Beruflich Dokumente
Kultur Dokumente
Title:______Triptychportrait___
Length:____3weeks(ish)_____
Note:
Beforeyouplanandwriteartexperiencespreassessyourstudentsbasedontheproposedconcepts,enduringunderstandings,andobjectives
oftheunit/lesson(s).Youmayalsogatherthisinformationfrom(previous)teachers,byreviewingalreadycompletedartwork,consultingcurriculum
materials,etc.,togetabetterunderstandingofwhatcontentstudents
alreadyknow
and
whatthey
will
needtoknow
tobesuccessful.
PreAssessment:
Thiswillneedtobedonepriortoteachingyourlesson.
Outlinethemethodyouwillusetodeterminetheskill/knowledgelevelofyourstudentsbasedontheconcepts/enduringunderstandings/objectivesofthelesson.
(Hint:turntheseintoquestions.)Bespecificindescribingwhatyouwouldrecognizeasproficientskill/knowledge.
CharcoalDrawingsusinggridstohelpwithproportion
Sketchbookexercisesfromclassfacialproportions
Performance:
Whatwillstudentsaccomplishasaresultofthislesson?
Thiscanbepresentedtostudentsintheformofastory.Inthisnarrativethestudentstakeonaroleandcreatealearningproductaboutaspecifictopicfora
certainaudience.(RAFTRole/Audience/Format/Topic)
Thestudentwillbeabletoconstructatriptychincorporatingbothchalkpastelsanddigitaldrawingtocreateaselfportrait.
Concepts:
Listthe
bigideas
studentswillbeintroducedtointhelesson.
Theseideasareuniversal,timelessandtransferrable
.Examplesofconceptsusedinartmightinclude:Composition,Patterns,Technique,Rhythm,Paradox,
Influence,Style,Force,Culture,Space/Time/Energy,Line,Law/Rules,Value,Expressions,Emotions,Tradition,Symbol,Movement,Shape,Improvisation,andObservation
Lookforconceptsinthestandards,content
specificcurriculum,etc.
Compositionvalueandmovement
Influence
Expression(ofself)
Emotions
EnduringUnderstanding(s):
EnduringUnderstandings
showarelationshipbetweentwoormoreconcepts
connectedwithanactiveverb.Thebestenduringunderstandingsnotonlylinktwoormoreconceptsbutdemonstratewhythisrelationship
isimportant.Likeconcepts,theyaretimeless,transferrableanduniversal.
AlignStandards,PreparedGraduateCompetencies(PGCs)andGradeLevelExpectations(GLEs)toEnduringUnderstandings.
Artistanddesignersdevelopexcellencethroughpracticeandconstructivecritique,reflectionon,revising,andrefiningworkovertime.(Reflect/Apersonalphilosophyofartis
accomplishedthroughuseofsophisticatedlanguageandstudioartprocesses/Recognize,articulate,andimplementcriticalthinkinginthevisualartsbysynthesizing,
evaluating,andanalyzingvisualinformation)
Artistsanddesignersbalanceexperimentationandsafety,freedom,andresponsibilitywhiledevelopingandcreatingartworks.(Create/Assessandproduceartwithvarious
materialsandmethods/Developandbuildappropriatemasteryinartmakingskillsusingtraditionalandnewtechnologiesandunderstandingthecharacteristicsandexpressive
featuresofartanddesign)
Standards:(Alllessonsshouldaddressallstandards.)
1.ObserveandLearnto
Comprehend
2.
EnvisionandCritiqueto
Reflect
3.InventandDiscoverto
Create
4.RelateandConnectto
Transfer
Objectives/Outcomes/LearningTargets:
Objectives
describealearningexperience
witha
conditionbehavior(measurable)criterion.
Alignedto:BloomsStandardsGLEsArtlearningand,whenappropriate,Numeracy,LiteracyandTechnology.
Shouldbewrittenas:
Objective.(Blooms:_____Standard:_____GLE:_____Artlearning:_____Numeracy,Literacy,and/orTechnology)
Giventhetechniqueinclass,TSWBATdrawandidealfacewiththecorrectproportions.
Giventhetoolsinclass,TSWBATcorrectlyverabalizehowtodrawandidealproportionedfacetotheirclassmates.
Givenchalkpstelsandtheuseofpixlr,TSWBATcreateaselfportraitusingdigitallyalteredcolorsonpixlerandaplliedwithchalkpastelontheirfinalpiece.
Usingtheirinitialpasteldrawing,TSWBATcreateadigitaldrawingusingArtRagethatsupportstheirinitialportraitdrawing.
