Location via proxy:   [ UP ]  
[Report a bug]   [Manage cookies]                
Scribd
Upload
55 views

Final Plan

This lesson plan aims to teach students about using plaster strips in a more two-dimensional way by exploring textures. Students will first practice techniques on sample pieces before creating a final work. They will learn how to create textures that replicate a provided photograph using techniques like pinching, twisting, and folding the plaster. Once dry, students can paint their pieces. The teacher will assess whether students took the exploration seriously in their final works by incorporating techniques they enjoyed from the samples. Safety precautions like using spray paint outdoors will also be addressed.

Uploaded by

api-280790312
Copyright
© © All Rights Reserved
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
55 views

Final Plan

This lesson plan aims to teach students about using plaster strips in a more two-dimensional way by exploring textures. Students will first practice techniques on sample pieces before creating a final work. They will learn how to create textures that replicate a provided photograph using techniques like pinching, twisting, and folding the plaster. Once dry, students can paint their pieces. The teacher will assess whether students took the exploration seriously in their final works by incorporating techniques they enjoyed from the samples. Safety precautions like using spray paint outdoors will also be addressed.

Uploaded by

api-280790312
Copyright
© © All Rights Reserved
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
You are on page 1/ 4

Service Learning Lesson Plan

Title:

Lesson 5

Lesson Idea and


Relevance: What are
you going to teach and why
is this lesson of importance
to your students? How is it
relevant to students of this
age and background?

Class/Date: 3/11/2015
We are going to explore the medium of how to use plaster strips in a more
2-dimentional way and explore the textures we can get from it. Then we
will paint it.

Essential Understanding (s): What are the big ideas? What

Essential Question (s): What provocative questions will foster

specific understandings about them are desired?

inquiry, understanding, and transfer of learning?

1. Texture is created through many methods and


mediums.

1. What qualities can texture bring to a piece?


2. Why do we use texture?

2. Finishing a project is just as important as the


project itself.

Outcomes - Students will know...What key knowledge and skills will students acquire as a result of this unit? ...Art history and culture;
expressive features and characteristics of art; art materials, tools, and techniques? What should they eventually be able to do as a result of such
knowledge and skill? ...Compare and contrast art work; analyze sketches?

Students will be able to


Given plaster strips, the student will be able to explore the qualities and limits of this new material
Using the photograph and plaster strips, the student will learn how to create an interesting, less 3-Dimentional work
from a material meant to be 3-Dimentional
Given plaster strips, the student will be able to create textures that replicate the photograph.

Student Reflective Activity: Through what authentic


performance task(s) will students demonstrate the desired
understandings? How will students reflect upon and self-assess their
learning?

We will practice techniques on a separate sheet before


we create anything large. The techniques to be used
will be pinching, twisting, folding, propping up portions
with a paper fill, and then whatever else we can think
up!
Once its dry, this means that she will be able to paint it
as a test also. I will bring in spray paints as well as use
the materials in the studio.
Based on the tests it will make it easier to decide what
to make of the final work. This should take all class.

Assessment Instrument (s):

By what criteria will


performances of understanding be judged?

When she makes the final piece it will be easy to see if


she took the exploration serious. She will most likely
create the forms she enjoyed the most exploring and be
able to build on top of that (example: she enjoys twisting
and has moved on to twisting and pulling upwards to
create a mountainous shape).

Pre-assessment:

How will you help the students know where the unit is going and what is expected? Help the teacher know where the
students are coming from (prior knowledge, interests)?

We discussed what she wanted to make our final day together. When she shows up I will have
a set up for a messy plaster mess with everything prepared for her. We will have a discussion
and I will ask her what she knows about plaster and then we will start from there.

Motivation:

How will you hook all students and hold their interest?

This is something she wanted to learn to do. If she were


to lose interest I will ask her more questions about the
material to help her brainstorm. Things like what
happens if you pull it really tight? Or shove a ball of
newsprint under it? and more things like that that get
her involved and curious to try new things. In the past it
has worked where I will ask her questions like that and
she moves forward excitedly and makes modifications of
what I had suggested.

