students will be able to create a simple cubism piece of art.

Students will be able to identify the basic shapes they are using in their artwork.

 

Anticipatory Set:

I will explain what cubism is and will provide background research on the movement. 

-Cubism is a 20th century experimental movement that was founded by Pablo Picasso and Georges Brauque. 

-"In cubist artworks, objects are broken up, analyzed, and re-assembled in an abstracted form--instead of depicting objects from one viewpoint, the artist depicts the subject from a multitude of viewpoints to represent the subject in a greater context" (Wikipedia http://en.wikipedia.org/wiki/Cubism).

- "Cubism seeks to reproduce different perspectives or forms simultaneously, as they might be seen by the mind's eye. It attempts to mimic the mind's power to abstract and synthesize its different impressions of the world into new 'wholes" (http://www.huntfor.com/arthistory/C20th/cubism.htm)

-The artist distorts the image by creating it out of many different shapes.

Modifications:

Advanced: Students pictures should contain evidence of cubism style, while also still depicting some image that the student was attempting to show.

Proficient: Students should artwork show display some aspect of cubism and an attempt to create an image within the picture should be evident.

Emergent: Student work should show evidence that they explored the use of shapes to create a picture, but an image need not be present.

 

Procedures:

Introduction:

-I will introduce what cubism is by showing the students multiple examples by Picasso as well as other artists.

-Example: Pablo Picasso's: Three Musicians

-I will also teach and review what the basic shapes are that the students will be working with.

-As a class we will draw on the board: a square, rectangles, rhombus, triangle, parallelogram, circle, pentagon, octagon, and any other shapes the students can think of.

Guided Instruction:

- I will now walk the students through the start of creating a cubism piece.  I will follow the instructions of this website:

(http://www.ehow.com/how_5214911_make-cubism-art.html)

- I will start by drawing many different sized shapes all over the paper. (The paper will only be an 8x11-sized sheet, so this doesn't take too long). I will use many different kinds of shapes as well, and will instruction the students to do the same when they are making their picture.

-Then looking at the picture of an object (either something in front of me or a picture) I will begin to draw parts of the image contained within the shapes.  It shouldn't look like the image but should be distorted.

-Then I will outline some of the shapes and the image in black, as much as I desire.

-I will begin to color the picture in as I please.  I will not finish my picture because I do not want to waste the students' time to work, but I will have a finished example to show the students.

Independent Exploration/Instruction:

            -Students will now be instructed to begin their own picture. 

-To start they must pick an image from the collection of objects and pictures that I have available.  If they can't find what they want I can help them use the Internet to find an image.

-As students are working I will walk around and help them with any steps they are struggling with.

-I will stop the students after 30 minutes has passed.  They will be allowed 30 minutes to finish the next day.

Closure:

-Students will display their finished products on their desk and they will have the opportunity to walk around and look at their peers work.

 

Assessment/ Evaluation:

Students should complete this project with an understanding of cubism, and the ability to create a picture using this technique.  However, this project will not be graded.  Students will just be encouraged to be creative and to have fun exploring the style of cubism.

 

Reflection: I will complete the reflection section while and after I am giving the lesson to my students. I want to use this section as a way to reflect on what was successful in the lesson and what changes could be made in the future.


Arts Integrated Lesson Plan 4

 

Name: Student C

Class/Grade Level: 4th Grade

Unit Theme/Title: Picasso and Abstract Art

Lesson Title: Life Cycle of Picasso

Projected Time Frame:  1 hour and 15 mins.

 

Rationale[s]: Students should understand that artists progress and evolve over their lifetime, and that their artwork changes to reflect this evolution.  They should comprehend the idea of multiple time periods of an artist's work. 

Literacy: Students need to understand how books and other resources can be used to conduct research on a topic.

 

Goal[s]:

PA "Other Domain" Standard: Reading, Writing, Speaking, and Listening: 1.8 Research: Students gather information from a variety of sources, analyzing and evaluating the quality of information they obtain to answer research questions.

PA Art Standard: 9.2.5 Historical and Cultural Contexts: Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to identify, compare, contrast and analyze works in the arts in their historical and cultural context appropriate for each grade level in concert with districts' social studies, literature and language standards.

PA Art Standard: 9.3.5 Critical Response: Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to: Describe works in the arts comparing similar and contrasting characteristics.

National Art Standards: 5. Content Standard: Reflecting upon and assessing the characteristics and merits of their work and the work of others. B. Describe how people's experiences influence the development of specific artworks.

National Art Standard: 4. Content Standard: Understanding the visual arts in relation to history and cultures. b. Identify specific works of art as belonging to particular cultures, times, and places.