Thefocusofthislesson:Usingtheirfirsttwodrawings,TSWBATcreateathriddrawingtocompleteatriptychshowingunitythroughout
allthreepieces.
Differentiation:
Explain
specifically
howyouhaveaddressedtheneedsofexceptionalstudentsatbothendoftheskillandcognitivescale.Describethestrategiesyouwilluseforstudentswhoarealreadyproficientandneedgrowth
beyondwhatyouhaveplannedfortherestoftheclass,aswellasmodificationsforstudentswithphysicaland/orcognitivechallenges.
Studentsmuststillmeettheobjectives
.
Differentiation:
(Multiplemeansforstudentstoaccesscontentand
multiplemodesforstudenttoexpress
understanding.)
Access
(Resourcesand/orProcess)
Expression
(Productsand/orPerformance)
Usingdifferentaitedtools,andsizingforeachstudentallows
forsuccessamongtheclass.
Differentaitinginstructiontotheclassasawhole,and
providingexamplesofdifferentlevelsofabstractideasto
showoneselforsupportoneself.
Extensionsfordepthandcomplexity:
Access
(Resourcesand/orProcess)
Expression
(Productsand/orPerformance)
Allowstudentsthefreedomandopportunitytouse
thedigitalprogramstotheirpersonalneeds/
advantages.
Studentsmayusethe2ndand3rddrawingsas
conceptualideasofselfallowingfor
interpretationsfromeachindividualstudent
Literacy:
Listterms(vocabulary)specifictothetopicthatstudentswillbeintroducedtointhelesson
anddescribehowliteracyisintegratedintothelesson.
Triptych
Idealfacialproportions
Unity
Selfexpression
Abstract/Conceptualidea
Materials:
Mustbegradelevelappropriate.
List
everythingyouwillneedforthislesson,includingartsuppliesandtools.(Thesearethematerialsstudentswilluse.)
Listallmaterialsinabulletedformat.
Whiteboard
Studentschalkpasteldrawing,anddigitaldrawing
Chalkpastels
Pastelpaper
Drawingboards
Resources:
List
allvisualaidsandreferencematerial(books,slides,posters,etc.Bespecificincludetitle,artist,etc.
Makereferencetowherethematerialcanbefound.
(Thesearetheresourcesusedbytheteacherto
support/developthelesson.)
Listallresourcesinabulletedformat.
Thiswillbeusedasavisualexampleofhowthestudentswilllayouttheirtriptych.
3
Preparation:
Whatdoyouneedtoprepareforthisexperience?
Liststepsofpreparationinabulletedformat.
Visualsforfinalpiecedisplayedwithmathamaticalnecessitiestosizeindividualstudentspieces.
Finishedsizedexample
Safety:
Bespecificaboutthesafetyproceduresthatneedtobeaddressedwithstudents.
Listallsafetyissueinabulletedformat.
Papercutterdemonstratesafecutting,andbetheretohelpstudentswiththistask.
Actionto
motivate/InquiryQuestions:
Describehowyouwillbeginthelessonto
stimulatestudentsinterest
.Howwillyoupiquetheircuriosityandmaketheminterestedandexcitedaboutthelesson?
Whatinquiryquestionswillyoupose?
Bespecific
aboutwhat
youwillsayanddo
tomotivatestudentsandgetthemthinkingandreadytoparticipate.Beawareofthevaryingrangeoflearningstyles/intelligencesofyourstudents.Someideasmightinclude:tellingastory,
posingaseriesofquestions,roleplaying,etc.
Usingthefinishedexample,thestudentswillbeexcitedandmotivatedtofinishtheirownselfportraittriptych
Ideation/Inquiry:
Ideationisthecreativeprocessofgenerating,developing,andcommunicatingnewideas,whereanideaisunderstoodasabasicelementofthoughtthatcanbevisual,concreteorabstract.
Listanddescribeinquiry
questions
and
processesyouwillengagestudentsintohelpthemdevelopideasandplansfortheirartwork.
Reflect:
1.Whatisold,andwhatisnewinanyworkofart?
2.Howandwhyisartusedasavehicleforcommunication?
Create:
1.Howarethecharacteristicsandexpressivefeaturesofartanddesignusedtocreateart?
2.Howcananartistcreateworksofartthroughcombining,expanding,andsequencing?
3.Whatproblemsolvingskillsareemployedinmakingworksofart?
Instruction:
Giveadetailedaccount
(inbulletedform)
of
what
youwillteach.
Besuretoincludeapproximatetimeforeachactivityandinstructionalmethodology:skills,lecture,inquiry,etc.