Ideation:

How will you equip students, help them experience the key
ideas, and explore the issues to generate ideas for their art work?

I will ask questions and work alongside her. Whatever


she does I will also do with a twist or do something
different. I will leave paper and paints out during the
plaster process and see if she becomes interested in
adding to the wet plaster as well as for when its dry. I
will ask her if she wants to hang the plaster on the wall
or what the purpose of it is to make sure she keeps it
more two dimensional.

Procedures:

How is the lesson organized to maximize initial and sustained engagement as well as effective learning? Provide opportunities
to rethink and revise their understandings and work? Allow students to evaluate their work and its implications? Include literacy and numeracy?

Set up everything in a line to show what materials are available


Talk about what it means to make something two dimensional when its material that is 3dimensional
Discuss previous uses and purpose of this artwork
Start by testing ways of moving plaster, stacking, pinching, etc.
Set all tests aside to dry
Create a new and final piece based on the techniques we explored
Set aside to dry hopefully tests are dry by now
Use different types of paints and anything else to cover the work and finish the decoration
Set aside to dry
If the final piece is dry decorate that
If the final piece is not dry make smaller pieces of the plaster to see what other ideas
may be explored
Once piece is dry finish based off the tests done on the test tiles

Materials and Resources: What is needed to complete the learning plan? List materials and resources in a bulleted format.

Plaster strips
Garbage bag
Acrylic/watercolor/spray paint
Paint brushes
Glue
Paper
Newspaper
Water bucket
Towels

Preparation and Safety:

What do you need to prepare for this experience? What safety issues need to be addressed? List steps of
preparation and safety in a bulleted format.

Outside access for spray paint know not to breath it in and spray away from self in
direction of wind
Smock of sorts

Accommodations:

How is the lesson tailored (personalized) to the different needs, interests, and abilities of learners? ...Access (Resources
and/or Process) and Expression (Products and/or Performance)?

She wanted to learn more about the material of plaster strips. She said shes had fun with it in
the past and would like to understand it more.

Understanding the plan...


Stage 1 Desired Results
Relevance - What are you going to teach and why is this lesson of
importance to your students? How is it relevant to students of this age
and background?
Essential Understanding(s) - What are the big ideas? What specific
understandings about them are desired? What misunderstandings are
predictable? (Reflect and Transfer)
Essential Question(s) - What provocative questions will foster inquiry,
understanding, and transfer of learning? (Reflect and Transfer)
Outcomes (objectives): What will students know and be able to do? What
key knowledge and skills will students acquire as a result of this unit?
...Art history and culture; expressive features and characteristics of art;
art materials, tools, and techniques? What should they eventually be able
to do as a result of such knowledge and skill? ...Compare and contrast
art work; analyze sketches? (Comprehend and Create)
Stage 2 Assessment Evidence
Student Reflective Activity: Through what authentic performance task(s)
will students demonstrate the desired understandings? How will students

reflect upon and self-assess their learning? (Comprehend, Reflect,


Create, Transfer)
Teacher-centered Assessment (instrument): By what criteria will
performances of understanding be judged? What evidence (e.g.
quizzes, tests, academic prompts, observations, products/artwork,
sketchbooks, journals, etc.) will students demonstrate achievement of the
desired results?

Stage 3 Learning Plan


W = help the students know where the unit is going and what is expected? Help
the
teacher know where the students are coming from (prior knowledge,
interests)?
(Comprehend)
H = hook all students and hold their interest? (Reflect and Create)
E = equip students, help them experience the key ideas, and explore the issues
to
generate ideas for their artwork? (Create)
R = provide opportunities to rethink and revise their understandings and work?
(Reflect
and Transfer)
E = allow students to evaluate their work and its implications? (Reflect)
T = be tailored (personalized) to the different needs, interests, abilities of
learners
O = be organized to maximize initial and sustained engagement as well as
effective
learning?

You might also like