 

Objectives:

Students will be able to understand Picasso's art, and how his art is affected by the time period and his goals.

Students will be able to identify the 5 periods of Picasso's life, and how his art was depicted at each stage.

Students will be able to identify paintings by Picasso that represent each period of his life.

Students will be able to create a 5-stage life cycle of Picasso's periods of artwork.

 

 

Anticipatory Set:

I will discuss with students how their artwork has changed since they started kindergarten.  I will then provide explains of how my own artwork has progressed from when I was a child through my adulthood. I will explain that famous artists artwork changes in a similar manner.  I will tell the students that today we will be making a life cycle of Picasso's artwork as it progressed through five main time periods.

 

Modifications:

Advanced: Students will be expected to complete a thorough and detailed life cycle with more in-depth descriptions of each time period.  They should make it personalized and creativity should be present. 

Proficient: All pictures and time periods should be present and a brief description of each time period should be completed.  Effort of creativity should be present.

Emergent: A picture of each time period should be present, but a description is not expected.  The time line should be arranged in some manner, but it doesn't have to be personalized.

 

Procedures:

Introduction:

-I will introduce the 5 Periods of Picasso's life and artwork and provide a description and examples for each:

1. Blue Period- 1901-1904: Classified by paintings that are show images of melancholy and depression.  They contain variations of the color blue. (http://www.theartistpablopicasso.com/pablo-picasso-painting-old-guitarist.htm)

2. Rose Period- 1905-1907: Characterized by more cheery and upbeat artwork that contains orange and pink colors.

3. African Influenced Period- 1908-1909: When Picasso painted in a style that resembled African sculpture.
4. Analytic Cubism- 1909-1912: Characterized by paintings where the images were broken up by their shapes.  Paintings contained brown and neutral colors

5. Synthetic Cubism-1912-1919: Similar to analytic cubism but Picasso would use cut up pieces of paper in a collage like format.

(Wikipedia: http://en.wikipedia.org/wiki/Pablo_Picasso)

Guided Instruction:

-After the five time periods have been introduced, as a class we will briefly describe each on the board.  This will provide students with a reference for when they create their life cycles.

-I will display multiple examples of Picasso's artwork and as a class we will classify the piece into one of the 5 time periods.

Independent Exploration/Instruction:

-Students will now be instructed to use the resources at hand: books, a list of websites, and printouts from the Internet, to look for one example of an artwork by Picasso that fits into each one of his time periods.  Students can use dates as a reference, but they can also chose pieces outside of the date range if they can justify their choice.

-Students will write a brief summary of each of Picasso's time periods to accompany each picture.

-Students can arrange their life cycle in anyway they chose, but they must label each period for clarity.  Also they should be encouraged to decorate it, and add their own personal touch. 

Closure:

-In small groups of 3 to 4, students will share and discuss their life cycles with their peers.

 

Assessment/ Evaluation:

Student's life cycles will be graded using a rubric:

Proficient: The life cycle is neatly and logical organize so that each period is easily identified.  The student should have accurately chose pictures to represent each time period and provided a detailed explanation of each time period.  The life cycle shows that the student put in effort and was creative.

Basic: The life cycle contains all five pictures and time periods, but the student's description of the time periods is lacking. While some creativity is present, the student did not put in much effort to make the life cycle personal.

Below Basic: The student did not include 5 pictures or time periods and descriptions are missing.  Little to no effort is apparent.

 

Reflection: I will complete the reflection section while and after I am giving the lesson to my students. I want to use this section as a way to reflect on what was successful in the lesson and what changes could be made in the future.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 




No TrackBacks

TrackBack URL: https://blogs.psu.edu/mt4/mt-tb.cgi/260726

Leave a comment

Subscribe to receive notifications of follow up comments via email.
We are processing your request. If you don't see any confirmation within 30 seconds, please reload your page.

Search This Blog

Full Text  Tag

Recent Entries

Coded Data from Questions 4, 7, & 8 from Survey 1
4). What is your opinion concerning the value of art? Cr=creativity ExIE=express ideas emotions Im=imagination In=individuality Dm=deeper meaning L=looking…
Q. 3). What would you like to learn from this course?
@font-face { font-family: "Cambria"; }p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 0in 0in 0.0001pt; font-size: 12pt; font-family: "Times New Roman"; }span.notranslate…
Q. 2). What were/are your concerns or apprehensions about this course in particular?
@font-face { font-family: "Cambria"; }p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 0in 0in 0.0001pt; font-size: 12pt; font-family: "Times New Roman"; }span.notranslate…