Includemotivationand
ideation/inquirywhereappropriateincludingwhatstudentwillunderstandasaresultoftheartexperience
Day
1
Day
2
Day
3
Day
4
Day
5
Instruction
Theteacherwill...(Be
specific
aboutwhatconcepts,
information,understandings,etc.willbetaught.)
Identify
instructionalmethodology.
KNOW(Content)andDO(Skill)
Part1Chalkpastelselfportrait
Part2Digitaldrawing,supportingselfportrait
Startingpart3Finaldrawingoftriptych,chalkpastel
Startclasswithaquickwarmupcontinueteachingpeersidealfacial
proportions.
Thendiscussthefinalpiece
talkaboutmathamaticalsizing,andhowtofigurethatout
showdigitalandmyownphysicalexample
Studentswillthensketchanidea,showtomeorMr.Nicholsbefore
startingfinalpiece.
Studentswillusetherestofthetimeforworksketch,gather
referenceimagesifneededandstarttheirfinaldrawing.
AttheendofclassIwillbringstudentsaroundtoreaffirm
expectations,talkaboutfutureclasstimes,andtakeanyquestions
thestudentsmayhaveaboutwhatisleftofthisassignment.
Warmupwithlaststudentsteachingpeersaboutidealface
proportions
Workday
Inprogressgalarywalkstohelstudentstakeastepbackfromtheir
work.
FinalworkdayinclassIfstudentsarenotfinished,theymaytake
supplisehomeovertheweekendtofinish.
FinalCritiquewithallthreepieces
Learning
Studentswill...i.e.:exploreideationbymakingconnections,
comparing,contrastingsynthesizepossibilitiesforeachpainting
techniqueetc.(Be
specific
aboutwhatwillbethe
intendedresult
ofthe
instructionasitrelatestolearning.)
UNDERSTAND
N/A
Time
Exploringthoughtsunderlyingfeelingsandfeelingsunderlying
thoughts
Developingconfidenceinreason
Analyzingorevaluatingarguments,interpretations,beliefs,or
theories.
Comparingandcontrastingideaswithactualpractice,noting
significantsimilaritiesanddifferences.
Developingintellectualgoodfaithorintegrity
N/A
N/A
N/A
Studentreflective/inquiryactivity:
Samplequestionsandactivities(i.e.games,gallerywalk,artiststatement,interview)intendedtopromotedeeperthinking,reflectionandrefinedunderstandingspreciselyrelatedtothegradelevelexpectations.Howwill
studentsreflectontheirlearning?Aparticipatoryactivitythatincludesstudentsinfindingmeaning,inquiringaboutmaterialsandtechniquesandreflectingabouttheirexperienceasitrelatestoobjectives,standardsand
gradelevelexpectationsofthelesson.)
Finalcritiquewillhappenafterthirddrawingiscompletestudentswillreflectpersonally(written)withapeer,oneononediscussionandasa
group.Agallerywalywithpostitnotesforcommentswillbeused.
PostAssessment(teachercentered/objectivesasquestions):
PostAssessmentInstrument:
Havestudentsachievedtheobjectivesandgradelevelexpectationsspecifiedinyourlessonplan?
Howwellhavestudentsachievedtheobjectivesandgradelevelexpectationsspecifiedinyourlessonplan?
Includeyourrubric,checklist,ratingscale,etc.
Wasthestudentabletodrawandidealfacewiththecorrectproportions?
Didthestudentcorrectlyverabalizehowtodrawandidealproportionedfacetotheir
classmates?
Didthestudentusechalkpastelsandpixlrtocreateaselfportraitusingdigitally
alteredcolorsonpixlerandaplliedwithchalkpastelontheirfinalpiece?
WasthestudentabletocreateadigitaldrawingusingArtRagethatsupportstheir
initialportraitdrawing?
Rubricattachedonseparatepage
Thefocusofthislesson:Wasthestudentabletousetheirfirsttwo
drawingstocreateathriddrawingtocompleteatriptychshowing
unitythroughoutallthreepieces?
SelfReflection:
Afterthelessonisconcluded
writeabriefreflectionofwhatwentwell,whatsurprisedyou,andwhatyouwoulddodifferently.Specificallyaddress:(1)Towhatextentwerelessonobjectivesachieved?(Utilize
assessmentdatatojustifyyourlevelofachievement.)(2)Whatchanges,omissions,oradditionstothelessonwouldyoumakeifyouweretoteachagain?(3)Whatdoyouenvisionforthenextlesson?(Continuedpractice,
reteachcontent,etc.)
Appendix:
Includeallhandouts,prompts,writtenmaterials,rubrics,etc.thatwillbegiventostudents.