LESSON PLAN FORMAT

University of North Texas Art Education Name: Jennifer Mack I. Lesson Title and Rationale: Title should reflect the essential question under investigation. Include rationale here. The title for this lesson is Showing Change The rationale for this lesson is that it will teach students about how things change through learning how to depict change within artwork and digital photography skills. Learning to depict change within an artwork will help students understand and think more critically about artwork and probably improve their own art. Learning digital photography skills is important not only for expanding their art making methods but also for their future careers. Being able to take good pictures can be a necessity for some jobs like police work or journalism. II. Grade Level: 9th III. Lesson # (in relation to unit): This would be lesson # 4 IV. Enduring Understanding: Identify the big idea to be investigated in this lesson. The big idea to be investigated in this lesson is change. V. Key Concepts: Identify the key concepts to be investigated in this lesson Things change. Change can be shown in art. VI. Essential Question: Identify the essential question(s) to be investigated in this lesson. How do things change? How can I show change? VII. Lesson Objectives: List 1-2 objectives for each lesson. The objectives should include the expected learning as well as the means through which that learning will be achieved. An activity, such as The student will paint a painting, is not an appropriate objective (it is closer to the activity). The objective should focus on what the student will learn as a result of engaging in the activity and in relationship to the essential question under investigation. Before writing each objective, please think After the lesson, the student will be able to and then write the objective. The objective must be very specific, and should be observable, measurable and assessable.

After the lesson, the student will be able to understand how things change and how to depict change. VIII. Specific Art Content: List the specific art content to be taught, such as concepts about art, the nature of art, skills, elements and principles, processes, and techniques used to communicate ideas. Also include in this section information about artists examples. After the lesson, the student will be able to understand how to change in their artwork. After the lesson, the student will be able to understand what sequence photography is and how to make it. Artist I will use for examples are Eadweard James Muybridge and Duane Michals because they both do sequence photography.

IX. Resources & Materials for Teacher: List the instructional resources needed--reproductions, objects, websites, equipment, videos, dvds, parents, experts, literature, performances, local sitesetc. In the case of images/reproductions or motion pictures to be used in the lesson, be sure to include the artist/director; title of the work(s); and, if the reproduction is commercially available, the source for obtaining them. I will need a computer with Photoshop and internet, tripod, camera, projector and images of Eadweard Muybridge and Duane Michalss artwork. X. Resources & Materials for Students: List all materials needed for students art making, discussions, and/or other activities, and vocabulary list. Students will need cameras and computers with Photoshop and internet. XI. Instruction and Its Sequencing: For each day, (see below), describe the steps necessary in teaching the lesson content. This includes the essential question, the key concepts, any discussion questions, use of supporting materials, instructions and demos for students, and classroom procedures that include how materials will be distributed and collected. Instruction focuses on facilitating what the students will do during the lesson and in relationship to the essential question. Be sure to select and vary instructional strategies appropriate for your unit (i.e. demonstration, presentation/lecture, class discussion, audio/visual, individual work, collaborative group activities, field trips, games, student reports, visual displays, . . .etc). Plan each day. Day(s) for Lesson 1. Introduction/Motivation: (this must include discussion questions)

How will I get students interested (the hook to get a students attention) in today exploration of the essential question? Your goal is to present information about your unit in a fun and exciting way that facilitates learning among students. I will show examples of Eadweard Muybridges and Duane Michalss artwork to interest students in sequence photography and inspire them to make their own. 2. Purpose/Objective: What do I want students to learn or accomplish today? Students learn what sequence photography is. Students will practice making sequence photography. Students will understand how to use the web quest to help them outside of class. 3. Instruction: What do I need to do (demonstration, lecture, discussion, activity) to help students build new knowledge today? What will my students do (demonstrate, discuss) to build new knowledge today? Today I will need to lecture on what sequence photography is and how the web quest can help them. I will need to demonstrate how to make sequence photography. Students will need to listen to my lectures and practice making sequence photography. 4. Guided Practice How will I help students practice the new knowledge to make it their own? List any reflective questions here. I will go around and help students when they are practicing their sequence photography with their cameras and subjects. 5. Independent Practice How will students demonstrate their knowledge without my help? Students will go home and take sequence photos of something changing that they will bring into class the next day. 6. Closure What concluding event can I design that allows students to reflect on the essential question and how your lesson helps to investigate the big idea. I can show examples of what the students were practicing in class and we can have a group discussion about whether they show change. 7. Formative Evaluation How will I document student learning? How will I check to see if students have constructed knowledge for themselves in relationship to the essential question? What will I do if students need re-teaching?

