lesson #2
I. Lesson Number, Grade Levels, Title, and Duration:
Lesson #2, Third Grade, “Visually Representing Myself”, Duration of class session
II. Lesson Rationale:
Within this lesson, students will take what they have been learning and reflecting on, and then translate that knowledge into their first project assignment that will be introduced at the beginning of this lesson. This provides an opportunity for the students to be creative!
III. Key Concepts:
Identity can change in time.
Identity can connect individuals.
Identity is formed through associations.
IV. Essential Question:
What associations help to form your identity?
How does Identity connect individuals?
How have individuals expressed their identity through art making?
V. Lesson Objectives:
Students will be able to visually represent themselves through art making.
Students will be able to demonstrate self reflection.
VI. Specific Art Content:
The Art elements and Principles will be touched on, so that they think before just diving into creating their 2D art still lifes. I will remind the students where the art supplies such as markers, crayons, and colored pencils belong, and also where they are to place their pieces at the end of the class session. The concept of using a viewfinder will be introduced, so that they are guided towards thinking about the arrangement of their personal items that they will be drawing from.
VIII. Resources & Materials for Students:
Sketch books for preliminary planning of final 2D project
Students should have at least 5 items from home to begin sketching from
Crayons
Markers
Colored pencils
Larger pieces of paper for their final pieces
IX. Instruction and Its Sequencing:
Day of the Lesson 1st Day
1. Introduction/Motivation:
I will hook students in through discussion of still lifes, and by demonstrating how to use a viewfinder, along with giving them their own viewfinders
2. Guided Practice
How do the items brought from home reflect your own identity?
How can you create an artwork that is visually appealing?
How many ways can you arrange you items- and what is the best arrangement for a ‘successful’ composition?
What artists explored have sparked your interest?
Is there a certain type of style that you want to explore in this still life project?
3. Independent Practice
Students will first sketch a total of 4 compositions with their objects- ultimately choosing one. Before I give them a larger paper for their actual piece they will discuss with me their reasoning for arrangement and simple explanation for the objects brought in.
4. Closure
I will again read a different poem to the class with the theme of Identity, letting them know that most of the next class session will be dedicated towards finishing their 2D projects.
http://www.poetrysoup.com/poems/identity
5. Formative Evaluation
The formative evaluation for this lesson will take place when the students are done with their 2D projects. The summative assessment will take place after the students have completed their preliminary sketches, and they meet with me to discuss their plan.
6. Classroom Management Procedures
In order to keep the students on task, I will only allow about a little over half of the class time for them to sketch and plan, meeting with the students who finish early with this process first. The rest of the class session will be used to begin their still lifes, until it is time to clean up.
X. Summative Assessment and Evaluation:
Criteria
Meets
Somewhat Meets
Does Not Meet
Students have brought at least 5 items from home
Student has created at least 4 preliminary sketches by about mid-class
Student is able to articulate why they chose the objects that they brought during our mid-point meeting
Able to explain why they want to recreate one of their sketches vs. the others in a larger format…demonstrating thoughtfulness about composition (elements/principles)
Student appropriately puts back materials and has shown class cooperation skills
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:
XIII. Art TEKS
Creative expression. The student communicates ideas through original artworks using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem solving skills.
The student is expected to:
- integrate ideas drawn from life experiences to create original works of art;
- create compositions using the elements of art and principles of design; and
- produce drawings; paintings; prints; sculpture, including modeled forms; and other art forms such as ceramics, fiber art, constructions, mixed media, installation art, digital art and media, and photographic imagery using a variety of materials.
XIV. National Art Standards
Creating:
Anchor Standards #1 and #2 will be focused on in this lesson