Julio Vanattia EME 2040

ASSURE Lesson Plan Eighth Grade - Art Chihuly Integration Project

Analyze Learners
General Characteristics The art class consists of 20 students: 12 males and 8 females. The age ranges of the class are from 13 years old to 15 years old. Ethnicity Breakdown: o 13 white, non-Hispanic students (9 males and 4 females) o 4 African-American students (1 male and 3 females) o 3 Hispanic students (2 males and 1 female) Socioeconomic Background: o The majority of the students (15) come from middle class families with a median income of ($60,000/yr). o 2 students come from upper class households with a median income of ($150,000/yr) o 3 students come from lower class households with a median income of ($24,000/yr) Learning Disabilities o There are 3 students that are diagnosed with ADHD o 1 student is diagnosed with Aspergers Syndrome

Entry Competencies Curricular: Expect students to respond to written and verbal communication that ranges from below to above grade level proficiency. Technological: Expect students to have general knowledge of what a computer and its peripherals are comprised of (monitor, CPU, printer, keyboard, and mouse), be able to navigate the internet, basic keyboarding skills, and some experience with computer usage either through creating documents, presentations, social networking or gaming. Students are also expected to know how to use a digital camera and upload photos to an internet application such as Flickr. Attitude and Learning Styles: All students have a positive attitude towards art and enjoy coming to class. Fifteen of the students are hands-on learners (75%) and five are visual learners. All students have had good attendance records and have had no disciplinary issues this year.

Julio Vanattia EME 2040

S tate Standards and Objectives

Next Generation Sunshine State Standards VA.68.F.3.3: Collaborate with peers to complete an art task and develop leadership skills. VA.68.F.3.4: Follow directions and complete art tasks in a timely manner to show development of 21st-century skills. VA.68.F.1.2: Use creative risk-taking strategies learned from artists works to incorporate artistic solutions in the creation of new personal artworks. NETS-S National Education Technology Standards for Students 1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes b. Create original works as a means of personal or group expression 6. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations. a. Understand and use technology systems b. Select and use applications effectively and productively c. Troubleshoot systems and applications d. Transfer current knowledge to learning of new technologies Lesson Objectives 1. Given the appropriate materials, the student will construct at least two interpretations of a Chihuly art piece using Dura-Lar within the given amount of time (50 minutes) 2. Given the opportunity to work in a small group setting (5 students), the student will collaborate with peers to create a horizontal slideshow of their art pieces and upload it to the internet. 3. Upon completion of the two student activities, the student will identify at least two risk-taking strategies that he/she learned that can be incorporated in future artwork in a 1-page reflection paper using proper grammar, punctuation, and spelling.

Julio Vanattia EME 2040

Select Strategies, Technology, Media, and Materials

Materials Computers w/internet access (4) Digital Camera (4) Dura-Lar Clear Polyester Film (2 for each student) o .015" thick extra-heavy o 18" x 24" sheet Dura-Lar Clear Polyester Film (2 for each student) o .007" heavy o 25" x 40" sheet Pebeo Porcelaine 150 o Water-Based Paints o assorted transparent colors Sharpie Oil-Based Paint Markers o assorted medium-point colors Paint Brushes (assorted sizes) Scissors Paper Clips (assorted sizes) Heavy-duty dishwashing gloves Tongs Electric Skillet with temperature control Water Flickr Username and Account Pens Notebook paper

Utilize Technology, Media, and Materials

Preview & Prepare Materials Make sure five computers are operating properly with internet access (one teacher computer and four student computers) Make sure the digital camera is operating properly and has enough memory to store at least 100 photos All four digital cameras should have a USB cable to connect to the computer Check that all art supplies needed are present and accounted for and that there are

Julio Vanattia EME 2040 enough for each for all four groups Check to make sure the electric skillet is functioning correctly. Rearrange student art tables into 4 groups spread throughout the classroom. Clear off counter space for the four electric skillets and ensure that there is nothing in the area that can be damaged by spilled water or possible fire. Pre-cut the pieces of Dura-Lar into 5x7 pieces Place all materials on the tables that have been spread out around the classroom (there should be enough supplies for each of the students in the 4 groups) Digital camera should be placed in back of room by the computers for student use along with the USB cables to upload photos Before class, teacher should turn on each of the 4 electric skillets and place the water into each one. This will ensure that each skillet is at the appropriate temperature prior to the students arriving Prepare the Environment

Prepare the Learners At the end of the class on Wednesday, have the students choose groups of 5 and inform them that they will be working both independently and together in these groups for the rest of the week After they choose their groups, have each group watch a short video on Dale Chihuly (only 4 minutes) and inform them that they will be creating art work similar to what they just saw and show them samples of work that you created On Thursday, ensure that all groups are sitting at the different tables around the room.

R equire Learner Participation

On Thursday, the students will come into the classroom and sit down in their groups at each of the four tables located throughout the classroom. The teacher will explain what the students will be doing for the day and give a demonstration on how the activity will be completed. The teacher will touch on the basic safety precautions that would normally accompany the use of an electric skillet and the dangers of hot water. The teacher will then hold a question and answer session for the students in case they have any questions about the project. The teacher should also remind the students that the art work should be completed independently and that the group work will be held the following day.

