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Erica Binkowski

2014 Lesson Plan

3rd Grade: Living The Dream


minute segments

5-45

Goals: Students will create an artwork by investigating ideas, coming up with a plan
of action, and by manipulating materials. They will create and artwork, they will
present it in an art walk form of critique, and they will respond to each other's
artwork.

Objective: After having a question-based discussion about the difference between


goals and dreams, students will create a 5 x 7 foam block and an artwork with its
prints using printmaking techniques, through this process students will learn the
importance of goals and dreams.

Rationale: By using a theme that is relevant to student's personal lives, they can
have a real connection to their work and will learn value in their own dreams and
goals as well as their peers.

Materials: Thin foam sheets, printing ink, brayer, ballpoint pen, pencil, newsprint,
surface to roll brayer and ink on (plexiglass).

Grade Level Benchmark Standards:


VA:Cr1.1.3a: Elaborate on an imaginative idea
VA:Cr2.2.3a: Demonstrate an understanding of the safe and proficient use of
materials, tools, and equipment for a variety of artistic processes.
VA:Cr3.1.3a: Elaborate visual information by adding details in an artwork to
enhance emerging meaning.
VA:Pr5.1.3a: Identify exhibit space and prepare works of art including artists
statements, for presentation.
VA:Re.7.2.3a: Determine messages communicated by an image.

Daily Lesson Sequence


Day 1: introduce idea of goals and dreams
Day 2: Students sketch ideas/demo of printmaking

Erica Binkowski

2014 Lesson Plan

Day 3: Work on printing block


Day 4: Make prints
Day 5: Art Walk critique
Day 1: 45-minutes
Prep: Before class, place set of questions on whiteboard for the class to speculate
upon arrival. What are goals? What kinds of goals are there? What are some of
your goals?
1. Students will enter the classroom and are greeted at the door with a good
morning (name) and ask them to grab a piece of newsprint and a pencil from
the supply station near the door. (5 mins)
2. Upon their entrance, students go to the carpet in front of the white board. (1
min)
3. When everyone is seated, I ask the students to write the questions on their piece
of paper and leave space to answer them. (2 mins)
4. Then students are asked to take ten minutes time to write down their answers to
the questions. (10 mins)
5. When the ten minutes are up, we have sharing time to take turns sharing
answers to each question. (15 mins)
6. Students are then asked to choose one goal from their list from question 3, and
as homework are to come up with a symbol or idea for how to represent that
goal and reaching it. (5 mins)
7. Students return pencils to supply station. (1 min)
8. Students are asked to take their answers to the questions home with them to
help them to start mapping their ideas. (1 min)
9. Students are asked to line up quietly by the door for their teacher to come pick
them up, must wait until quiet before allowing them to do so. (5 mins)
Day 2: 45-minutes
Prep: Before class, get out more newsprint (If needed). Have a printmaking demo
station set up by whiteboard with finished example.
1. Students will enter the classroom and are greeted at the door with a good
morning (name) and ask them to grab a piece of newsprint and a pencil from
the supply station near the door. (5 mins)
2. Students sit at the carpet for further instruction. (1 min)
3. Students are asked to use their homework assignment to create a sketch of a
design they want to make a print of that represents their goal using newsprint
and pencils. Told they will learn a new technique called printmaking after 20
minutes of sketch time. (5 mins)
4. Students are sent to tables and begin sketching for 20 minutes of class.
5. Students asked to come back to carpet area for a demo, show students how to
carve into the foam with a ballpoint pen, then how much ink to use, how to roll
out on plexiglass, and then how to get it on their styrofoam to make a print on a
piece of paper (about 10 minutes)
6. Students put the pencils away but keep their sketch out. (1 min)

Erica Binkowski

2014 Lesson Plan

7. For homework, students finish sketches (which should be near completion) and
we have a short recap of the printmaking process by asking students to explain
the process themselves. (3 mins)
8. Students asked to line up at door by quiet table dismissal and are picked up by
teacher. (2 mins)
Day 3: 45-minutes
Prep: get out all supplies for the supply station. Get class portfolio out.
1. Students will enter the classroom and are greeted at the door with a good
morning (name) and ask them to go to right to the tables today. (1 min)
2. Students go to their tables with their sketches. Then, their table captains get
their supplies from the supply station for printmaking. (1 min)
3. Students are to first finish up anything else they want to with their sketches,
then, do another recap with them on the printmaking process. Give them a cheat
sheet if they forget (1 per table). (10 mins)
4. Students begin with step 1: taking their sketch and carving it into the foam with
a pen. (20 mins)
5. Students do step 2: Choosing a color of ink to use. (5 mins)
6. Students place their foam carving into the classroom portfolio. (1 min)
7. Talk about the next few steps for the print process they will be doing next class.
(5 mins)
8. Dismiss quiet tables to line up, teacher picks them all up. (3 mins)
Day 4: 45-minutes
Prep: Get supplies on the supply station. Get out class portfolio.
1. Students will enter the classroom and are greeted at the door with a good
morning (name) and ask them to go to grab their work from the classroom
portfolio. (1 min)
2. Students then instructed to go to tables and finish up their foam printing block.
(10 mins)
3. Students do step 3: Using a brayer and plexiglass, rolling out ink, getting it on
their foam. (5 mins)
4. Students do step 4: Place image face down on their paper and print four times,
adding more ink to the image if too dry. Change orientation each time. (10 mins)
5. Tables each assigned a cleaning job and perform that task. (10 mins)
6. Students then asked to meet at carpet. (1 min)
7. Students receive their artist statement worksheet (which they use on each
project) as homework for the next class. (4 mins)
8. After student receives their worksheet, they may line up at the door quietly. I will
then let artworks dry for a few minutes in between classes, then place in portfolio.
(3 mins)
Day 5: 45-minutes
Prep:
Have student's work in a stack at the front of the room with me (by the whiteboard)

Erica Binkowski

2014 Lesson Plan

9. Students will enter the classroom and are greeted at the door with a good
morning (name) and ask them to go to right to the carpet today. (1 min)
10.Students sit at the carpet and the stack of artworks is passed around, students
are to take their piece. (5 mins)
11.Introduce the idea of an art walk and how it works. (8 mins)
12.Students go to their table and place their artwork at their seat. (1 min)
13.Students go table to table and view other students work and choose a favorite,
write the student's name on a piece of newsprint and why they think the artwork
was successful. (15 mins)
14.Students are asked to finish looking at the piece they are looking at. (1 min)
15.Students get their artwork, piece of paper they wrote on, and their artist
statement worksheet. (1 min)
16.Have a discussion about some of the students artworks and the project overall
(did they like it? Why/why not?, etc.) (10 mins)
27. Students are asked to line up at the door with their stuff and hand it to me as
they line up so I can put I into their classroom portfolio. (4 mins)

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