Visual Studies
Lesson Plan
Names: Brittany Barlag
Kim
Lasserre Grade
Level: 6-12
Title
of Lesson: Bring Your Lessons To Life
National
Standards:
Content of Art
Standard I: Visual Arts educators have a thorough
Understanding of the Visual Arts
Visual arts educators:
- Have strong
studio skills and a well-developed understanding of their own artmaking
processes, qualities, and techniques. They are able to express their
ideas, feelings, and values through the meaningful creation of artworks
using different media, styles, and forms of expression;
- Make
meaningful interpretations and judgments about their own artworks and the
works of other artists. They are able to interpret and make meaning of
art, and to critically evaluate art through oral and written discourse.
They recognize that informed discussion of art is an essential component
of art education;
- Are
knowledgeable about the cultural and historical contexts surrounding works
of art and visual culture in general. They understand that art and other
forms of visual culture communicate, challenge, and shape cultural and
social values;
- Are
knowledgeable about aesthetic and artistic purposes of art. They are able
to explore philosophical and ethical issues related to the visual arts.
They recognize that the making and study of art can be approached from a
variety of viewpoints, such as feminism, formalism, postmodernism, and
political perspectives;
- Are
knowledgeable about contemporary art and the art world, and recognize the
value of studying artworks from popular culture, folk cultures, and
various cultural groups;
- Are knowledgeable
about the use of traditional and new technologies within the visual arts.
They are cognizant of the roles that digital media and the Internet serve
within the visual arts and educational settings;
- Recognize that
art exists in multiple contexts, including museums, galleries, schools,
and homes, as well as other settings of public and private life;
- Are able to
organize a safe, interesting, and psychologically positive environment
that is conducive to creativity, expression, and making art; and
- Recognize that
learning about the visual arts is a life-long endeavor and is a valuable
component of human experience.
Knowledge of Students as Learners
Standard II: Visual Arts educators Understand
Student Characteristics, Abilities, and learning Styles
Visual arts educators:
•
Demonstrate an understanding of artistic development as a complex
multidimensional process affected by psychological, experiential, and social
factors. They know that creative instruction can enhance student motivation and
curiosity;
•
Recognize the importance of helping students learn how to make, manipulate, and
modify symbols as an integral part of the arts education curriculum;
•
Recognize that stages of development in artmaking and response to art are
general models, and that each student, regardless of age, progresses on an
individual basis in achieving art competencies;
•
Insightfully probe and observe students and student work to understand
individual differences that exist in the classroom. They respect and value the
unique backgrounds, abilities, and interests of all students; and
•
Know the importance of acquiring information about students’ needs through
observations and formal and informal conversations with students, their
families, other teachers, counselors, school psychologists, and administrators.
They provide opportunities for students to learn content and demonstrate their
understanding in a variety of ways.
Understanding of Social and Cultural Diversity
Standard III: Visual Arts educators Understand
diverse Social and
Cultural Constructions of Identity
Visual arts educators:
- Understand
that individuals’ identities can be shaped by the social and cultural
groups to which they belong. Such groups include gender, ethnicity,
economic class, sexual identity, and geography, as well as other aspects
of identity;
- Embrace diversity
of peoples, philosophies, and cultural histories in instruction,
consistently modeling for students the importance of under- standing and
valuing others;
- Are aware of
and knowledgeable about their students’ cultural backgrounds; and
- Are sensitive
to differences in artistic and aesthetic responses of students to works of
art and to the varying artistic and aesthetic philosophies and values of
different cultures.
Teaching and Learning
Standard IV: Visual Arts educators Make Informed
Selections of Art Content and Curricula
Visual arts educators:
- Develop
curricula that address students’ ability to respond and interpret art
content, and to create meaning through artmaking;
- Understand
that individual approaches to artistic problems must be explicitly encouraged
and nurtured through thoughtfully developed curriculum and instruction;
- Promote
student experiences in art by equipping students with a knowledge base
that includes concepts related to presentation and exhibition as well as
historical, critical, and aesthetic concepts;
- Consider
national, state, and local curriculum standards and frameworks while
planning strategies for learning and teaching;
- Make
accessible to students the traditional, popular, and contemporary art
worlds, and art from a wide range of cultures; and
- Are familiar with
the wide range of curriculum resources produced by museum education
departments and professional publishers, and are able to make selections
appropriate for their own curricular goals.
Standard V: Visual Arts educators Use Knowledge of
Students as learners to Plan Appropriate Instruction
Visual arts educators:
- Develop a
repertoire of teaching strategies appropriate to the needs of all
students. They know that students have different cultural backgrounds and
learning styles;
- Know that
students may take different paths to the understanding and creation of art
and are able to plan instruction that allows for these differences;
- Help students
create, experience, and understand art relevant to their experiences and
interests;
- Provide
opportunities for students to work cooperatively as well as individually;
and
- Have high
expectations for all students appropriate to individual levels of
artistic, cognitive, emotional, moral, physical, and social development.
Standard VI: Visual Arts educators Use Contemporary
technology to enhance teaching and learning
Visual arts educators:
- Create
curricula that include artmaking in new forms and media;
- Create
learning environments that use current and emerging technologies as
instructional and learning tools; and
- Provide
opportunities for students to document and display their artwork through
the use of new media.
Assessment, Evaluation and Reflection
Standard VII: Visual Arts educators Conduct
Meaningful and
Appropriate Assessments of Student learning
Visual arts educators:
- Develop a
repertoire of assessment strategies consistent with instructional goals,
teaching methods, and individual student needs;
- Use multiple
methods of assessment, both formal and informal, formative and summative,
and a range of assessment strategies such as portfolios, journals, class
critiques, and discussions;
•
Practice assessment as a joint venture through which both student and teacher
understanding is enhanced;
•
Provide opportunities for students to assess their own knowledge and skills and
demonstrate an understanding of standards;
•
Ensure that all students have many equal opportunities to display what they
know and can do in art;
•
Provide recognition of a variety of student accomplishments and positive habits
of mind; and
•
Evaluate student progress in relation to both short and long-term instructional
objectives.
Standard VIII: Visual Arts educators Systematically
reflect on their own teaching Practice
Visual arts educators:
•
Reflect on their teaching practice to extend their knowledge, improve their
teaching, and refine their evolving philosophy of education. They recognize
that they will gain expertise with experience and will continue to improve
their effectiveness;
•
Are open to new ideas for teaching and continually seek to broaden their
teaching skills;
•
Observe and analyze the teaching practices of others, and seek and accept
qualified advice and constructive critiques of their teaching practice from
arts supervisors, administrators, and colleagues;
•
Evaluate the effectiveness of their instruction on students; and
•
Search for patterns of student accomplishment and behavior in their classrooms
that reflect on the impact of their teaching practice.
Standard IX: Visual Arts educators Assess Program
effectiveness
Visual arts educators:
- Formulate
questions that address the effectiveness of art programs with regard to
program, school, district, and cross-district goals;
- Know the
importance of reporting results of assessments in appropriate ways to
students, families, administrators, and the public; and
- Develop
assessment strategies to deal with broad issues of program effectiveness.
They use effective forms of communication to convey results to various
audiences, including exhibits, portfolios, test scores, and so on.
Collaboration, Professional Engagement and
Leadership
Standard X: Visual Arts educators Collaborate with
other educators
Visual arts educators:
•
Identify topics and art resources that can be pursued in an interdisciplinary
manner with other educators while maintaining the integrity of each discipline.
They encourage colleagues to incorporate the arts as essential components of
interdisciplinary study;
•
Seek to learn about the pedagogical practices and instructional programs of
other educators to collaborate and form interdisciplinary connections to make
art an articulated and central part of the school curriculum; and
•
Work to break down stereotypes about art and learning that may exist among
administrators, parents, and faculty in other subject areas.
Standard XI: Visual Arts educators serve their
Schools and Communities
Visual arts educators:
- Are involved
and contributing members to the school community, being part of policy
committees and educational councils and involved in collaborations with
other educators and colleagues at all levels;
- Provide
leadership for administrators, decision makers, policy makers, and other
stakeholders about the value of the visual arts in a student’s
comprehensive program of studies;
- Are willing to
work with colleagues to improve and evaluate professional development
plans and practices;
- Take student
art into the community where it becomes a positive influence within the
community;
- Work with
colleagues in the schools to foster a professional culture that has a
significant place for the arts; and
- Regularly
attend art shows in other schools, galleries, universities, and museums
and demonstrate the value of working with educators from other schools,
districts, colleges and universities, arts organizations, and museums.
Standard XII: Visual Arts educators continue their
Professional development throughout their Careers
Visual arts educators:
- Participate in
seminars, workshops, and conferences to further their professional
development and encourage colleagues to do the same;
- Understand the
history of the profession and current philosophical foundations of visual
arts education;
- Continually
examine their assumptions and thinking about themselves, their students,
and the field of visual arts education;
- Clearly
articulate their teaching philosophies and the unique ways in which art
learning can contribute to cognitive, emotional, moral, and social growth;
- Maintain a
professional resume and teaching portfolio, and understand the importance
of continuing to document their teaching effectiveness throughout their
careers; and
- Remain aware
of current research in the field and continually seek out and implement
varied instructional strategies.
Standard XIII: Visual Arts educators Contribute to
the growth of their Profession
Visual arts educators:
- Are active
members of associations, museums, and organizations connected to their
profession;
- Continue to
develop the capacity to be leaders in various educational and professional
roles;
- Understand the
importance of making presentations at professional, school, parent, and
community meetings;
- Contribute to
the literature of the profession; and
- Serve as peer
coaches or mentors to student teachers, new teachers, and other
colleagues.
Texas
Essential Knowledge Skills (TEKS):
(1) Four basic strands--perception,
creative expression/performance, historical and cultural heritage, and critical
evaluation--provide broad, unifying structures for organizing the knowledge and
skills students are expected to acquire. Students rely on their perceptions of
the environment, developed through increasing visual awareness and sensitivity
to surroundings, memory, imagination, and life experiences, as a source for
creating artworks. They express their thoughts and ideas creatively, while
challenging their imagination, fostering reflective thinking, and developing
disciplined effort and problem-solving skills.
(2) By analyzing artistic styles and
historical periods students develop respect for the traditions and
contributions of diverse cultures. Students respond to and analyze artworks,
thus contributing to the development of lifelong skills of making informed
judgments and evaluations.
Knowledge
and skills.
(1) Perception. The student develops
and organizes ideas from the environment. The student is expected to:
(A) illustrate ideas for artworks from
direct observation, experiences, and imagination; and
(B) compare and contrast the use of art
elements (color, texture, form, line, space, value) and art principles
(emphasis, pattern, rhythm, balance, proportion, unity) in personal artworks
and those of others, using vocabulary accurately.
(2) Creative expression/performance.
The student expresses ideas through original artworks, using a variety of media
with appropriate skill. The student is expected to:
(A) create visual solutions by elaborating
on direct observation, experiences, and imagination;
(B) create designs for practical
applications; and
(C) demonstrate effective use of art media
and tools in design, drawing, painting, printmaking, and sculpture.
(3) Historical/cultural heritage.
The student demonstrates an understanding of art history and culture as records
of human achievement. The student is expected to:
(A) compare and contrast historical and
contemporary styles, identifying general themes and trends;
(B) describe general characteristics in
artworks from a variety of cultures; and
(C) compare and contrast career and vocational
opportunities in art.
(4) Response/evaluation. The student
makes informed judgments about personal artworks and the artworks of others. The
student is expected to:
(A) interpret, evaluate, and justify
artistic decisions in personal artworks; and
(B) select and analyze original artworks,
portfolios, and exhibitions by peers and others to form precise conclusions
about formal qualities, historical and cultural contexts, intents, and
meanings.
Objectives:
1.
Students will use what they have done or are going in one of their other
classes (English, math, science, history, etc.) to research and create a work
of art. Collaboration between art
teacher, students and other subject teachers is absolutely necessary.
2. Can use a variety of materials and techniques to create their pieces,
including performance, collage, paint, pencil, animation, comic, anything.
Students will make interpretive, symbolic and evaluative judgments while
creating their piece.
Introduction:
Vocabulary: pointillism, action painting, performance art, cross-hatching,
abstract, assemblage, etching, collage, realism, mixed media, mosaic,
perspective, foreshortening, analogous and complimentary colors, opaque,
transparent, conceptual, surrealism, cubism, dada, ready-made art, pop art
Social/Historic
Context for Lesson: Dependent on the subject matter that the student chooses
from what they are learning in one of their other core classes.
Historic
Artists Used: da Vinci, Pollock, Roy Lichtenstein, Bob Kane, Seurat
Contemporary
Artists Used: Joseba Elorza, RRRRRRROLL, Guy Laramee, Marquese “Nonstop” Scott,
Pepon Osorio
Books:
Rethinking Art Education, Artists Manual (Angela Gair), The Art Book (Phaidon)
Websites:
thisiscollossal.com, juxtaposition.com, hifructose.com
Materials
Used: found objects, paint, pencil, video, magazines, clay, needles and thread,
fabric, ink, pastels, charcoal, markers, canvas, wood, illustration board,
photography, watercolor, teabags, masking tape, text, cardboard, maps,
stencils, X-Acto knife
Technology
Used: computer, camera, Photoshop (or alternative image processing and editing
software), cell phones, Phone apps (Instagram, Graffiti), moviemaker, Flickr,
Timeline
for Lesson: 2 Weeks
Day
1: Explain project, show PowerPoint of numerous artists and different styles of
2-D and 3-D art, allow time for students to collaborate (if desired) and
organize their ideas. By the end of
class should have some idea(s) of what they want to do.
Day
2: Will get with students to discuss their ideas, show them specific artists
and works related to their project and figure out materials needed. Begin work.
Day
3-5: Students will continue working on their projects.
Day
6: Teacher will get together with each student or group of students to discuss
any problems or questions and check on their progress. Ask about their process and planned direction
of the piece. Continue to work.
Day
7-9: Continue to work
Day
10: Critique and turn in projects.
Activity/Procedure:
1.
We will have a discussion over what they are learning in other classes and how
we could turn those lessons into a work of art.
Students will pick the subject or event that they have learned about and
interest them the most. Then we will
discuss how they can use different methods to create their piece. Students can
then brainstorm and discuss ideas with others and the teacher. Will be allowed to collaborate on projects
and work in groups.
Assessments (objective or
subjective):
1. Daily review
2. Daily check-in with
each student
3. Progress grade at
halfway point
4. Peer Review
5. Final grade upon
turn-in
Future Considerations/Notes:
