lesson #1
I. Lesson Number, Grade Levels, Title, and Duration:
Lesson #1, Third Grade, “Who am I in This Big World?” Duration of about 2 class sessions
II. Lesson Rationale:
I want students to learn about and be able to recognize Identity concepts from life. This lesson is significant in helping students to understand aspects and associations we make with personal Identities. Through artist and artwork exploration within this lesson, the students will understand how other people around the world work with themes of Identity in different ways and mediums. I want the students to be able to describe Identity concepts, and recognize themes of Identity within art.
III. Key Concepts:
Identity has many components.
Identity is formed from associations.
IV. Essential Question:
What associations help to form your identity?
How have individuals expressed their identity through art making?
V. Lesson Objectives:
The students will be able to describe Identity.
The students will be able to recognize concepts of Identity within art.
VI. Specific Art Content:
Classroom Management
Global Art Exploration
Traditional & Contemporary Art/Artists
Technical Knowledge of Clay Skills
Writing to Reflect & Communicate Ideas
VII. Resources & Materials for Teacher:
Intro to lesson video: http://www.pbs.org/art21/artists/william-wegman
Quotes from various people and artists about Identity (mentioned within Component 4)
http://www.poetrysoup.com/poems/identity I will read some poetry with concepts of Identity
http://www.pbs.org/art21/artists?film=222 : has a whole section on the website about artists who work with themes of Identity, I will be drawing some information from this website, along with showing some of the artist videos that are presented on the website
The following Artists and their works will be explored: Chuck Close, William Wegman, Howardena Pindell, Richard Avedon, Duane Hanson, Edgar Heap of Birds, Deborah Butterfield, Frida Kahlo, Lucas Samaras, as well as the artists mentioned under the Identity theme on the Art21 website.
VIII. Resources & Materials for Students:
Sketch Pads
Large Pad for class discussion of Identity
Group Brainstorming time allotted
IX. Instruction and Its Sequencing:
Day of the Lesson 1st Day
1. Introduction/Motivation:
“Identity” video will be shown as the “hook”
http://www.pbs.org/art21/artists/william-wegman
I will then discuss William Wegman and his work; leading into Identity unit preview
2. Guided Practice
The following questions will be printed on a sheet and given to each student (I will tell them to keep the sheets in their sketch books towards end of class):
What is the definition of Identity?
What are some components of Identity?
What associations help to form Identity?
How can Identity change within time?
How can Identity connect individuals?
How have other artists portrayed themes of Identity in their artworks?
How do concepts of Identity change or depend on surroundings?
How do other cultures around the world relate with our ‘Western’ concepts of Identity?
How can you express your Identity through writing?
In what ways could you express your Identity through art making?
What material objects do you associate with yourself?
What outside influences affect your personal Identity?
Who determines what Identity means/is?
How do we determine our own Identity?
3. Independent Practice
During class they will split into small groups after I’ve introduce some Identity ideas. They will then as a group create a list of Identity associations that are personal, and everyone will share some of their components to the whole class, eventually leading up to a class agreement on a definition for Identity.
4. Closure
I will end the day by reciting a few poems about Identity taken from http://www.poetrysoup.com/poems/identity
5. Formative Evaluation
During class discussion and through small group discussion I will be able to monitor their understanding of the Identity ideas being presented to them in this lesson. They will be required to create a group list of Identity associations, which I will pick up at the end of class, although most terms and ideas/concepts will be shared for me to write down for the class to view. This lesson requires a less extreme form of formative evaluation because it is the very first introduction to the big idea of Identity.
6. Classroom Management Procedures
I will simply keep track of time during group/class discussion and provide enough time for the “hook” video shown at the beginning of class, along with time for me to end class with some poetry relating to Identity.
Day of the Lesson 2nd Day
1. Introduction/Motivation:
Another “Identity” video will be shown as a “hook”
http://www.pbs.org/art21/artists/kerry-james-marshall
I will then discuss Kerry James and his work; leading into further Identity discussion and recap from last class session.
2. Guided Practice
Students will be instructed to pull out sheets from last class:
What is the definition of Identity?
What are some components of Identity?
What associations help to form Identity?
How can Identity change within time?
How can Identity connect individuals?
How have other artists portrayed themes of Identity in their artworks?
How do concepts of Identity change or depend on surroundings?
How do other cultures around the world relate with our ‘Western’ concepts of Identity?
How can you express your Identity through writing?
In what ways could you express your Identity through art making?
What material objects do you associate with yourself?
What outside influences affect your personal Identity?
Who determines what Identity means/is?
How do we determine our own Identity?
(assuming that not all of the questions were answered or thought about)
3. Independent Practice
Students will be given time to answer the guided practice questions on a page in their sketch books, while I begin introducing them to more artists such as Frida Kahlo, artists who focus on themes of Identity in their work.
4. Closure
I will end the day by telling students to begin thinking about and plan to bring in 5-10 smaller-scale items from home or their surroundings that they identify with, because we will be using them for a 2D still-life project in the upcoming class periods.
5. Formative Evaluation
During class discussion and through small group discussion I will be able to monitor their understanding of the Identity ideas being presented to them. They will leave their sketch books with me at the end of class so that I can look over their responses to the guided questions.
6. Classroom Management Procedures
I will simply keep track of time during group/class discussion and increments for the video at the beginning of class, along with time for me to end class with some discussion about what they need to be thinking about and what they need to bring in for the next class period.
X. Summative Assessment and Evaluation:
Grading Criteria
Meets
Somewhat Meets
Does Not Meet
Uses information given to meet lesson objectives
Shows engagement through effort and participation
Shares ideas and works with others
Demonstrates understanding of Identity concepts through sketch book reflection
XI. Interdisciplinary Connections:
Briefly list and describe any meaningful connections or extensions of the lesson into other subject areas. It is beneficial to be able to include any TEKS in the non-art subject area pertinent to the interdisciplinary connection. Not all art lessons have legitimate connections across the curriculum.
XII. References & Resources:
The Art21 website mentioned
The poetry website mentioned
Artworks from Artists mentioned…
XIII. Art TEKS
Foundations: observation and perception. The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating artworks.
The student is expected to:
- explore ideas from life experiences about self, peers, family, school, or community and from the imagination as sources for original works of art;
- use appropriate vocabulary when discussing the elements of art, including line, shape, color, texture, form, space, and value, and the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity; and
- discuss the elements of art as building blocks and the principles of design as organizers of works of art.
XIV. National Art Standards
Connecting:
Anchors #7 #8 #9 will be focused on in this lesson