Julio Vanattia EME 2040 During the activity, the teacher should be walking around observing the students as they complete their artwork. Since the students have completed art work independently in the past, there should be no issues with teacher facilitating the project. At the beginning of the process, each student should get the required materials to complete their project from the table in front of them. Each student should select 2 pieces of each Dura-Lar film (both thicknesses) and select the colors they wish to design their artwork with. They also need to get a pair of scissors and place the tongs and heavy dishwashing gloves near the electric skillet for use later. Each student will cut out rugged shapes from each of the pieces of Dura-Lar. They will need to cut out 3 shapes from each of the 2 pieces of Dura-Lar (1 large oval and 2 smaller ovals from each piece for a total of 6 pieces). The extra sheets of DuraLar can be used if a mistake has been made by a student or if they have extra time at the end of class to make more art work. While at the table, each student should form the largest Dura-Lar into a conical shape and use paper clips to keep the shape of their art work. Repeat this step for the two smaller ovals and make sure that the shapes can fit into each other. Once this step is done, the student can walk over to the electric skillet, place the dishwashing gloves on each hand and put the Dura-Lar into the water. After 20-30 seconds, the student will then use the tongs to take the Dura-Lar out of the water and take it back to their table. The student then places the Dura-Lar on the table and returned the dishwashing gloves and tongs to the counter for the next student. All students will repeat this process for each of their art pieces. Once at the table, the student should ensure that there is no sitting water in their piece. Once it is fully dry, the student then can design their art piece however they see fit. All students need to place their initials on the bottom of the piece so that the pieces can be easily identified later. Once all students have completed at least 2 art pieces, the electric skillets should be turned off and the students will clean up their work table. On Friday, the students will come into the classroom and sit down at their tables. Prior to the start of class, the teacher will place each students art pieces on the tables. The teacher will then instruct the students to begin the second activity of the lesson plan. Groups need to work together to assist each other (if they need to) in taking the photos, uploading the pictures, creating a Flickr account and uploading the photos into the application, and then creating the slideshow using Slideoo. Each student should have input and attempt each of the different steps in posting the slideshow to the web. After the slideshow is completed, the students will go back to their tables and write a 1-page reflection using pen and paper identifying at least 2 risk-taking strategies they encountered during the project and how they will can be used in future art work. The teacher should remind the students to review their reflection for proper grammar, punctuation, and spelling. The students should turn their reflections into the teacher before they leave class on Friday.

Julio Vanattia EME 2040

Evaluate and Revise

Assessing Learner Achievement The students will be assessed on three different areas. The total amount of points that a student can earn for the entire lesson is 50 points. The breakdown of the points will be as follows: completion of two interpretations of a Chihuly art piece in the given time of 50 minutes will be worth 20 points. The next area is group collaboration to complete a slideshow and that activity will be worth 20 points as well. The reflection paper will be worth 10 points. The following rubric will be used to assess the point totals for each of the three areas of the lesson:

Chihuly Lesson Plan Rubric

Area Creation of 2 Art Pieces 20 Student created 2 or more art pieces within given amount of time Student participated in the group and uploaded the slideshow to the web. 10 Student completed the assignment with no spelling, punctuation, or grammatical errors. Paper identified 2 risks and was at least a page in length. 10 Student created one art piece within given amount of time Student struggled to function within the group, but managed to complete the activity. 5 Student completed the assignment, but the paper was not 1-page in length, had at least 2 spelling, grammatical, or punctuation errors, or contained only one risk. 0 Student failed to complete any art pieces. Total

Collaborate within a group to compete a slideshow Area Reflection

Student failed to participate in the group project.

0 Student did not complete the reflection, did not identify any risks, or had 3 or more grammatical, punctuation, or spelling errors,.

Total

Project Point Total

Julio Vanattia EME 2040 Evaluating and Revising Strategies, Technology, and Media The teacher will determine if proper amount of time is allotted for four groups of five learners to complete at least two art pieces within a 50 minute time period and will determine if an extension to that amount of time is necessary. The teacher will also determine which part of the lesson plan the group activity should take place in (either in creating the art work or creating the slideshow). A simple verbal questionnaire can be implemented at the end of class on Friday to determine if the lesson was worthwhile for the students and whether or not 50 minutes each day was sufficient enough to complete the activities required of the lesson. The teacher can then use the results to either lengthen the amount of time each day or whether a third day needs to be added to complete the activities (maybe the first day is the day to make the art pieces, the second day can be used to paint the pieces, and the third day can be used to take the photos and create the slideshow). In the future, it may be a good idea to allow the students to choose their form of social media to upload their pictures (i.e. digital photo albums, collages, etc.) for display their art work. The teacher can also look to expand the lesson plan to include an art show at school or to collaborate with a local museum to display the students pieces to the community.