I will keep note of students level of participation and knowledge throughout the group discussion and when I walk around helping students with their sequence photography. 8. Classroom Management Procedures What will you do to keep students on task and safe? First I will tell students that participation is a part of their grade to motivate them to keep on task along with establishing rules of what they can take pictures of to keep them safe (ex no taking photos of breaking glass). I will also keep an eye on my students when they are practicing because they will be moving around a lot so that they dont endanger themselves, other students or class equipment. 9. Adaptations for Students with Special Needs: What accommodations will be made to make sure your students with special needs will be successful? Things to consider: Do students need to sit close to the teacher? Will peer sponsors be used during the project? Do any of your supplies or directions need to modified for physical or mental disabilities? Does your student need extra time on projects or writing assignments? I will personally help those with physical and mental disabilities that dont allow them to do the project by themselves by listening to their instructions while arranging their subject matter and taking photos if needed. I will help these students do their homework in class so that they are prepared for tomorrow. I will also help those who might have learning difficulty by placing them next to me so that I am easily available for questioning. If I believe students dont have enough time to finish their project I will extend their due date. Day(s) for Lesson 4. Introduction/Motivation: (this must include discussion questions) How will I get students interested (the hook to get a students attention) in today exploration of the essential question? Your goal is to present information about your unit in a fun and exciting way that facilitates learning among students. I will share a sequence I made at home to inspire kids to make their own sequence. 5. Purpose/Objective: What do I want students to learn or accomplish today? Students will choose three photos and make a photo sequence in Photoshop. Students will learn how to email pictures using attachments. 6. Instruction: What do I need to do (demonstration, lecture, discussion, activity) to help students build new knowledge today? What will my students do (demonstrate, discuss) to build new knowledge today?

I will need to demonstrate how to send an email with an attachment and how to make a photo sequence in Photoshop. Students will need to listen, edit their pictures and send them to me in a email. 4. Guided Practice How will I help students practice the new knowledge to make it their own? List any reflective questions here. I will walk around and discuss with students about their project and how it reflects change. 5. Independent Practice How will students demonstrate their knowledge without my help? Students will arrange a photo sequence in Photoshop and send it to me in an email. 6. Closure What concluding event can I design that allows students to reflect on the essential question and how your lesson helps to investigate the big idea. I will show the photo sequences that were emailed to me and the class will discuss the change they see in the sequence. 9. Formative Evaluation How will I document student learning? How will I check to see if students have constructed knowledge for themselves in relationship to the essential question? What will I do if students need re-teaching? I will document student learning through the emails they sent me and see if they understand the essential question by looking for change being demonstrated in their photo sequence. 10. Classroom Management Procedures What will you do to keep students on task and safe? I will monitor students activity on computers to make sure they are on task and not on distracting/potentially dangerous websites. 9. Adaptations for Students with Special Needs: What accommodations will be made to make sure your students with special needs will be successful? Things to consider: Do students need to sit close to the teacher? Will peer sponsors be used during the project? Do any of your supplies or directions need to modified for physical or mental disabilities? Does your student need extra time on projects or writing assignments? For students with physical or mental disabilities I will arrange their photos and send an email following their instructions so they can participate and I can check if they have learned what Im trying to teach. I will also help those who might have learning difficulty

by placing them next to me so that I am easily available for questioning. If I believe students dont have enough time to finish their project I will extend their due date. Repeat as Needed XII. Interdisciplinary Connections: Briefly list and describe any meaningful connections or extensions of the lesson into other subject areas. It is beneficial to be able to include any TEKS in the non-art subject area pertinent to the interdisciplinary connection. Not all art lessons have legitimate connections across the curriculum. This lesson could easily be connected to science to observe and document changes like chemical reactions, water cycles etc. Observing and documenting are integral skills for a science class and could probably be intergraded with most of their experiments. XIII. Summative Assessment and Evaluation: Assessment should align with the objectives and instruction. Consider multiple ways the lesson might be assessed throughout its course. Allow the students to be involved in assessment. Be sure to determine how progress will be reported to students, administrators (if applicable), and parents. The student should be aware of his/her own progress. You MUST include the specific assessment instrument (rubric designed specifically for your lesson/unit, specific checklist, quiz, or exam, etc.) Turning an objective into a yes/no question (i.e., Did the student ?) is never an appropriate assessment method. I plan to assess my students based on their participation in class, homework assigned and their final product. Class participation will be if students are working in class and are not disrupting me /other students and will count for 10%. Homework will be the photographs students take outside of class (students without cameras will be lent one) and will count for 20% of their grade. The final product will consist of three photographs emailed to me and will count for 70% of the grade. The photographs will be judged based on quality (skills that we learned in class not on quality of their camera), whether they depict a sequence/change and how they are arranged (If their arrangement distracts from the photos or enhance them). For students I will give them a checklist to help them keep up with the assignment that will also include a link to the web quest to help them at home and a rubric on how I will be grading them. XIV. References & Resources: List all references used to develop this lesson. Tutorials in order form top to bottom Tripod-http://photofocus.com/2013/09/10/no-tripod-no-problem-improvise/ Phtotoshop-http://www.youtube.com/watch?v=ntLSbRlP1JI Images in order from top to bottom The Human Condition by Duane Michals Human and Animal Locomotion by Eadweard Muybridge The Bogeyman, by Duane Michals

'I build a pyramid' by Duane Michals XV. Art TEKS (2) Creative expression: (A) use visual solutions to create original artwork by problem solving through direct observation, original sources XVI. National Art Standards Content Standard #1: Understanding and applying media, techniques, and processes Achievement Standard, Proficient: Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks