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LESSON PLAN FORMAT

University of North Texas

Art Education

I. Lesson Number, Grade Levels, Title, and Duration:


Lesson #4, 4th Grade, Anti-Pollution Poster, 3 class periods, 50 minutes each
II. Lesson Rational: It is important for students to be aware of the happenings in and to the world
around them. By making posters with the program Piktochart, this gives them the opportunity to
showcase their creativity through technology and learned skills while simultaneously learning facts
about pollution and voicing what they find particularly interesting and important through art and
design.
III. Key Concepts:
1. Pollution effects the environment we live in
2. It is important to know how pollution damages the environment
3. The amount of people in an environment often effects how the environment is polluted
KEY TERMS:
Mike Klay
Composition
Form
Space
Balance
Unity
Color
IV. Essential Question:
1. How does pollution effect the environment we live in?
2. Why is it important to know how pollution damages the environment?
3. In what ways do the amount of people in an environment effect how the environment is
polluted?
V. Lesson Objectives:
1. After this lesson, students will demonstrate the ability to create an informational poster using
the design tools in Piktochart
2. After this lesson, students will illustrate the ability to communicate design terms through art
3. After this lesson, students will understand the concept of composition and why it is important
in design
VI. Specific Art Content:
Mike Klay- Poster inspiration/example
Vocabulary: composition, form, space, balance, unity
Technology: Piktochart/ design elements
Presentation: Mike Klay, poster examples, pollution facts/examples
VII. Resources & Materials for Teacher:
Computer(PowerPoint Presentation/internet access/projector)
Laptop per student

Printer/ink

VIII. Resources & Materials for Students:


Laptops
Internet Access
Printer/ink/paper
Piktochart
IX. Instruction and Its Sequencing:
Day of the Lesson
Day 1:
1. Introduction/Motivation (10 Mins):
Powerpoint presented over:
o Mike Klay/Poster examples
o Pollution
o Piktochart
2. Guided Practice (10 mins)
Introduce key terms:
o Composition
o Color
o Form
o Space
o Balance
o Unity
Handout key terms list:
o Have students fill out definitions/raise hand/give definitions
Explain how key terms relate to poster design
3. Independent Practice (25 mins)
Handout laptops
Instruct students to open Piktochart on laptops
Instruct students to practice using piktochart:
o Experimenting with tools, make informational poster about favorite food or animal
4. Closure (5 Mins)
Have students print out practice informational poster
Class discussion:
o What did you struggle/excel at using the Piktochart Program?
o What were some of your favorite tools?
o Ask students to share tips and tricks discovered while experimenting
5. Formative Evaluation
Teacher will walk around room throughout individual work time/making sure students are
on appropriate web page/answering any questions students may have

Students will hand in practice information poster about favorite food or animal

6. Classroom Management Procedures


The teacher will follow established classroom routines and procedures
o Students will hand in laptops in an orderly fashion (table by table)
Day 2:
1. Introduction/Motivation (5 mins):
Briefly go over PowerPoint on pollution
Briefly go over PowerPoint on Mike Klay
o Mike Klay posters will be projected at front of room for inspiration
2. Guided Practice (5 Minutes):
Handout list of 30 pollution facts
Tell students to pick 5-7 to include in informational poster
3. Independent Practice (30 minutes):
Give each student blank sheet of paper/ box of colored pencils and markers per table
o Instruct students to split paper into 4 square
o Each square must contain a rough draft for a poster idea (including 5-7 facts
from list)
o Instruct students to color
4. Closure (10 Minutes):
Instruct students to have rough drafts on table:
o Teacher will go around and help decide on students favorite of the 4/give tips
and advise
5. Formative Evaluation:
Teacher will walk around throughout class period helping students ass needed
Students will turn in rough drafts/ensuring they were using class time wisely
6. Classroom Management Procedures
The teacher will follow established classroom routines and procedures:
o Students will clean up markers/colored pencils/loose paper
Day 3:
1. Introduction:
Briefly go over Piktochart PowerPoint
Project posters by Mike Klay for inspiration
Introduce assignment:
o Create information poster about pollution:
Include 5-7 facts from list provided
Incorporate key terms about art/design

2. Guided Practice:
Handout laptop per student
3. Independent Practice:
Handout practice posters from day 1 for inspiration
Handout rough drafts
Instruct students to make similar type of poster with pollution facts
4. Closure:
Instruct students to raise hand and print when called on
Class discussion:
o What did you like about this wrap up project?
o What did you learn?
o What were your favorite tools from Piktochart?
Repeat 1-6, as needed, for each class session needed for this one lesson.
X. Summative Assessment and Evaluation:
Grading Rubric:
Vocab/Key Concepts
Student has little to no
understanding of
vocabulary words/key
concepts
(5 Points)
Following Directions
Student followed little
to no directions
correctly
(5 points)
Participation
Student participated
poorly in project
(5 points)
Use of Piktochart

Student used little to no


tools from Piktochart
program
(5 points)

