Vous êtes sur la page 1sur 1

Paige Railey

TWS 499
Spring 2015
Short-Range Planning/Instructional Planning
Task: The teacher candidate lists the short range learning goals and objectives for a one to
three week unit of study. This unit of study should be one segment of the long range plan.
Stage 1: Backward Design
Goals/Standards Week 1-3:
Visual Arts Creating Standard 2: Organize and develop artistic ideas and work.
Students brainstorm and develop ideas to create a drawing using 1 point perspective. Student use familiar logos or
Students brainstorm and develop ideas to create a drawing representing a city view from above incorporating a theme
that corresponds with a shoe appearing to be stepping on the city.
Students use all knowledge from 1 point perspective projects (above) to create a final work of art using collage and 1
point perspective.

Visual Arts Presenting Standard 4: Select, analyze, and interpret artistic work for presentation.
Students analyze finished drawing of familiar logos and icons to prepare for final drawing.
Students compare work within the entire class of finished 1 point perspective city views.
Students interpret the strongest and weakest parts of their work and discuss what could be added to make it better.

Visual Arts Responding Standard 9: Apply criteria to evaluate artistic work.

Students reference criteria set at beginning of lesson and asses their work individually to ensure all goals are met.
Students evaluate their work based on criteria set at beginning of the lesson.

Unit Objectives week 1-3:

VA: Cr2.1.6a Demonstrate openness to trying new ideas, materials, methods and approaches to
making works of art and design.
VA: Pr4.1.6a Analyze similarities and differences associated with preserving and presenting twodimensional, three-dimensional and digital artwork.
VA: Re9.1.6a Develop and apply relevant criteria to evaluate a work of art.
Essential Questions For entire Unit:
1. How do artists determine what direction to take their artwork to make it most effective?
--Brainstorming ideas and developing small scale practice drawings to determine the most
2. How can an artist learn from an error or misuse of materials?
--Students should focus on using colored pencils properly and be able to assess ways to fix
errors while working.
3. What criteria determines an artwork that is worth of being presented?
--Students will have criteria set from the beginning of the class to reference throughout
the lesson. This will allow students to know the level of expectation and what it takes to
make work of art that is worth being presented and displayed in the hall.
4. How does one determine the criteria that is used to evaluate an artwork?
--Students abilities and strengths are taken into consideration and what the expectation
of the finished work should be to create criteria for evaluating artwork.