Sie sind auf Seite 1von 8

Lesson Plan

Title: Realistic Hands

Length: 4 Classes

Pre-Assessment:
This will need to be done prior to teaching your lesson. Outline the method you will use to determine the
skill/knowledge level of your students based on the concepts/enduring understandings/objectives of the lesson. (Hint:
turn these into questions.) Be specific in describing what you would recognize as proficient skill/knowledge.

Pre assessment worksheet attached


Have students take 3 min to draw a hand holding a flower will help determine if they
draw based off of what they see or what they think it should look like.
Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story.
In this narrative the students take on a role and create a learning product about a specific topic for a certain audience.
(RAFT Role / Audience / Format / Topic)

You are a on a tropical vacation on a distant and beautiful island, unfortunately for you
this island has a strange phenomenon where no technology can function. This is
upsetting for you because you would love to have pictures of the experience and now
you must resort to drawing snapshots of your time and you start practicing on your
hands.
Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable.
Examples of concepts used in art might include: Composition, Patterns, Technique, Rhythm, Paradox, Influence, Style,
Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement,
Shape, Improvisation, and Observation Look for concepts in the standards, content specific curriculum, etc.

Composition
Technique
Shading
Shape
Value
Form
Influence
Enduring Understanding (s):
Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best
enduring understandings not only link two or more concepts; but demonstrate why this relationship is important. Like concepts,
they are timeless, transferrable and universal. Align Standards, Prepared Graduate Competencies (PGCs) and Grade Level
Expectations (GLEs) to Enduring Understandings.

Students will make visual references to objects in the real world and learn to transfer them
through drawings
Standards: (All lessons should address all standards.)

1. Observe and Learn to Comprehend


2. Envisd Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer

Objectives/Outcomes/Learning Targets:
Objectives describe a learning experience with a condition behavior (measurable) criterion. Aligned
to: Blooms Standards GLEs - Art learning and, when appropriate, Numeracy, Literacy and Technology. Should be
written as: Objective. (Blooms: _____ - Standard: _____ - GLE: _____ -Art learning: _____ -Numeracy, Literacy,
and/or Technology)

Given examples and the teachers demos TSWBAT create realistic drawings using line
and shape techniques
Blooms: Analyze - Standard: Create - GLE: 1 -Art learning: Ideation -Numeracy, Literacy, and/or Technology

Given graphite pencils TSWBAT make a realistic, 3D drawing of their hands using
shading techniques.
Blooms:Create- Standard: Create - GLE: 2 -Art learning:ICEF -Numeracy, Literacy, and/or Technology

Given a worksheet with prompts TSWBAT reflect on their artwork to determine how
well or not well they met the prompts
Blooms: Create - Standard: Create - GLE: 2 -Art learning: Media Techniques -Numeracy, Literacy, and/or Technology
Blooms: Analyze - Standard: Comprehend - GLE: 2 -Art learning:Ideation -Numeracy, Literacy, and/or Technology

Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive
scale. Describe the strategies you will use for students who are already proficient and need growth beyond what you
have planned for the rest of the class, as well as modifications for students with physical and/or cognitive challenges.
Students must still meet the objectives.

Differentiation:
(Multiple means for students
to access content and multiple
modes for student to express
understanding.)

Extensions for depth


and complexity:

Access (Resources and/or Process)

Expression (Products and/or


Performance)

The medium is mostly controlled


however the drawing and shading
techniques are open to choose
from to decide what works best
for them and the personal objects
can be portrayed using different
media.

The personal expression of the


piece is completely up to them,
they just have to include a hand
doing something

Access (Resources and/or Process)

Expression (Products and/or


Performance)

The medium allows for very in


depth detailed work if they
choose to do so

The choice of topic being up to


the student allows for them to
pick a more challenging hand
position and accompanying
objects.

Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy
is integrated into the lesson.

Blending Stump
Hatching/Cross-Hatching
Contour
They will discuss the personal significance in their project and will also fill out a
reflective worksheet once their project is completed.
Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These
are the materials students will use.) List all materials in a bulleted format.

Pencil
Drawing paper
Reference images
Shading stump
Smart board
Document camera
Camera

Resources:
List all visual aids and reference material (books, slides, posters, etc. Be specific; include title, artist, etc. Make
reference to where the material can be found. (These are the resources used by the teacher to support/develop the
lesson.) List all resources in a bulleted format.

- M.C. Escher drawings of hands


- A hand example created by me

Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.

Make examples
Create power point
Collect example pictures
Prepare cameras

Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted
format.

none

Action to motivate/Inquiry Questions:


Describe how you will begin the lesson to stimulate students interest. How will you pique their curiosity and make
them interested and excited about the lesson? What inquiry questions will you pose? Be specific about what you
will say and do to motivate students and get them thinking and ready to participate. Be aware of the varying range of
learning styles/intelligences of your students. Some ideas might include: telling a story, posing a series of questions

How do you normally draw hands?


How important are your hands in every day life?
What personal and meaningful things do they help you accomplish?

Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood
as a basic element of thought that can be visual, concrete or abstract. List and describe inquiry questions and
processes you will engage students in to help them develop ideas and plans for their artwork.

What is something you do with your hands every day?


What is something personal and meaningful to you that requires using your hands?
Students will answer questions to get them considering how their piece can have a
personal significance and then they will draw multiple thumbnail sketches of what they
want their final composition to look like before transferring to a final paper.

Instruction:
Give a detailed account (in bulleted form) of what you will teach. Be sure to include approximate time for each activity and
instructional methodology: skills, lecture, inquiry, etc. Include motivation and ideation/inquiry where appropriate; including
what student will understand as a result of the art experience

D
ay
1

Time

1. 3 min drawing intro


- Students will all draw a
hand holding a flower
2. Project Introduction
- Show power point

1. Listening Critically

focusing on realism w/
images of famous
realistic works
Explain to the class the
project by going over
rubric and showing
artwork examples
(rubric in appendix).
Students will be
creating a graphite
drawing of a hand,
focusing on shading
and value to create
form. They will create a
composition that
includes at least 1 hand
and it should be doing
or holding something
personal to them or
relevant to their lives
(such as dribbling a
basketball, or putting on
makeup, or painting a
picture).
3.Thinking Independently

3. Drawing Demos
- Show how to break
down an object and
draw it using shapes,
gesture, and 1 line
gesture. Have students
practice with you. Draw
animals, and cars, etc.
and then practice with
hands.
4. Practice
- Have students practice
their hands on their own
and make thumbnail
sketches of what they
want their final

4. Thinking Independently

composition to look like.


Have a final sketch of
what they want their
project to look like and
clear with one of the
teachers before going
forward and starting the
drawing on the final
paper.

5. Developing intellectual
courage

5. Final Paper
- Students will take their
personalized hand
drawing and put it on
the final paper using
one of the three drawing
techniques
demonstrated in the
class.

D
ay
2

1. Shading strategies
- Draw three different
spheres and
demonstrate how to
shade using hatching,
cross hatching and a
blending stump
- Students will practice
the shading techniques
alongside the teacher
demo
2. Work Time
- Students will be given
work time to finish their
drawings and begin
their shading.
- The rest of the class
period will be work time
3.

1. Listening Critically

2. Actively working

4. Thinking Independently

D1. Review
ay
3

Start the class by


reviewing the rubric and
the four different areas
they are getting graded on
and what is expected of
them for the final project.
Talk about what
constitutes a completed
piece and some possible
background options for
compositions that seem
more incomplete.

2. Work time
- Students will have time to
work on their drawings
3. Reflection
- Students will complete a
reflection worksheet after
they finish their projects

1. Listening Critically

2. Thinking Independently

3. Examining and evaluating work

4. Critique?
-

Student reflective/inquiry activity:


Sample questions and activities (i.e. games, gallery walk, artist statement, interview) intended to promote deeper
thinking, reflection and refined understandings precisely related to the grade level expectations. How will students
reflect on their learning? A participatory activity that includes students in finding meaning, inquiring about materials and
techniques and reflecting about their experience as it relates to objectives, standards and grade level expectations of
the lesson.)

-Worksheet (in appendix)

Post-Assessment (teachercentered/objectives as questions):


Have students achieved the objectives and grade level
expectations specified in your lesson plan?

Post-Assessment Instrument:
How well have students achieved the objectives and
grade level expectations specified in your lesson plan?
Include your rubric, checklist, rating scale, etc.

Rubric attached below in appendix

Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do
differently. Specifically address: (1) To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement.) (2) What changes, omissions, or additions to the lesson would you make if you were to

teach again? (3)What do you envision for the next lesson? (Continued practice, reteach content, etc.)

This lesson was the first lesson I taught with my own material in student teaching so it
went rather as I expected that it would. The students did a fairly good job reaching
their objectives, one of the issues I had was getting things to look realistic because
they were drawing what they knew about hands, not what they saw. I tried to explain
this concept but I do not think I did a good enough job of it and their work sometimes
suffered. They also struggled on the reflection and really telling me how they did on
the lesson, with examples. They would mostly just say that they did great or they did
awful with no references as to why. In the standards based grading format my average
for the reflection was a 2.5 (and these are high achieving students who normally do
very well). If I were to do this lesson again I would have a longer introduction about
training your mind to draw only what you see, not what you think is there and I would
change the reflection process from a written worksheet to something more exciting and
engaging because clearly that didnt work for them. I am thinking that we need to
revisit the idea of drawing what you see into the next lesson to really give them some
more practice because at this point they have not done it enough so I fear that it will
not be beneficial for them.

Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to
students.

Das könnte Ihnen auch gefallen