XI. Interdisciplinary Connections:


Design- Poster designs
Art history- Learning about artist

Student has a fair


understanding of
vocabulary words/key
concepts
(15 points)
Student followed most
directions correctly
(15 points)

Student has complete


understanding of
vocabulary
words/concepts
(25points)
Student followed all
directions correctly
(25 points)

Student participated
partially, but not to best
of ability
(15 points)
Student used
Piktochart, but not to
best of ability
(15 points)

Student participated
actively throughout
entire project
(25 points)
Student used Piktochart
to best of
ability/creating
successful work
(25 points)
Total:___ (100 points)

XII. References & Resources:


TEKS for fine arts
http://www.art.com/gallery/id--a745151/mike-klay-posters.htm
www.Piktochart.com
XIII. Art TEKS
(a) Introduction.
(1) The fine arts incorporate the study of dance, music, theatre, and the visual arts to offer unique
experiences and empower students to explore realities, relationships, and ideas. These disciplines
engage and motivate all students through active learning, critical thinking, and innovative problem
solving. The fine arts develop cognitive functioning and increase student academic achievement,
higher-order thinking, communication, and collaboration skills, making the fine arts applicable to
college readiness, career opportunities, workplace environments, social skills, and everyday life.
Students develop aesthetic and cultural awareness through exploration, leading to creative expression.
Creativity, encouraged through the study of the fine arts, is essential to nurture and develop the whole
child.
(2) Four basic strands--foundations: observation and perception; creative expression; historical and
cultural relevance; and critical evaluation and response--provide broad, unifying structures for
organizing the knowledge and skills students are expected to acquire. Each strand is of equal value and
may be presented in any order throughout the year. Students rely on personal observations and
perceptions, which are developed through increasing visual literacy and sensitivity to surroundings,
communities, memories, imaginings, and life experiences, as sources for thinking about, planning, and
creating original artworks. Students communicate their thoughts and ideas with innovation and
creativity. Through art, students challenge their imaginations, foster critical thinking, collaborate with
others, and build reflective skills. While exercising meaningful problem-solving skills, students
develop the lifelong ability to make informed judgments.
(3) Statements that contain the word "including" reference content that must be mastered, while those
containing the phrase "such as" are intended as possible illustrative examples.
(b) Knowledge and skills.
(1) Foundations: observation and perception. The student develops and expands visual literacy skills
using critical thinking, imagination, and the senses to observe and explore the world by learning about,
understanding, and applying the elements of art, principles of design, and expressive qualities. The
student uses what the student sees, knows, and has experienced as sources for examining,
understanding, and creating artworks. The student is expected to:
(A) explore and communicate ideas drawn from life experiences about self, peers, family, school, or
community and from the imagination as sources for original works of art;
(B) use appropriate vocabulary when discussing the elements of art, including line, shape, color,
texture, form, space, and value, and the principles of design, including emphasis, repetition/pattern,
movement/rhythm, contrast/variety, balance, proportion, and unity; and

(C) discuss the elements of art as building blocks and the principles of design as organizers of works
of art.
(2) Creative expression. The student communicates ideas through original artworks using a variety of
media with appropriate skills. The student expresses thoughts and ideas creatively while challenging
the imagination, fostering reflective thinking, and developing disciplined effort and progressive
problem-solving skills. The student is expected to:
(A) integrate ideas drawn from life experiences to create original works of art;
(B) create compositions using the elements of art and principles of design; and
(C) produce drawings; paintings; prints; sculpture, including modeled forms; and other art forms such
as ceramics, fiber art, constructions, mixed media, installation art, digital art and media, and
photographic imagery using a variety of art media and materials.
(3) Historical and cultural relevance. The student demonstrates an understanding of art history and
culture by analyzing artistic styles, historical periods, and a variety of cultures. The student develops
global awareness and respect for the traditions and contributions of diverse cultures. The student is
expected to:
(A) compare content in artworks for various purposes such as the role art plays in reflecting life,
expressing emotions, telling stories, or documenting history and traditions;
(B) compare purpose and content in artworks created by historical and contemporary men and women,
making connections to various cultures;
(C) connect art to career opportunities for positions such as architects, animators, cartoonists,
engineers, fashion designers, film makers, graphic artists, illustrators, interior designers,
photographers, and web designers; and
(D) investigate connections of visual art concepts to other disciplines.
(4) Critical evaluation and response. The student responds to and analyzes artworks of self and others,
contributing to the development of lifelong skills of making informed judgments and reasoned
evaluations. The student is expected to:
(A) evaluate the elements of art, principles of design, intent, or expressive qualities in artworks of self,
peers, and historical and contemporary artists;
(B) use methods such as written or oral response or artist statements to identify emotions found in
collections of artworks created by self, peers, and major historical or contemporary artists in real or
virtual portfolios, galleries, or art museums; and
(C) compile collections of personal artworks for purposes of self-assessment or exhibition such as
physical artworks, electronic images, sketchbooks, or portfolios.
XIV. National Art Standards

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