Feeling It Out
Feeling It Out
Feeling It Out
Length:___2 day_______________
Note: Before you plan and write art experiences; pre-assess your students based on the proposed concepts, enduring understandings, and objectives
of the unit/lesson(s). You may also gather this information from (previous) teachers, by reviewing already completed art work, consulting curriculum
materials, etc., to get a better understanding of what content students already know and what they will need to know to be successful.
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.
Today as a zoo keeper you need to go out and find textures in the environment your exotic creature lives in. After discovering a variety of textures
your goal is to replicate them as detailed as possible so when you build your creatures enclosure it feels comfortable and at home
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.
Patterns, Influence, Expression, Observation, Experimentation, Prior Knowledge, Artistic intention, Choice, scale, proportion, and technique
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.
-An artists observations of patterns and textures leads to artistic intention of how they choose to apply their observations to their artwork.
-Experimentation of media and ideas influences the artists artistic intention in a work of art.
1. Showing images of radical textures, students will be able to describe radical textures in artwork by Heather Knight, Nuala ODonovan, and Jeannine Marchand (Blooms:
Analyzing- Standard: 1 GLE: visual arts connect multiple characteristics of art. Artists and viewers determine artistic intent by comparing and contrasting the characteristics
and expressive features of art and design and visual arts learning involve analyzing the formal and sensory qualities of art Art learning: Historical/Multicultural content)
2. Using found objects, students will replicate texture using clay. (Blooms: Creating/Analyzing/Applying Standards: Comprehend/Create/Transfer GLE: Materials and
processes can be used in traditional, unique, and inventive ways. Create art using technological media and Apply an understanding of art processes and creative thinking to plan
and create art Art learning: Conceptual/Ideation/Personal Grounding)
3. Using their sketchbooks, students will write down their observations/experimentation/discoveries that are important and transferable to their art making. (Blooms:
remembering/ understanding Standard: Comprehend/Reflect GLE: Visual arts connect multiple characteristics of art. Artists and viewers determine artistic intent by
comparing and contrasting the characteristics and expressive features of art and design and Specific methods of planning support the development of intended meaning. The
processes and philosophies of art and design inform interpretations in works of art Art learning: Assessment/Evaluation)
4. Using clay students experiment manipulating the clay to create inventive textures. (Blooms: Creating Standard: Invent and Discover to Create GLE: Apply an
understanding of art processes and creative thinking to plan and create art Art learning: Expressive feature/Characteristics of art)
5. Using traditional and non-traditional clay tools students explore creative and inventive techniques to create texture. (Blooms: understanding/creating Standards: Invent
Discover to Create -GLE: Apply an understanding of art processes and creative thinking to plan and create art Art learning: Materials/ Techniques
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.)
Similarities?
Differences?
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.
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.
News paper
Clay
Bowls
Water
Plaster tape
Smart board
Variety of tools
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.
1.
2.
3.
4.
Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.
Scissors
Clay manipulation tools (proper safety use of tools, be alert of sharp objects)
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, role-playing, etc.
Will show them works by Nuala ODonovan, Jeannine Marchland, and Heather Knight and ask these questions:
How does viewing different textures make you feel different?
Why do artists use textures in their artwork?
Where do artists find textures to use in their artwork?
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.
Day
1
Time
1.
2.
3.
4.
2min
3min
30sec
3min
clay and describe how it can be manipulated. Talk about the process
of putting plaster tape in warm water to make it sticky so youre able
to build with it.
-mention safety when working with materials, using them properly
-find textures and create textures
- take notes and post on discovery board
- play a pair share rotation game
5. Talk about texture
- What is texture?
- Where can we find texture?
- What are different kinds of texture?
- pick out some interesting textures in the room and talk about
them: is it hard, soft, or pokey? How does it make you feel?
-mention different methods such as stamping
6. Students will choose what medium they want to work with first
and go to that station.
7. Let the students take time to explore the materials on their own
5.
5.
10min
6.
By choosing the medium they are going to work with they will
be more inclined to work.
6.
2min
7.
7.
5min
8.
Now that they are more comfortable with the medium they can
view really complex images of textures that will motivate and
inspire them to think deeper about how they can achieve texture.
8.
6min
9.
30min
8. Have everyone stop what they are doing and gather around the
smartboard to view a power point of motivational images from Nuala
ODonovan and talk about: How would you describe this texture?
Does it make you feel a certain way?
How do you think Nuala created these textures?
What do these textures remind you of another texture you have seen
before?
Jeannine Marchland: How is this texture different from the one we
viewed before?
Does it make you feel different? How so?
How can you describe the relationship between texture and
expression?
Take a second and think about your animal, does it relate more to the
first or second?
Art works from various artists and media:
Why do artists use textures in their artwork?
Where do artists find textures to use in their artwork?
9. Students are free to explore mediums and textures until 20min
before class ends. Ask individuals what they are experimenting?
Document these experimentations
10. 6min
11. 15min
9.
Day
2
11. Students will learn how to vocally describe their findings using
their sketchbook as a reference and learn about their peers
findings.
2.
3.
3.
1.
5min
2.
3min
3.
7min
4. The creation process allows the students to utilize all they have learned
thus far, to create their creature. SWBAT think for them selves and come
up with solutions for any problems they face. The SWBAT take
precautions to prevent their piece from drying out. The student will
understand how to work with clay over an extensive period of time.
4.
10min
5.
4min
dry.
- Those steps are: fully wrap the clay sculpture in a damp
paper towel. Then apply a plastic bag over the sculpture to
prevent air from reaching it.
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.)
Students create textures out of clay of different common texture that will be used in their enclosure or in their creature and place it on the discovery
table with a short description of how they made it.
Post-Assessment Instrument:
Have students achieved the objectives and grade level expectations specified in your lesson plan?
How well have students achieved the objectives and grade level expectations specified in your lesson plan?
Include your rubric, checklist, rating scale, etc.
Students create textures out of clay of different common texture that will
be used in their enclosure or in their creature and place it on the
discovery table with a short description of how they made it.
Ticket out the door
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.)
Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.
8/9/14 Fahey