Finalart
Finalart
Finalart
Hannah
Identify & define common vocabulary that connect the art form with the
other identified content areas:
1. Culture
2. Architecture
3. Citation
4. Diversity
5. Ethnicity
6. Politics
7. Passport
Day 3
Have students get to work right away with their groups.
Check in and make sure they are working on their research guide
sheets. They will not be graded, but they will get points for
completing the entire page.
Sheets should be complete before the end of the class period.
Make sure as soon as they are done with their sheet they are
working on their model house.
If students are done with research page by the end of the day, they
need to do it for homework to insure they have enough time to
complete their model house the next day.
Day 4
Make sure all the research pages are turned in and all students are
working on their model homes.
Check with each student to make sure they are on the right track.
It is up to them how in depth to get with their model. The most
important thing is that they incorporate characteristics from the
culture they are researching in whatever part of the house they are
choosing to represent.
Have students who are not done with their model, take it home for
How will you engage students in imagining, exploring, and/or experimenting in this lesson?
VTS allows the students to immediately start imaging about how there life would be different if they lived in that house or a house like it.
Having the students to do research in groups and framing it like they are traveling with the passports, creates the idea of exploring that country.
How will this lesson allow for/encourage students to solve problems in divergent ways?
Students will have to adjust what their example of a home in a certain country would be combined with how their familys home is now. They have
to figure out a way to use the materials they have to create a model like this.
How will you engage students in routinely reflecting on their learning?
I will continually check in with what the students are finding and how their research is coming along. I will prod them with questions about how their
findings will be reflected in their models and their reflection paper. I will have the students share out their groups most interesting fact and
encourage other groups to find something ever better than that.
How will you adapt the various aspects of the lesson to differently-abeled students?
This lessons completion depends mostly on the group work. I would make sure to put a student in a group with another student I thought could help
them the most. I would also ask that student to maybe have only one section of the research guide to complete and contribute to the group.
I will have the students raise their hands to have me get them supplies that arent already at their desks.
What opportunities/activities will students be given to revise and improve their understandings and their work?
Student have the last of day 3 to finish their research guide at home and the last of day 4 to complete their model at home. This gives them more
time and access to more resources if the student needs/desires it.
What opportunities/activities will you provide for students to share their learning in this lesson?
The VTS allows the students to share their guesses from the very beginning.
The students will have the chance to share interesting facts throughout the week.
All of the students will have the chance to share their model at the end of the week.
Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):
1. Ancient chinese homes. (n.d.). Retrieved November 19, 2014, from http://indesignartandcraft.com/2013/02/ancient-chinese-homes/
2. Italian Home Design in Style Decorations - Homesbylamey.com. (n.d.). Retrieved November 19, 2014, from http://www.homesbylamey.com/italianhome-design-style-decorations/
References
Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from
http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining%20Arts%20Integration.pdf